Topic: FIVE MACRO SKILLS

I. DISCUSSION
5 MACRO SKILLS

-are most commonly referred to listening, speaking, reading, writing and viewing in English language.

-macro skills refer to the primary, key, main, and largest skill set relative to a particular context.

IMPORTANCE OF MACRO SKILLS

-macro-skills in communication are the most important skills in teaching a particular language. each of
them is indispensable in the learning process and teaching performance on behalf of the learners and
mentors.

IMPORTANCE OF MACRO SKILLS IN COMMUNICATION

-each macro skill is important in communication so we can communicate and understand with each
other.

RECEPTIVE SKILLS- listening and reading

PRODUCTIVE SKILLS- speaking and writing

ORAL SKILLS- listening and speaking

LITERACY SKILLS- reading and writing

-listening and reading are receptive skills since learners need to process and understand language
being communicated to them in spoken or written form.

- speaking and writing are known as productive skills since learners need to produce language to
communicate their ideas in either speech or text.

LISTENING

-this basic skill is about hearing and perceiving other people's opinions, and absorbing facts and
emotional intelligence derived from the spoken word. however, not every person must hear to listen.

-a communication technique that requires the listener to understand, interpret, and evaluate what he
or she hears. listening effectively improves personal relationships through the reduction of conflict and
strengthens cooperation through a collective understanding while speaking is vocalization of human
communication.

Good listening lessons go beyond the listening task itself with related activities before and after the
listening. here is the basic structure:

 before listening - prepare your learners by introducing the topic and finding out what they
already know about it. a good way to do this is to have a brainstorming session and some
discussion questions related to the topic. then provide any necessary background information
and new vocabulary they will need for the listening activity.
good listening lessons go beyond the listening task itself with related activities before and after the
listening. here is the basic structure:

 during listening - be specific about what students need to listen for. they can listen for selective
details or general content. if they are not marking answers or otherwise responding while
listening, tell them ahead of time what will be required afterward.
good listening lessons go beyond the listening task itself with related activities before and after the
listening. here is the basic structure:

 after listening - finish with an activity to extend the topic and help students remember new
vocabulary. this could be a discussion group, craft project, writing task, game, etc.
SPEAKING

-is the process of building and sharing meaning through the use of verbal and non-verbal symbols in a
variety of contexts.

-lets us express our opinion, concept, suggestions, feedback, etc. in the most normal and reliable
manner.

-In speaking, it is important to use correct vocabulary, pronunciation, and grammar to avoid
misunderstanding.

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READING

-It is a third skill in learning and it is a process of looking in a written symbols in written form and the
brain will convert it into words, sentences and paragraphs which contains message and information.

-A learning skill that improves vocabulary, spelling, grammar, and writing.

-Involving the skills of word recognition, comprehension, fluency, and motivation.

READING STRATEGIES

• Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes over
the text, noting important information.

• Scanning is used to find a particular piece of information. Run your eyes over the text looking for
the specific piece of information you need.

• Extensive reading is used to obtain a general understanding of a subject and includes reading
longer texts for pleasure, as well as business books.

• Intensive reading is used on shorter texts in order to extract specific information. It includes very
close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In
this case, it is important that you understand each word, number or fact.

https://www.scribd.com/presentation/428326252/5-Macro-Skills
https://www.studocu.com/ph/document/acts-computer-college/management-science/macro-skills-
teaching/17704964?fbclid=IwAR2N4tJ-8oaIa_0oeSfe8ap2JrHA8N4Qvkz3TmICrWxc25j6oNnOtTt_apE

WRITING

-the ability to communicate the message with clarity and ease through symbols and signs.

These has four main goals for student achievement:

• To write clearly and creatively to convey a message.

• To communicate ideas, thoughts, feelings, and experiences.

• To understand that writing is a reflective and interactive process

• To understand the different purposes, audiences, and forms for writing.

Why is viewing important?

We are language teachers, so it’s obvious we should focus on the written and spoken word in our
classes. So why should images, or multimodal texts that use images, matter at all to language teachers?
Many teachers argue that language and text-based approaches should take priority and that the image
just distracts from the word. However, as the majority of texts our students are accessing outside the
classroom are visual texts and multimodal texts which use images, surely, we should give our students
opportunities to ‘read’ – analyze and evaluate – these types of texts in the classroom. Furthermore, the
majority of these multimodal texts – YouTube videos, infographics, websites, blogs, social media sites –
are a combination of print text and image, where the image, far from distracting from the text, actually
enhances it.

Therefore, viewing is important because as students are dealing with mainly multimodal texts, they
need to understand them and to become more effective, active and critical viewers to be able to
participate fully in society. Viewing helps students develop the knowledge and skills to analyze and
evaluate visual texts and multimodal texts that use visuals. Viewing also helps students acquire
information and appreciate ideas and experiences visually communicated by others.

It’s important that students are aware that understanding the viewing process is as important as
understanding the listening and reading process. Students should understand that effective, active
viewers engage in the following procedure:

Pre-viewing:
Students prepare to view by activating their schema (the prior knowledge they bring to the study of a
topic or theme), anticipating a message, predicting, speculating, asking questions, and setting a purpose
for viewing.

During viewing:

Students view the visual text to understand the message by seeking and checking understanding, by
making connections, making and confirming predictions and inferences, interpreting and summarizing,
pausing and reviewing, and analyzing and evaluating. Students should monitor their understanding by
connecting to their schema, questioning and reflecting.

After viewing / responding:

Students should be given opportunities to respond personally, critically and creatively to visual texts.
Students respond by reflecting, analyzing, evaluating and creating.

Viewing frameworks

We’re now going to explore three frameworks which have been developed by prestigious institutions to
help students become better viewers. These models, which have been tried and tested with thousands
of students at schools and universities around the world with great success, help to systematize viewing
effectively into the language classroom.

Film and video: The 3Cs and 3Ss

This framework was developed by Into Film and is used widely in schools in the UK. The 3Cs (Colour,
Camera, Character) and the 3Ss (Story, Setting, Sound) framework can be used to help students discuss
and analyse all the elements of a film text.

Story, Setting, Sound, Colour, Character and Camera are simple headings with discussion questions
teachers can use as an easy way for exploring any film. Here are some of the discussion questions:

Colour

What colours do you see?

What do the colours make you feel?

Why do you think certain colours are used?

What mood do you think the colours create?

Camera

What shots have been used? Can you name them?

Through whose eyes do we see the story?

When do we see different characters’ point of view?

When does the camera move and when does it stay still?

Character
What do the main characters look like?

How do they speak and what do they say?

How do they behave?

Which character interests you the most? Why?

Story

What happens in the beginning, middle and at the end of the story?

What are the most important things (events) that happen in the story?

How do we know where the story takes place?

How long does the story take place in ‘real’ time?

Setting

Where does the action take place?

When and how does the setting change?

How could you tell where the story was taking place?

How could you tell when the story was taking place?

Sound

How many different sounds do you hear? What are they?

How does the music make you feel?

Are there any moments of silence?

Can you hear any sound effects?

The simplicity of the 3Cs and 3Ss framework makes it easy to remember and use.

Paintings and photographs: See, Think, Wonder

The See, Think, wonder routine is one of the Visible Thinking Routines developed by researcher-
educators for Project Zero at Harvard University.

This routine helps students make careful observations and develop their own ideas and interpretations
based on what they see when viewing a painting or photograph by asking these three questions.

What do you see?

What do you think about what you see?

What does it make you wonder?

By separating the two questions – ‘What do you see?’ and ‘What do you think about what you see?’ –
the routine helps students distinguish between observations and interpretations. By encouraging
students to wonder and ask questions, the routine stimulates students’ curiosity and helps students
reach for new connections.

This routine is designed to be easy to remember, practical and invite a broad range of thinking moves.
Watch this video to see the See, Think, wonder routine being put into practice with secondary school
students.

https://www.intofilm.org/?
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