My room, my rules….

1.Avoid tardiness.
2.Five absences would mean DROPPED. Unless there
is a REASON.
3.I don’t like Jollibee. (implicit )
4.I won’t entertain questions. Unless there is a need
to clarify.
5.Clean the room before leaving.
 Teaching and
Assessment of Macro Skills
EDUC 33

Prof.: Maricel S. Bay, LPT, PhD (Candidate)

Course Description:
This course allows the English teachers to
explore the nature of the macro skills and the
theoretical bases, principles, and methods and
strategies in teaching and assessing listening,
speaking, reading, writing, and viewing.
Course Objectives:
1. Acquire competencies in understanding the English
Language Arts Curriculum
2. Gain understanding and competencies in teaching the 5
macro skills
3. Identify and master skills in the development of
assessment of the 5 macro skills
4. Apply learned skills in coping problems and challenges in
teaching 5 macro skills
5. Demonstrate ability in teaching lessons through various
integration and literacy skills
Course 3 units
Credits:
Contact 3 hours/week
Hours:
Review
for Qualifyng Exam
Professional
Education
1. Ask to do a learning task, Joe hesitates and says "Mahirap.
Ayaw ko. 'Di ko kaya!" To which problem does the case of the
student allude?
I. Unmotivated students
II. Uncaring teachers
III. Extremely difficult learning tasks
IV. incompetent teachers
A.I and III
B. I and II
C. II and III
D. I, II, and III
2. Teacher Cel wants to determine
immediately the learning difficulties of her
students. Which of the following do you
expect her to undertake?
A. Require her students to prepare a portfolio.
B. Administer an achievement test.
C. Administer a diagnostic test.
D. Interview her students directly.
3. The theme of Vygotsky's socio-cultural theory
emphasizes the role of appropriate assistance given
by the teacher to accomplish a task. Such help
enables the child to move from the zone of actual
developmeny to a zone of proximal development.
Such assistance is termed _____.
A.competency technique
B. scaffolding
C. active participation
D. collaboration
4. It is a type of test that is used
during the learning process.
A. Summative test
B. Diagnostic test
C. Formative test
D. Achievement test
5. Among the following curriculum
stakeholders, who has the most
responsibility in curriculum
implementation?
A. the learners C. the teachers
B. the school heads D. the parents
Let’s Check!
1. Ask to do a learning task, Joe hesitates and says "Mahirap.
Ayaw ko. 'Di ko kaya!" To which problem does the case of the
student allude?
I. Unmotivated students
II. Uncaring teachers
III. Extremely difficult learning tasks
IV. incompetent teachers
A.I and III
B. I and II
C. II and III
D. I, II, and III
2. Teacher Cel wants to determine immediately the
learning difficulties of her students. Which of the
following do you expect her to undertake?
A. Require her students to prepare a
portfolio.
B. Administer an achievement test.
C. Administer a diagnostic test.
D. Interview her students directly.
3. The theme of Vygotsky's socio-cultural theory
emphasizes the role of appropriate assistance given by
the teacher to accomplish a task. Such help enables the
child to move from the zone of actual development to a
zone of proximal development. Such assistance is
termed _____.
A.competency technique
B. scaffolding
C. active participation
D. collaboration
4. It is a type of test that is used
during the learning process.
A. Summative test
B. Diagnostic test
C. Formative test
D. Achievement test
5. Among the following curriculum
stakeholders, who has the most
responsibility in curriculum
implementation?
A.the learners
B. the school heads
C. the teachers
D. the parents
 Teaching and
Assessment of Macro Skills
EDUC 33

WEEK 2
Domains of
Literacy
1. Phonemic Awareness
Phonemic awareness is the ability to notice,
think about, and work with the individual
sounds in spoken words. They must
understand that words are made up of speech
sounds or phonemes. Phonemes are the
smallest parts of sound in a spoken word that
make a difference in the word’s meaning.
Give the sound of the following
alphabets:
1. c
2. h
3. f
4. m
5. L
2. Phonics
​a method of teaching people to
read by correlating sounds with
letters or groups of letters in an
alphabetic writing system.
The goal of phonics instruction is
to help children learn and use
the alphabetic principle-the
understanding that there are
systematic and predictable
relationships between written
letters and spoken sounds.
3. Fluency
​ luency is the ability to read a text
F
accurately and quickly. When fluent
readers read silently, they recognize
words automatically. They group words
quickly to help them gain meaning from
what they read.
Fluent readers read aloud effortlessly
and with expression. Their reading
sounds natural, as if they are speaking.
Readers who have not yet developed
fluency read slowly, word by word.
Their oral reading is choppy and
plodding. Fluency provides the bridge
between word recognition and
comprehension.
4. Vocabulary
​ ocabulary refers to the words we must
V
know to communicate effectively. In
general, vocabulary can be described as
oral vocabulary or reading vocabulary.
Oral vocabulary refers to words that we
use in speaking or recognize in listening.
Reading vocabulary refers to words we
recognize or use in print. Vocabulary
is very important to reading
comprehension. Readers cannot
understand what they are reading
without knowing what most of the
words mean.
5. Comprehension
​ omprehension is the reason for reading.
C
If readers can read the words but do not
understand what they are reading, they
are not really reading.
 Text comprehension can
be improved by instruction
that helps readers use
specific comprehension
strategies.
Instructions: Discuss some ideas
by answering the following
questions. Explain and/or give
examples.
 1. There are five main language skills:
reading; writing; speaking; listening;
viewing. In general, which one do you
think is the most important for you?

2. Among the five skills, what will

happen if one skill will be removed?
3. Why is it important for teaching
activities to be designed or planned?

4. What things does a teacher need to

consider upon teaching the different
macro skills?
Listening
Skill
 Listening is the ability to accurately
receive and interpret messages in the
communication process. Listening is
the key to effective communication,
without the ability to listen effectively
messages are easily misunderstood
Remember:
Listening is not the
same as hearing.
 Hearing refers to the sounds that you hear,
whereas listening requires more than that: it
requires focus.
Listening means paying attention not only to
the story, but how it is told, the use of language
and voice, and how the other person uses his or
her body. In other words, it means being aware
of both verbal and non-verbal messages.
 Methods of
Teaching Listening
Skills
 Listening skills are best learned through simple,
engaging activities that focus more on the learning
process than on the final product. Whether you are
working with a large group of students or a small
one, you can use any of the following examples to
develop your own methods for teaching students
how to listen well.
1. Interpersonal Activities
One effective and nonthreatening
way for students to develop
stronger listening skills is through
interpersonal activities, such as
mock interviews and storytelling.
2. Group Activities
Larger group activities also
serve as a helpful method for
teaching listening skills to
students.
3. Audio Segments/songs
Chunks of audio segments of radio
programs, online podcast,
instructional lectures and other
audio messages.
4. Video Segments
A video segment (or chunk) is a
fragment of video information that is a
collection of video frames. Combined
together, these segments make up a
whole video.
Instructional Tips
Whatever method you use for
teaching listening, keep a few key
instructional tips in mind that will help
both you and your students navigate
the learning process.
One, keep your expectations simple, as even
the most experienced listener would be unable
to completely and accurately recall the entirety
of a message.
Two, keep your directions accessible and
build in opportunities for students not only to
ask clarifying questions, but also to make
mistakes.
Three, help students navigate their
communication anxiety by developing
activities appropriate to their skill and
confidence level, and then strengthen their
confidence by celebrating the ways in which
they do improve, no matter how small.
Activity: Listen to the song, write your
interpretation of the song by answering the
following questions:
1. What is the title of the song?
2. What is the message of the song?
Quiz:
1-5 What are the five domains of literacy?
6-8 Give three methods of teaching
listening skills.
9-10 Give two instructional tips that you
can use in teaching listening.
Instructions: Discuss some ideas by answering the
following questions.
1. Do you think asking questions help students
prepare for listening? Why?
2. How important is it to provide students with
a list of vocabulary included in the passage
before listening or to provide them with a
transcription of the text to which they’ve
listened?
Review Major
Subject
1. Which type of retelling does the situation exemplify?
Teacher: “You told me that Isabele couldn’t find a seat
when she got on the school bus, why not?”
Victor: “I think the other kids, you know the animals,
didn’t want her to sit with them because she was small and
plus the bus driver was mean so she didn’t want to sit near
him.”
a. Unaided retelling
b. Aided retelling
c. Half-aided retelling
d. Fully-aided retelling
2. While reading orally, John’s word error range is from 2 to
5 word calling errors per 100 words of text (95% accuracy
or better), with at least 80 percent comprehension on simple
recall questions about the story. In what level does his
reading ability belong?

a. Independent Reading Level

b. Successful Reading Level
c. Frustration Reading Level
d. Instructional Reading Level
3. Don, a Grade 4 pupil reads saw for was, say a b is a d,
skips, omits, or adds words when he reads outloud, rites 41
for 14, shows no difference 1 2 3 and 123, act and car, +
and X, and between OIL and 710. What learning difficulty
does he suffer from?
a. Dyscalcula
b. Dyslexia
c. Dysgraphia
d. Reading miscues
4. Which of the following characterizes a “strategic
reader”?
a. Refers to the dictionary when an unfamiliar word is
encountered in the text
b. Chooses reading materials that are easier to read
c. Preview a selection and rereads difficult passages
d. Refrains from taking notes while reading
5. Which of the following statements is TRUE with
regard to the use of the present perfect tense?
a. A statement which was true in the past and still
relevant to the present
b. A statement which was true in the past but no
longer, or not necessarily, true at the moment of
speaking
c. A statement which was true, or an action which
was completed before another past action
d. A statement which became true in the past
Let us check!!!
1. Which type of retelling does the situation exemplify?
Teacher: “You told me that Isabele couldn’t find a seat
when she got on the school bus, why not?”
Victor: “I think the other kids, you know the animals,
didn’t want her to sit with them because she was small and
plus the bus driver was mean so she didn’t want to sit near
him.”

a. Unaided retelling
b. Aided retelling
c. Half-aided retelling
d. Fully-aided retelling
2. While reading orally, John’s word error range is from 2 to
5 word calling errors per 100 words of text (95% accuracy
or better), with at least 80 percent comprehension on simple
recall questions about the story. In what level does his
reading ability belong?

a. Independent Reading Level

b. Successful Reading Level
c. Frustration Reading Level
d. Instructional Reading Level
3. Don, a Grade 4 pupil reads saw for was, say a b is a d,
skips, omits, or adds words when he reads outloud, rites 41
for 14, shows no difference 1 2 3 and 123, act and car, +
and X, and between OIL and 710. What learning difficulty
does he suffer from?
a. Dyscalcula
b. Dyslexia
c. Dysgraphia
d. Reading miscues
4. Which of the following characterizes a “strategic
reader”?
a. Refers to the dictionary when an unfamiliar word is
encountered in the text
b. Chooses reading materials that are easier to read
c. Preview a selection and rereads difficult passages
d. Refrains from taking notes while reading
5. Which of the following statements is TRUE with
regard to the use of the present perfect tense?
a. A statement which was true in the past and still
relevant to the present
b. A statement which was true in the past but no
longer, or not necessarily, true at the moment of
speaking
c. A statement which was true, or an action which
was completed before another past action
d. A statement which became true in the past
 Teaching and
Assessment of Macro Skills
EDUC 33

WEEK 5
 "Reading" is the process of looking at a series
of written symbols and getting meaning from
them. When we read, we use our eyes to
receive written symbols (letters, punctuation
marks and spaces) and we use our brain to
convert them into words, sentences and
paragraphs that communicate something to us.
is a receptive skill - through it, we receive
information.