1| Teaching and Assessment of Macro Skills

Dear 21st Century Learner,

Welcome to EL 107, Teaching and Assessment of

Macro Skills!

This course introduces you to the academic subject that

guides to different theories, principles and approaches in
language instruction. This course will also assist you to have
a grasp of the emerging trends in language teaching and
become relevant to the current K12 English curriculum.

This will further help you equip with the necessary

pedagogical skills to be applied in helping their future
learners enhance the five important macro skills for
communication.

Furthermore, the course will also expose you to the

appropriate assessment strategies used in measuring the level
of each learner’s macro skill.

Lastly, the course will help them develop creativity and

resourcefulness as they pay attention to the development of
both receptive and productive skills of their learners.

Best Regards,
Sir Mhel

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 MODULE
1
As you take your journey on this lesson, you are
expected to:

Understa LEARNING OUTCOME:

 Analyze the current K12 Curriculum
Guide in English as implemented in

nding the
the Department of Education through
a 1-page reaction paper.

K to 12 LEARNING OBJECTIVES:
 Discuss the importance of the
implementation of Curriculum Guide

Curriculu
in English
 Examine the process in applying the
philosophy and principles in actual
teaching.

m
Guide in
English
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Module 1: Understanding the K to 12
Curriculum Guide in English
Introduction
Education in the 21st Century is giving us hint of what future learners
can be. As educators, we need to go along with the trend that the society
gives us to be able to cope with the needs of the learners in this modern
world.
Thus, the implementation of the K to 12 Basic Education commences
with the idea to bring a more coherent basis for teaching English.
This module will show you a glimpse of the way English educators
act and teach in the curriculum. This will also give you the idea on the
approaches and principles that you should apply when teaching the
different skills in the learning-teaching process.

I. PHILOSOPHY AND RATIONALE

1. Language is the basis of all communication and the primary instrument of
thought. Thinking, learning, and language are interrelated.
2. Language is governed by rules and systems (language conventions) which are
used to explore and communicate meaning.
3. Language is the foundation of all human relationships. All human
relationships are established on the ability of people to communicate effectively
with each other. Our thoughts, values and understandings are developed and
expressed through language.

II. GUIDING PRINCIPLES

The K-12 Language Arts and Multiliteracies Curriculum is anchored on the
following language acquisition, learning, teaching and assessing principles:
1. All languages are interrelated and interdependent. Facility in the first
language (L1) strengthens and supports the learning of other languages (L2).

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2. Language acquisition and learning is an active process that begins at birth
and continues throughout life. It is continuous and recursive throughout students’
lives.
 (spiral progression)
They reflect on and use prior knowledge to extend and enhance their language and
understanding. By learning and incorporating new language structures into their
repertoire and using them in a variety of contexts, students develop language
fluency and proficiency.
3. Learning requires meaning. We learn when we use what we know to
understand what is new.
Start with what the students know; use that to introduce new concepts. They use
language to examine new experiences and knowledge in relation to their prior
knowledge, experiences, and beliefs. They make connections, anticipate
possibilities, reflect upon ideas, and determine courses of action
4. Learners learn about language and how to use it effectively through their
engagement with and study of texts.
The term ‘text’ refers to any form of written (reading and writing), oral (listening
and speaking) and visual communication involving language.
The texts through which students learn about language are wide-ranging and
varied, from brief conversations to lengthy and complex forms of writing.
5. Successful language learning involves viewing, listening, speaking, reading
and writing activities. Language learning should include a plethora of strategies
and activities that helps students focus on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on
students’ existing language competence, including the use of non-standard forms
of the language, and extending the range of language available to students.
Through language learning, learners develop functional and critical literacy skills.
An effective language art and multiliteracies curriculum satisfies the following
principles:
1. develops thinking and language through interactive learning;

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 2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their
literary heritage;
4. draws on informational texts and multimedia in order to build academic
vocabulary and strong content knowledge;
5. develops students’ oral language and literacy through appropriately
challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. They use social media platforms to communicate with the outside world.
They are not bothered about privacy and are willing to share intimate details
about themselves with complete strangers. They have virtual friends and for
them hanging out with friends means talking to them over the cell phones,
emails and text messages.
8. They are considered to be creative and collaborative and will have a
significant impact on the way companies work when they join the
workforce.
9. They are adept at multi-tasking. They can text, read, watch, talk and even eat
simultaneously.
10.NEGATIVE EFFECTS: Reduced attention span leading to what
psychologists call acquired attention deficit disorder. This generation is
unable to analyze complex data and information as they cannot focus for
very long.
III. OUTCOMES
 produce graduates who apply the language conventions, principles,
strategies and skills in
 (1) interacting with others,
 (2) understanding and learning other content areas, and
 (3) fending for themselves in whatever field of endeavor they may
engage in.

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2. Multiliteracies
Multiliteracies (multi literacy practices) recognize that there are many kinds of
literacy at work within our society.
 Traditional literacy practices using texts as well as new literacy practices
using texts of popular culture such as films.
 Social literacy encompasses how we communicate and exchange meaning
in our society while professional literacy links with the notion of literacy for
school of the workplace.
 acquire highly-developed literacy skills that enable them to understand
that English language is the most widely used medium of
communication in Trade and the Arts, Sciences, Mathematics, and in world
economy.
 help learners understand that English language is a dynamic social
process which responds to and reflects changing social conditions, and
that English is inextricably involved with values, beliefs and ways of
thinking about ourselves and the world we dwell in. Through multi-
literacy skills, learners will be able to appreciate and be sensitive to
sociocultural diversity and understand that the meaning of any form of
communication depends on context, purpose and audience.
IV. CONCEPTUAL FRAMEWORK
The world is now in the “Knowledge age” where the challenge of education is to
prepare learners to deal with the challenges of the changing world.
Students in this age must be prepared to:
 compete in a global economy,
 understand and operate complex communication and information systems,
and
 apply higher level thinking skills to make decisions and solve problems
The curriculum has four (4) components. Each component is essential to the
learners’ ability to communicate effectively in a language leading them to achieve

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communicative competence and multiliteracies in the Mother Tongue, Filipino and
English.
 Component 1 illustrates learning processes that will effect acquisition and
learning of the language. It explains the HOW of language learning and
therefore serves as guiding principles for language teaching.
 Component 2 describes knowledge and skill areas which are essential to
effective language use (understanding of cultures, understanding language,
processes and strategies) which will be developed through language arts
(macro-skills).
 Component 3 shows the interdependence and interrelationships of the
macro-skills of the language (listening, speaking and viewing; reading,
viewing and responding; writing and representing) and the development of
thinking skills (critical thinking, creative thinking and metacognition)
allowing students to make meaning through language.
 Component 4 explains the holistic assessment of the Language Arts and
Literacy Curriculum which serves as feedback of its effectiveness to
students, teachers, school administrators, and curriculum developers.
COMPONENT 1: Language Learning Process
1. Spiral Progression
2. Interaction
3. Integration
4. Learner-Centeredness
5. Contextualization
6. Construction
Interaction
 Language learning will be situated in the context of communication (oral
and written).

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  Activities that simulate real-life situations of varying language demands
(purposes, topics, and audiences) will be employed to help students interact
with others thereby improve their socialization skills.
 The areas of language learning – the receptive skills, the productive skills,
and grammar and vocabulary will be taught in an integrated way, together
with the use of relevant print and non-print resources, to provide multiple
perspectives and meaningful connections. Integration may come in different
types either implicitly or explicitly (skills, content, theme, topic, and values
integration).
Learner-Centeredness
 Learners are at the center of the teaching-learning process. Teaching will be
differentiated according to students’ needs, abilities and interests. Effective
pedagogies will be used to engage them and to strengthen their language
development.
Contextualization
 Learning tasks and activities will be designed for learners to acquire the
language in authentic and meaningful contexts of use.
 For example, lessons will be planned around learning outcomes, a theme, or
a type of text to help learners use related language skills, grammatical
items/structures and vocabulary appropriately in spoken and written
language to suit the purpose, audience, context and culture.
 Learning points will be reinforced through explicit instruction and related
follow-up practice.
COMPONENT 2: Effective Language Use
1. UNDERSTANDING CULTURES. Learning language through text types
and literary appreciation exposes learners to different cultures of the world,
including one’s culture.
Learners develop sociolinguistic and sociocultural understandings and apply
them to their use of the language (Mother Tongue, Filipino, and English).
Sociolinguistic understanding refers to appropriate language use. It is defined in

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this document as taking into account the social significance of linguistic forms and
the linguistic implications of social facts.
Language is a complex social practice that reflects and reinforces shared
understandings about appropriate actions, values, beliefs and attitudes within a
community.
2. UNDERSTANDING LANGUAGE - Learners apply their knowledge of
the system of the language to assist them to make meaning and to create
meaning.
They come to recognize the patterns and rules of the language which emerge as
they interact with a plethora of texts (literary and informational) to make meaning.
They apply this knowledge and understanding to create their own spoken, written
and visual texts.
3. PROCE SS AND STRATEGIES. Learners select from a repertoire of
processes and strategies by reflecting on their understanding of the way
language works for a variety of purposes in a range of contexts. They
deliberate on how they use language and apply different language strategies,
depending on their purpose, context and audience. They use language as a
way of coming to grips with new ideas, resolving difficulties or solving
problems.
COMPONENT 3: Making Meaning through Language
4. Language is the major instrument in communication (oral and written) and
the heart of which is the exchange of meaning. Language learning should
focus on guiding students make meaning through language for different
purposes on a range of topics and with a variety of audiences.
5. The skills, grammatical items, structures and various types of texts will be
taught, and revisited at increasing levels of difficulty and sophistication.
This design allows students to progress from the foundational level to higher
levels of language use.

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COMPONENT 4: Holistic Assessment
Assessment is an important aspect of learning and teaching. It should be effectively
used to support the holistic development of our pupils. Our assessment practices
should go beyond summative evaluation and move towards a more holistic
approach.
Holistic assessment refers to the ongoing gathering of information on different
facets of a child from various sources, with the aim of providing qualitative and
quantitative feedback to support and guide the child's development. Holistic
assessment informs our teachers of their teaching practices and guides them in the
design and delivery of student learning. It will also enable parents to support their
children's development and growth.

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Characteristics of Assessment
1. Proximity to actual language use and performance
Assessment procedures should be based on activities that have authentic
communicative function rather than ones with little or no intrinsic communicative
value. These activities are based on actual performance in authentic situations
which the learner is likely to encounter in his or her daily life.
2. A holistic view of language
Assessment procedures are based on the notion that the interrelationships among
the various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. Also the four skills of language-listening,
speaking, reading, and writing-are seen to be parts of a structurally integrated
whole.
3. An integrative view of learning
Assessment attempts to capture the learner’s total array of skills and abilities. It
measures language proficiency in the context of specific subject matter.
Assessment procedures are based on the idea that various aspects of a learner’s
life, both academic and personal, are integral to the development of language
proficiency and cannot be ignored. These dimensions include not only processes
such as acquiring and integrating knowledge, extending and refining knowledge,
and using knowledge meaningfully, but also issues such as varying student
attitudes towards learning.
4. Developmental appropriateness
Assessment procedures set expectations that are appropriate within the cognitive,
social, and academic development of the learner. This characteristic of assessment
makes it particularly valuable for second language learners who come from
culturally diverse backgrounds and who may have atypical educational
experiences.
5. Multiple referencing
Assessment entails obtaining information about the learner from numerous
sources and through various means.

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For students, assessment should allow them to see their own accomplishments in
terms that they understand and, consequently, allows them to assume responsibility
for their learning. Assessment should allow parents to share in the educational
process, and offers them a clear insight into what their children are doing in school.
For teachers, the primary advantage of assessment is that it provides data on their
students and their classroom for educational decision-making. In addition, it
reports the success of the curriculum and provides teachers with a framework for
organizing student’s works.

Let’s apply!

Directions: Complete the following statements by filling-out the blanks with

a two-word answer. Write your answers on the blank provided.
1. We can develop ______ ______ if we can effectively communicate
with other people.

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 2. The meaning of language can be explored and communicated through
_______ _________.
3. When we are born, we already have the sense of language that
continues to develop throughout life. This is called ______ ______.
4. A plethora of strategies and activities should be included in ______
______. Through this, learners develop functional and critical learning
skills.
5. Learners utilize ______ ______ platforms to communicate and share
intimate details to their virtual friends or even strangers.
6. One of the negative effects brought by the K to 12 English Curriculum
guide is the reduce ______ _______ or attention deficiency order.
7. ______ ______ refers to the literacy we demonstrate on the
workplace as an act of professionalism.
8. In the teaching-learning process, ______ ______ is about using
differentiated teaching that focuses on the students’ needs, abilities and
interests.
9. ______ ______ aims to providing qualitative and quantitative feedback
to support and guide the child's development.
10. The appropriate use and understanding of language refer to ______
______.

LISTENING
Title of Activity:
Let’s Do this
Mechanics:

Directions: Think of an activity that

that will best suit to develop the
following macro skills. You can create
14 |your
T e a cown
h i n gtitle
a n and
d A sexplain
s e s s m ehow
n t oyou
f Macro Skills
will apply it to your students. (5 pts
each)
 READING WRITING
Title of Activity: Title of Activity:

Mechanics: Mechanics:

SPEAKING VIEWING
Title of Activity: Title of Activity:

Mechanics: Mechanics:

WHAT HAVE I LEARNED?

Directions: Write a one-page reaction paper about the K to 12 Curriculum

Guide in English. Use the guide questions below to construct your output. You
will be graded through a rubric attached in this post.

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 1. How is language described in the philosophy and rationale of the
curriculum guide?
2. What is language learning? How can we actually learn the language?
3. What is the ultimate goal of the K to 12 Curriculum Guide in English?
4. Explain the 5 ways of using language effectively.

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