FIVE

MACRO
SKILLS
 What is macro
skills?
Two decades ago, communication arts has
introduced the four “language skills” also known
as “macro skills” are most commonly referred to
listening, speaking, reading, and writing. The
breakthrough of technology has come with the
fifth macro skill both in English and Filipino
subjects which is viewing.
LISTENING
- is the process of
hearing, recognizing, and
interpreting or
comprehending language.
 BASIC MODE OF
LISTENING
1. Competitive or 2. Passive, 3. Active, reflective
combative attentive listening: This is
listening: This is the listening: In this the type of listening
type of listening that model that you want
type of listening,
is done when people to use. In these
want to push their we are genuinely modes, you actively
own type of view or interested in what listen and
opinion rather than the person is understand what the
listen to someone saying. other person is
else's. saying.
 4 Types of
Listening
1 2 3 4
3. Critical listening- 4. Therapeutic listening-
1. Deep listening- Deep 2. Full listening- Full
Critical listening Therapeutic listening is a
listening occurs when listening involves
involves using logic and more intimate type of
you're truly committed trying to fully
reasoning to separate listening that often
to understanding the comprehend the
opinion from fact when involves receiving
speaker's perspective practical content of a
listening to a speaker's information from a
and message. speaker's message.
message. speaker about their
challenges or emotional
situations.
 Why are listening skills
important?
Developing skills that can help you become a better listener
is important for several reasons, including:
• Building relationships good listening can help you build and maintain positive
relationships in the workplace.

• Learning new skills Effective listening is an important way to help you learn new skills.
In order to accurately follow directions, it may be beneficial to develop skills and habits
that contribute to the quality of your listening.

• Performing effectively Listening intently can help you accurately follow directions. By
following directions exactly, you may be able to improve your performance in the
workplace.
 BARRIERS OF LISTENING
1 PHYSICAL BARRIERS 2 PSYCHOLOGICAL BARRIERS
-consist of any sound - speaker’s condition
that prevents person
from being heard.

3 EGO
-their own ideas are more
important than the speaker.
DIFFERENCE BETWEEN HEARING AND LISTENING
Hearing is the act of perceiving sound by the ear, while
listening is something you consciously choose to do. Hearing
is a passive activity where we don’t have to actively engage
our brain to do that activity, while listening is an active
process that requires effort on our part – we actually have
to consciously think to listen. Listening requires
concentration so that your brain processes meaning from
words and sentences, and leads to learning.
TIPS FOR BEING A GOOD
LISTENER
• Give full attention
• Maintain eye contact
• Concentrate
• Don’t antagonize the speaker
 SPEAKING
- is an interactive process where
information is shared and if
necessary, acted upon by the
listener.
 4 Elements of Speaking
Skills
1. Vocabulary - vocabulary development is where
students understand the meanings and pronunciations
of words necessary for communication.
2. Grammar - grammar includes lots of important areas
for spoken language such as an understanding of tenses
and the correct way to structure sentences.
 4 Elements of Speaking
Skills
3. Pronunciation - understanding how to
correctly pronounce words is another
important element of speaking skills.
4. Fluency - fluency is the ability to hear words
and understand them straight away.
 READING
- is the ability to draw meaning
from the printed page and interpret
this information appropriately.
 Reading Strategies
1. Skimming- is used to quickly
gather the most important
information, or 'gist’.
2. Scanning- is used to find a
particular piece of information.
3. Extensive Reading- is used to obtain a
general understanding of a subject and includes
reading longer texts for pleasure, as well as
business books.
4. Intensive Reading- is used on shorter texts
in order to extract specific information.
 TWO READING THEORIES

Top-down Approach

Bottom-up Approach
 WRITING
- is the process of using symbols (letters
of the alphabet, punctuation and spaces)
to communicate thoughts and ideas in a
readable form.
 TYPES OF WRITING

1 2 3 4
1. Expository Writing 2. Descriptive Writing 3. Persuasive Writing 4. Narrative Writing The
contains the word The aim of descriptive The aim of persuasive purpose of narrative
expose, so the reason writing is to help the writing, or writing is to tell a story,
expository is an apt reader visualize, in argumentation, is to whether that story is real
descriptor for this type detail, a character, influence the reader to or imaginary. Pieces in a
of writing is that it event, place, or all of assume the author's narrative style will have
exposes, or sets forth these things at once. point of view. characters, and through
facts. the narrative, the reader
learns what happens to
them.
 VIEWING
-is a process that supports oracy and
literacy. Understanding visual images and
connecting them to accompanying spoken
or written words.
 VIEWING
-refers to perceiving, examining, interpreting and
construction meaning from visual images and is
crucial to improving comprehension of print and
nonprofit materials. Viewing also helps acquire
information and appreciate ideas and experiences
visually communicated by others.
 Effective, Active viewers engage in
the following procedure:
1 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.
2 DURING VIEWING
- students view the visual text to understand the message by seeking
and checking understanding, by making connections, making and
confirming prediction and inferences, interpreting and summarizing,
pausing and reviewing, and analysing and evaluating.
 Effective, Active viewers engage in
the following procedure:
3 AFTER VIEWING/RESPONDING
- students should the given opportunities to
respond personally, critically and creatively to
visual texts. Students respond by reflecting,
analysing, evaluating and creating.
How do we present or represent
visual ideas in the classroom?
• Drawing
• Photographs
• Charts and Graphs
• Video
• Posters
• Multimedia Apps
• Web pages
 Grades 1-3  Grades 4-6
-Flashcards -Movies multimedia
-Short videos -Webpages
-Photographs -Comics
-Newspaper
-Charts
 Viewing components and fundamental
principles:
• Understand and Interprets The students
understands and interprets visual messages, and
meanings (visual representation).

• Analyze and Critiques The students analyze and

critiques the significance of visual images,
messages, and meaning.
The Structure of the K
to 12 Language Arts
Curriculum
 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 must understand and operate
communication and information.

The world is now in the “Knowledge age” where the challenge of

education is to: Apply higher level thinking skill in decision and solving
problems.
*Mother Tongue
*Filipino
*English
-unified framework which allows easy
transitions from acquiring and learning one
language to another.
 The curriculum four (4)
components
COMPONENT 1: Language Learning Process
COMPONENT 2: Effective Language Use
COMPONENT 3: Making Meaning through Language
COMPONENT 4: Holistic Assessment
 Component 1: Language Learning
Process
Six Language teaching process that explain the natural process
of language development.

1. Spiral Progression -This will allow students to progress from

the foundational level to higher levels of language use. Skills,
grammatical items, structures and various types of texts will be
taught, revised and revisited at increasing levels of difficulty and
sophistication.
 Component 1: Language Learning
Process
2. Interaction -Language learning will be situated
in the context of communication within oral and
written.
3. Integration -Integrating the skills allows the
students to build in more variety into the lesson
because the range of activities will be wider.
 Component 1: Language Learning
Process
4. Learner-Centeredness -Learners are at the center of the
teaching-learning process. Teaching will be differentiated
according to students' needs, abilities and interests.
5. Contextualization
Learning tasks and activities will be designed for learners to
acquire the language in authentic and meaningful contexts
of use.
 Component 1: Language Learning
Process
6. Construction -Making meaning is the heart of
language learning and use learning task and
Activities will be designed for learners in such a
way that they will have time to reflect on and
respond to ideas and information.
 COMPONENT 2: Effective Language
Use
-Major applications of the macro-skills of the language and it described as the
knowledge and skill areas which are essential to effective language use:

Understanding culture
Understanding Language
Process and strategies
 Understanding Cultures
 Learning language through text types and literary
appreciation exposes learners to different cultures of
the world including one’s culture.
-Sociolinguistic
-Sociocultural
Understanding Language
-recognize the patterns and rules of the language
which emerge as they interact with plethora of
texts/literary and informational to make meaning.
Process and Strategies
- they use strategies such as brainstorming and
discussion as a way of developing ideas.
- key-word searches.
 COMPONENT 3: Making Meaning
through Language.
*Language is the major instrument of communication (oral and
written)
*Language is the heart which we are exchanging meaning.
*the skills, grammatical items structures and various types of texts
will be taught.
*the five (5) macro-skills (listening, speaking, reading, writing and
viewing) serve as the building blocks for understanding and
creation of meaning and for effective communication.
 COMPONENT 4: Holistic
Assessment
* ongoing gathering of information on different aspects of a
child from various sources.
* it inform teachers about their teaching practices and
guide them in the design and delivery of student learning.
*it enables the parents to support their children’s
development and growth.
 COMPONENT 4: Holistic
Assessment
Characteristics of Assessment
*Proximity to Actual Language use and Performance
* A Holistic View of Language
*An Integrative view of Learning
*Developmental Appropriateness
*Multiple Referencing
 COMPONENT 4: Holistic
Assessment
* ongoing gathering of information on different aspects of a
child from various sources.
* it inform teachers about their teaching practices and
guide them in the design and delivery of student learning.
*it enables the parents to support their children’s
development and growth.
THANK
YOU!