SESSION 4 – Teaching and Assessment of Macro Skills
50% of the time, students spend functioning in a foreign language will be
devoted to listening.
TYPES OF LISTENING
Intensive Listening – focusing on the form of the language / short audio.
Responsive Listening – showing understanding, creating appropriate
response
Selective Listening – picking out important information
Extensive Listening – understanding longer texts and connecting the
ideas
Bottom-up – decoding the text
Top-down – comprehending it using one’s schema
STAGES OF LISTENING
Receiving – involves two activities such as hearing and attending
Understanding – determining the context and assigning meaning to the
words and utterances
Remembering – remembering all the details is important to move
forward in the conversation
Evaluating – assess the information, determine the veracity of
information
Responding – giving feedback
Formative Feedback – answering as they speak
Summative Feedback – answering when the speaker is done
PRE-LISTENING ACTIVITIES
Identify vocabulary needs
Activate interest and motivation
Put in context
Set the listening purpose
WHILE LISTENING ACTIVITIES
Provide opportunity for students to re-listen
Promote guided listening
Give students ‘thinking space’
POST-LISTENING ACTIVITIES
Responding to the text
Analyzing linguistic features of the text
Integrating speaking and writing
STYLES AND FUNCTIONS OF SPEAKING
Talk as Performance – public talk, oral presentations
Talk as Transaction – information and meaning-focused, not too
particular with technicalities
Talk as Interaction – refers to conversations
DRILLING
Repetition – T: I like kiwi. S: I like kiwi.
Substitution – T: I like kiwi. S: I like kiwi. ; T: banana. S: I like banana.
Q and A – T: Do you like apples. S: Yes I do. ; T: no. S: No, I don’t.
Transformation ( + / - ) – T: I like kiwis. S: I don’t like kiwis.
Replacement – T: I like kiwis. S: I like them.
Expansion – T: I like kiwis. S: I like kiwis. ; T: I like kiwis. I also like
strawberries S: I like kiwis. I also like strawberries.
INTERPERSONAL COMMUNICATION
Dyadic communication – exactly 2 people only
Group interpersonal communication – more than 2
Fixed Routine – words or phrases that we almost always use and are
always together.
Interactive – spontaneous discourse
Non – interactive – recorded speech
Partially interactive – speaker with live audience
SPEECH ACT THEORY (AUSTIN AND SEARLE)
Locutionary – expressive / literal meaning, producing an utterance
Ex: You are smoking again.
Illocutionary – meaning / intention one wishes to convey.
Utterance with a social function to state an opinion (confirming or
denying); making a prediction, a promise, a request; issuing an order,
giving advice or permission.
A request, order, or warning to stop smoking.
Perlocutionary – effect of our words
Illocution – intention
Locution – statement
Perlocution – effect
FELICITY CONDITIONS
Conditions that must be satisfied for the speech act to achieve its purpose
General – language is understood, no playacting or nonsense.
Preparatory – authority of the speaker and circumstances of the speech
act are appropriate.
Sincerity – speech act is performed seriously and sincerely.
Propositional – the circumstances in which the speaker speaks the
utterance.
Essential – attempt.
Age that a child gains the oral competency to make him/her a fluent reader –
ABOUT 8 YEARS OLD
CHALL’S STAGES OF READING DEVELOPMENT
0 – 6 years (pre-school) – Pre Reading Stage (letter recognition)
6 – 7 years – initial reading (phonological awareness and decoding)
7 -8 years – confirmation fluency
9 – 13 years – reading to learn new information
14 – 18 years – multiple viewpoints
18 and above – construction and reconstruction
EYE MOVEMENTS
Fixation – eyes stopping or getting fixated on the word or words.
Inter-fixation – eye moving from stopping point to the other.
Return sweeps – eyes swinging back from the end line to the beginning
of the next line.
Saccades – short quick hop and jump movements.
Regressions – backward right-to-left movement.
Span of recognition – eyes recognition of a group of words.
SHARED READING GUIDED READING
Big book Small books
Whole class Small groups
Mixed ability Similar ability
Teach new reading skills Teach and use reading skills
Teacher reads Children read
New as well as familiar texts Usually new texts
Choral reading Individual reading
TYPES OF READING COMPREHENSION
Lexical Comprehension – preview vocabulary before reading the story
or text. Review new vocabulary during or after the text.
Ex. What does “maleficent” mean?
Literal Comprehension – look in the text to find the answers written in
the story. Ask questions from the beginning, middle, and end of the story
Ex. Who is “maleficent”?
Interpretative Comprehension – understand “facts” that are not
explicitly stated in the story. Illustrations may help to infer meaning
Ex. How did maleficent feel towards Aurora?
Applied Comprehension – not a simple question that can be marked
right or wrong. Challenge children to support their answer with logic or
reason
Ex. Do you think maleficent would turn evil if Aurora’s father
did not betray her?
Affective Comprehension – preview social scripts to ensure
understanding of plot development. Connect motive to plot and character
development.
Ex. How would you handle a friend’s betrayal?
TEACHING WRITING APPROACHES
Controlled – focused on grammar patterns, sentence structure, proper
punctuation, etc.
Free – quick and spontaneous, no worries about style, form, grammar or
punctuation.
Guided – Formal: a small group of children with similar abilities write
together. Informal: teacher scaffolds individual writing task
Communicative – learning language by communicating real meaning
PROOFREADING SYMBOLS
Referential questions - I don’t know what you’re going to say
Display questions – I know what you’re going to say
Rhetorical questions – Questions that do not necessarily need an
answer “Kaya ko pa ba????”
Tag question – I love you, don’t I?
TYPES OF LANGUAGE ASSESSMENT TASKS
Imitative – parroting
Intensive – cued tasks (ex: picture, oral cues) to elicit oral language
Responsive – brief interactions to help teachers realize the student’s
ability to participate
Extensive – complex, lengthy discourse (ex: reports and proposals)
Interactive – long, interactive discourse (ex: role play, games)
