The FOUR(4) Macro Skills

UNIVERSITY OF MINDANAO TAGUM COLLEGE
Electronic Module 1:
Listening, Writing, Speaking, Reading

REMEDIAL INSTRUCTION (ELT – 325) – Third Year
Students – Module 1: The Four (4) Macro Skills: Reading,
Speaking, Writing, Listening; 2021
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this module are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership
over them.
1

Published by the very good students from ELT – 325 (2521).
Development Team of the Electronic Module
Writer: Christian O. Escoto, Diana Grace P. Sinampaga
Editor: Christian O. Escoto, Reymond Batiao
Reviewer: Armand James Vallejo
Layout Artists: Christian O. Escoto, Diana Grace Sinampaga, Reymond Batiao
Published in the Philippines by: Escoto Publishing Corp.
Commission on Higher Education – Region XI
Office Address: Purok Pag-asa Seminary Drive, Barangay Magugpo West, Tagum City
Contact Number: 0921-639-8290
Email Addresses: kenz030800@gmail.com * dianagracesinampaga05@gmail.com Shielabatiao@yahoo.com
2

REMEDIAL INSTRUCTION
(ELT – 325)
Electronic Module 1:
THE FOUR (4) MACRO SKILLS
Listening, Writing, Speaking, Reading
3

This Electronic Module is prepared so that you, our dear learners, can continue your studies and learn while at home.
Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
This module is composed of different parts. Each part shall guide you step-by-step as you discover and understand the
lesson prepared for you.
This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s
assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for
strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Use a separate sheet of paper in answering the exercises and tests. And read the
instructions carefully before performing each task.
If you have any questions in using this module or any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator.
Thank you.
Introductory Message 4

Table of Contents
Module 1: The Four (4) Macro Skills: Reading, Speaking, Writing, Listening; 2021
LESSON 1 : LISTENING………………………………………………………………..……..……7
 ACTIVITY 1: VENN DIAGRAM…………………………………………………………………...19
 ACTIVITY 2: MATCHING THE CORRECT STAGE OF LISTENING…………………….……20
 ACTIVITY 3: POEM ANALYSIS…………………………………………………………….……..24
 ACTIVITY 4: TO HEAR IS TO SHARE…………………………………………………………………. 26
 ACTIVITY 5: THUMBS UP, THUMBS DOWN……………………………………………………27
 ACTIVITY 6: REFLECTIVE JOURNAL…………………………………………………………………28

Table of Contents
LESSON 2 : READING………………………………………………….……..……………31
 ACTIVITY 1: CHARACTER ANALYSIS………………………………………………….…. 41
 ACTIVITY 2: MULTIPLE CHOICE………………………………………………….……….. 45
 ACTIVITY 3: TRUE OR FALSE………………………………………………….…………… 49
 Activity 4: Let’s Read MTFK! ………………………………………………….…………. 51
 Activity 5: Let’s see what you have Understood……………………………………. 55
 ACTIVITY 6: REFLECTIVE JOURNAL………………………………………….……….. 56

Table of Contents
LESSON 3 : WRITING…………………………………………….………………………… 59
 Activity 1: Fill-in-the-Blanks…………………………………………….…………………. 77
 ACTIVITY 2: ESSAY WRITING…………………………………………….………………… 81
 ACTIVITY 3: ESSAY WRITING…………………………………………….………………… 82
 Activity 4: Write your Bright…………………………………………….………………… 83
 ACTIVITY 5: CREATING A STORY…………………………………………….…………… 84
 ACTIVITY 6: REFLECTIVE JOURNAL…………………………………………….……... 88

Table of Contents
LESSON 4 : SPEAKING…………………………………………………………………….. 90
 ACTIVITY 1. : Define Me! ……………………………….………………………………....101
 Activity 2: Guess Me! ……………………………….………………………………………. 103
 Activity 3: Watch me Pick! Watch me Say! Say! ……………………………….………… 108
 Activity 4: Return of the Fallen! ……………………………….………………………… 110
 Activity 5: Make it with View! ……………………………….…………………………….111
 Activity 6: Learning is Pun! ……………………………….………………………………… 112

LESSON
1
Listening as a Macro Skill
I. OBJECTIVES
At the end of the lesson, the students should be able to:
Cognitive: The students must be able to know the definition of listening and its differences and
similarities to hearing. The students must also learn how to present their ideas and unlock new
vocabulary through structural analysis.
Psychomotor: The students must demonstrate and express their own feelings and emotions towards
the piece of literature that they’ll be listening. Everything have learned about listening must be applied
to the different activities.
Affective: To develop the students’ comprehension showing appreciation of the poem through writing a
piece of literature. They must apply the listening skills in an authentic manner which can be applied in
real-life situation.
7

II.WHAT IS LISTENING?
Listening as a macro skill is defined as the very basic language skill is
consistently interrelated and intervened with the other language skills -
speaking, reading and writing. Until the late nineteenth century written mode
is predominant in language learning and then onwards listening began to gain
its significance in language teaching. The challenges towards teaching
listening are now better understood because of the new strategies
contributing to effective listening and moreover the widespread availability of
technology supports the language learners in enhancing their listening skills.
Still, the assessment of their listening skills, remain far behind the current
views of listening and hence innovations to be made to renovate the teaching
or learning of listening.
9

Listening has an important place in learning as it is one of the four major
skills in language acquisition. Even though the other skills such as reading,
speaking and writing are essential to develop language proficiency, listening
contributes primarily for language expertise. Listening awakens awareness of
the language as it is a receptive skill that first develops in a human being.
Learning to listen to the target language improves language ability. The
sound, rhythm, intonation, and stress of the language can only be perfectly
adapted through listening. To understand the nuances in a particular
language, one must be able to listen (D. Renukadevi, 2014).
II.WHAT IS LISTENING?
10

II.Hearing vs. Listening
• Hearing is an unintentional and automatic brain response to sound that needs no effort on the
part of the listener. The majority of the time, we are surrounded by sounds. We hear such
background noises and, unless there is a compelling reason to do so, we train ourselves to
ignore them. We learn to tune out noises that are unimportant to us, just as we want to hear
our ringing phones and other essential sounds.
• Listening, on the other hand, is more deliberate and concentrated than it is unintentional. As a
consequence, it necessitates commitment and encouragement. At its best, listening entails
paying active, focused, and concentrated attention to the meanings conveyed by a speaker.
We don't always listen well, and we'll look at some of the reasons why, as well as some
strategies for being more involved critical listeners, later in this chapter.
12

THE SIX STAGES OF LISTENING
13

II.The Six Stages of Listening
Hearing
Hearing is the passive registration of sounds; the ILA concept of listening defines receiving
as the first step in the listening process, which occurs when you hear. While you are aware
of the sounds, you do not allow them to penetrate beyond a surface level. An example for
hearing is when you heard the chirping of the birds but your focus in not really to them. Your
sense of hearing can detect them but you are not really listening to them.
Selecting
To make sense of our surroundings, we must decide which stimuli to pay attention to and
which to ignore. This is referred to as picking. When a friend is talking to you while other
people are talking, for example. You will pick the friend's voice and ignore the other sounds
in order to listen to the friend talk.
14

Attending
You must not only choose what you can listen to, but you must also pay attention to it.
Attending is a mental process that involves focusing or concentrating on a single stimulus
for a set period of time while ignoring or downplaying other conflicting internal and external
stimuli. Your attention span usually varies from a few seconds to several minutes. The more
stuff you encounter around you, the more difficult it would be for you to focus on one thing
and listen to it effectively. As a result, it's critical that you pay attention to the particular
stimulus (message, sound) to which you want to pay attention. It takes time and focus to
pay attention to something, but that is not the same as listening.
15

Understanding
Understanding is the key distinction between hearing and listening. You give sense to
sounds after you have heard, picked, and attended to them. While there is no universally
accepted explanation for how understanding happens, it is understood that previous
experiences play a role and that you compare and equate new sounds to those you have
experienced before.
Evaluating
The listener analyzes facts, sorts fact from opinion, decides the speaker's motive, and
judges the accuracy of personal conclusions during the evaluating stage. We may be
unable to hear and respond to other incoming messages until we begin to evaluate the
message we have received and comprehended.
16

Remembering
When we say we're listening to others, we can simply mean that we're paying attention to
what they're saying; we're not necessarily implying that we understand or can remember
what they're saying. Remembering something means thinking about it again. The ability to
remember what was said from memory is the final step in the full listening process.
Unfortunately, many of us have trouble remembering details for long periods of time. It's not
entirely clear why we remember some things and not others. We recall roughly half of newly
heard, relevant knowledge immediately after hearing it, according to research dating back to
1931 and since confirmed by the ILA, but we forget more than half of what we initially
remembered after a month. Information loss could be explained by the perception process,
especially selective perception and selective attention. We have a tendency to choose, pay
attention to, and retain only details that supports our point of view. Some details are
forgotten.
17

III. ACTIVITIES (LISTENING)
In the following activities, we will see how much you have
learned from our lesson. All of your answers will be
submitted to kenz030800@gmail.com in a document format.
18

ACTIVITY 1. VENN DIAGRAM
You are tasked to create a Venn diagram showing the observable
differences and similarities of listening and hearing.
Listening Hearing
19

Activity 2: MATCHING THE CORRECT STAGE OF LISTENING
You are tasked to select the correct answer from the box below regarding the correct
stage of learning being used on the following situation.
Hearing Selecting
Attending Understanding
Evaluating Remembering
20

__________ 1. You are being tasked to listen while your teacher is talking in the front of your class.
Suddenly, you received an emergency call from your mother and you need to focus on her message
since the message is supposed to be an emergency. You choose to listen to your mother.
__________2. You are eavesdropping your friends talking behind your back during the party. You
are focusing on what they are listening despite of the loud music that you can hear. You can hear
the loud music but you still got what they are talking about. The music is still on-going but tend to
ignore it and focus on the gossip.
__________3. You are watching a TV and listens to a politician using sympathy to gain votes this
coming election. You can hear the sadness on his voice but you are also aware of his intentions and
the fact that he is doing it to gain sympathy and votes and merely doing it as an act.
Activity 2: MATCHING THE CORRECT STAGE OF
LISTENING
21

__________4. As an excellent student, the test is very easy for you are you are able to put in your mind all
the things that you have learned from your teacher. Her different methods from your subject is very
useful while you’re taking the test which makes the test very easy for you.
_________5. You are busy doing your homework and you can hear your mother shouting your name to
do some chores. Even though you heard her voice, you don’t realize that she’s calling you until she
smacked you in the head.
__________6. You have heard the chirping of the birds but you ignore them as you already know that
birds will do that often. When you heard the cry of your nephew which is only 1 year old, you
immediately run to him because you know that the baby needs something.
LISTENING
22

LISTENING
__________7. You can hear the sound of the sirens of the police nearby and yet you can also hear
your favorite music being played on the radio. You choose to listen to your favorite music knowing
that it will be only played once and understand every lyrics of it.
__________8. Two of your younger brothers are fighting, you are trying to calm them down and
listen to both sides. You created a solution to their squabbles based from the facts that they have
shared to you since you have analyzed it. You make the two of them stop fighting and create peace
between them.
23

ACTIVITY 3: POEM ANALYSIS
You are expected to:
1. Go to Youtube.com and visit this link:
https://www.youtube.com/watch?v=exc9GYaZFYs which is about the
poem of Maya Angelou.
2. You are expected to read the poem at first using your eyes as the
narrator is also talking.
3. You are required to close your eyes and listen to the speaker as he
reads the poem again.
24

a. What is the poem all about? How did it
begin?
b. What inciting event can you picture out of
the poem?
c. What part of the poem becomes
interesting?
d. What event or part in the poem can you
picture out that leads to conclusion?
e. How did the poem end?
25

ACTIVITY 4: TO HEAR IS TO SHARE
This activity shall be conducted online.
1. You are about to group yourselves into 5 to discuss your answers from Activity 3 using
Google Meet. This activity shall be done on your own with your group.
2. Ask the members for agreement or disagreement on every given answer.
a. Do you agree with the answer?
b. Why did you say so? State the important idea of the group member.
c. If not, who has another idea? Contradict the points of the group member.
3. The answers will be noted to improve the understanding and your listening skills
which can be helpful to self-realization task.
26

ACTIVITY 5: THUMBS UP, THUMBS DOWN
For the final activity, this should have an assistance with your teacher
and must be done online. Just leave a message to your teacher at
kenz030800@gmail.com to inform him that you are ready and he’ll give
you a Google Meet link.
The students will still attend the class online and then the teacher will tell
facts about all the lessons that was discussed during this lesson. The
students are required to think before responding. If the teacher tells a
fact, they should put their thumbs up. If the teacher tells a false
statement they should put their thumbs down. Their responses should
be visible in the screen and must be done to the students individually.
27

ACTIVITY 6: REFLECTIVE JOURNAL
Direction: Complete the table shown below based on the activities of the lessons
that we had.
What I did? What I Learned? How can I apply my learning?
28

SELF HELP: You can refer to the references below to
help you further understand the lesson.
 Listening. (2010, April 30). Learning English with Videos.
https://rajanurunnadiah.wordpress.com/2010/04/26/types-of-
listening/#:%7E:text=The%20listening%20process%20involve%20six,responding%20(see%20figure
%201.1).
 Listening vs. Hearing. (2007). Listening Skills. https://saylordotorg.github.io/text_stand-up-speak-
out-the-practice-and-ethics-of-public-speaking/s07-01-listening-vs-hearin
29

LESSON
2
Reading as a Macro Skill
I. OBJECTIVES
The students will be able to:
a. Cognitive: The students must be able to recognize the definition of
reading and its strategies. The students must also learn how to
comprehend and analyze the given poem in accordance to their
perspective.
b. Psychomotor: demonstrate and express their own feelings and emotions
towards the piece of literature that they will read.
c. Affective: to make a reflection paper out of the folk tale that has been
provided by the module and realize the importance of what they have
learned.
31

 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.
 Reading can be silent (in our head) or aloud (so that other people can
hear).
 Reading is a receptive skill - through it, we receive information. But the
complex process of reading also requires the skill of speaking, so that we
can pronounce the words that we read. In this sense, reading is also a
productive skill in that we are both receiving information and transmitting it
(even if only to ourselves).
II.WHAT IS READING?
33

Do we need to read in order to
speak English?
 The short answer is no. Some native speakers cannot
read or write but they speak English fluently. On the other
hand, reading is something that you can do on your own
and that greatly broadens your vocabulary, thus helping
you in speaking (and in listening and writing). Reading is
therefore a highly valuable skill and activity, and it is
recommended that English learners try to read as much as
possible in English.
34

1. Skimming
 Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes
over the text, noting important information. Use skimming to quickly get up to speed on a
current business situation. It's not essential to understand each word when skimming.
Examples of Skimming:
 The Newspaper (quickly to get the general news of the day)
 Magazines (quickly to discover which articles you would like to read in more detail)
 Business and Travel Brochures (quickly to get informed)
II.Reading Strategies
36

2. Scanning
 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. Use scanning on schedules, meeting
plans, etc. in order to find the specific details you require. If you see words or phrases that
you don't understand, don't worry when scanning.
Examples of Scanning
 The "What's on TV" section of your newspaper.
 A train / airplane schedule
 A conference guide
37

3. Extensive reading
 Extensive reading is used to obtain a general understanding of a subject and includes
reading longer texts for pleasure, as well as business books. Use extensive reading skills to
improve your general knowledge of business procedures. Do not worry if you understand
each word.
Examples of Extensive Reading
 The latest marketing strategy book
 A novel you read before going to bed
 Magazine articles that interest you
This lesson focusing on improving vocabulary through extensive reading can be of help putting
these skills into practice.
38

4. Intensive reading
 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.
Examples of Intensive Reading
 A bookkeeping report
 An insurance claim
 A contract
39

III. ACTIVITIES (READING)
40

Activity 1: In the following activities, we will see how much you
have learned from our lesson. Read the following passages first and
answer the question.
Character Analysis in The Red Badge of Courage
In Stephen Crane’s novel, The Red Badge of Courage, Henry Fleming is a young Union soldier in the
Civil War. Before he enlisted, Henry had a romantic view of war. This passage takes place before
Henry’s first battle as a soldier.
However, he perceived now that it did not greatly matter what kind of soldiers, he was going to fight, so
long as they fought, which fact no one disputed. There was a more serious problem. He lay in his bunk
pondering upon it. He tried to mathematically prove to himself that he would not run from a battle.
Previously he had never felt obliged to wrestle too seriously with this question. In his life he had taken
certain things for granted, never challenging his belief in ultimate success, and bothering little about
means and roads. But here he was confronted with a thing of moment. It had suddenly appeared to him
that perhaps in a battle he might run. He was forced to admit that as far as war was concerned, he
knew nothing of himself. A sufficient time before he would have allowed the problem to kick its heels at
the outer portals of his mind, but now he felt compelled to give serious attention to it.
41

A little panic-fear grew in his mind. As his imagination went forward to a fight, he saw hideous
possibilities. He contemplated the lurking menaces of the future, and failed in an effort to see
himself standing stoutly in the midst of them. He recalled his visions of broken-bladed glory, but
in the shadow of the impending tumult he suspected them to be impossible pictures. He sprang
from the bunk and began to pace nervously to and from “Good Lord, what’s the’ matter with me?”
he said aloud. He felt that in this crisis his laws of life were useless. Whatever he had learned of
himself was here of no avail. He was an unknown quantity. He saw that he would again be
obliged to experiment as he had in early youth. He must accumulate information of himself, and
meanwhile he resolved to remain close upon his guard lest those qualities of which he knew
nothing should everlastingly disgrace him. “Good Lord!” he repeated in dismay.
Question:
In this passage, Henry is facing a part of himself that he knew
nothing about. What is this characteristic?
42

Activity 1: In the following activities, we will see how much you
have learned from our lesson. Read the following passages first and
answer the question.
Churchill’s Speech: We Shall Fight on the Beaches
Great Britain’s Prime Minister Winston Churchill delivered a speech to the House of Commons on June
4, 1940. Churchill explained that the British effort in World War II was not going well and that a German
invasion of Britain was possible. A gifted orator, Churchill knew he must convince the British people that
victory would come someday. When Churchill gave his speech, the U.S. had not yet entered World War
II. He references his hope that “the New World,” meaning the U.S., would join the war. Below is the end
of his speech.
I have, myself, full confidence that if all do their duty, if nothing is neglected, and if the best
arrangements are made, as they are being made, we shall prove ourselves once again able to defend
our Island home, to ride out the storm of war, and to outlive the menace of tyranny, if necessary, for
years, if necessary, alone. At any rate, that is what we are going to try to do. That is the resolve of His
Majesty’s Government - every man of them. That is the will of Parliament and the nation.
43

The British Empire and the French Republic, linked together in their cause and in their need, will
defend to the death their native soil, aiding each other like good comrades to the utmost of their
strength. Even though large tracts of Europe and many old and famous States have fallen or may fall
into the grip of the Gestapo and all the odious apparatus of Nazi rule, we shall not flag or fail. We
shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight
with growing confidence and growing strength in the air, we shall defend our Island, whatever the
cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the
fields and in the streets, we shall fight in the hills; we shall never surrender, and even if, which I do
not for a moment believe, this Island or a large part of it were subjugated and starving, then our
Empire beyond the seas, armed and guarded by the British Fleet, would carry on the struggle, until,
in God’s good time, the New World, with all its power and might, steps forth to the rescue and the
liberation of the old.
Question:
Why does Churchill repeat the phrase “we shall fight” over and over? How
does it support the main purpose of this speech?
44

Activity 2: Multiple Choice
Choose the letter of the correct answer. Submit in a document form.
1. Ricky is reading the whole book and he can even retell what happened in the book.
a.Intensive reading b. skimming c. scanning d. extensive reading
2. John and his parents are going to Canada this weekend and his mother forgot the time that they
are going to depart so john read the schedule and easily get the time out of the schedule.
3. Ann is studying for her exam this afternoon but she only have 1 hour till the exam starts and she
keeps reading the main points of the pointers that the teacher gave to them, what kind of reading
strategy that she is using?
45

4. Grace loves to read novels. She can read a whole novel within a day, what kind of
reading strategy that she is using?
a. Intensive reading b. skimming c. scanning d. extensive reading
5. Krigazuya is very lazy reading all the details in his book so he always
memorize all the important topics he can get so that he could answer the
exam.
6. James get the news paper and heads to the horoscope section, what
kind of reading strategy is he using?
46

7. David is holding a book called encyclopedia and he is always interested on
tigers so he just read the section where the information of the tiger is being given.
What king od reading strategy is he using?
8. Nagub Gohab likes to take everything important from the book she read but
doesn’t really read the whole content of the book. She will use the important files
for her research. What kind of strategy she is using?
47

9. Tanjiro is reading the pointers that the English teacher gave to them that is why he
answered the exam confidently what kind of reading strategy is he using?
10. Adam is checking the expiration date of the medicine that the pharmacist gave to him.
11. Ken is reading the manuals of the electric fan that he bought. What kind of reading
strategy is he using?
48

Activity 3: True or False
Write True if the statement is correct and write false if the statement isn’t. Write
your answer on the line provided before the number.
____1. Reymond used to gather important information in a news paper and this is an
example of scanning.
____2. Grace Ann used to find the sports news every time she holds a newspaper and
this is an example of scanning.
____3. Joel is looking at the guide on what is the ingredients of making a chicken adobo
and this is an example of skimming.
____4. James is reading about the last will of her friend this is an example of intensive
writing.
49

Activity 3: True or False
Write True if the statement is correct and write false if the statement isn’t. Write
your answer on the line provided before the number.
____5. Armand is reading the insurance claim that he wants to apply this is an example of
Extensive reading.
____6. Ann is reading a light novel in titled Solo Leveling this is an example of Extensive
reading.
____7. Val loves to read novels because it makes him more interested in literature this is an
example of Intensive Writing.
____8. John is a big fan of reading a novel and he is currently reading the Percy Jackson’s
Titans Curse this is an example of Extensive reading.
50

Activity 4: Let’s Read MTFK!
This activity shall be done on your own. Create a group composing of 3 members
and read the following. Assess your skills to each other for practice to make
mistakes right.
THE WONDERFUL PEAR TREE
A Chinese Folk Tale
Once upon a time, a countryman came into the town on market day, and brought a load of very special
pears with him to sell. He set up his good barrow at a good corner, and soon had a great crowd round
him; for everyone knew he always sold extra fine pears, though he did also ask an extra high price. Now,
while he was crying up his fruit, a poor, old, ragged, hungry-looking priest stopped just in front of the
barrow and humbly begged him one of the pears. But the countryman refused. He called the priest bad
names.
“Good sir,” said the priest, “you have hundreds of pears on your barrow. I only ask you for one. You would
never even know you had lost one. Really, you need not get angry.”
“Give him a rotten pear; that will make him happy,” said a man in the crowd. “The old priest is quite right;
you’d never miss it.”
51

“I’ve said I won’t, and I won’t, and I won’t,” cried the countryman; and all the people close by began shouting. The
constable of the market, hearing hubhub, hurried up; and when he had made out what was the matter, pulled some
cash out of his purse, bought a pear, and gave it to the priest. For he was afraid that the noise would come to the ears
of the mandarin who was just being carried down the street.
The old priest took the pear with a long bow, and held it up in front of the crowd, saying, “You all know that I have no
home, no parents, no children, no food, because I gave up everything when I became a priest. So it puzzles me how
anyone can be so selfish and so stingy as to refuse to give me one single pear. No I am quite a different sort of man
from this countryman. I have here some perfectly exquisite pears, and I shall feel most deeply honored if you will
accept them from me.”
“Why on earth didn’t you eat them yourself, instead of begging for one?” asked man in the crowd.
“Ah,” answered the priest, “I must grow them first.”
So he ate up the pear, only leaving a single pip. Then he took a pick, dug a deep hole in the ground at his feet, and
planted the pip. Which he covered all over with earth. “Will someone fetch me some hot water to water this?” he asked.
The people, who were crowding around, though he was only joking, but one of them ran and fetched a kettle of boiling
water and gave it to the priest, who very carefully poured it over the place where he had sowed the pip
52

Then, almost while he was pouring, they saw, first a tiny green sprout, then
another, pushing their heads above the ground; then one leaf uncurled, then
another, while shoots keep growing taller and taller; there stood before them a
young tree with a few branches and few leaves; then more leaves; then
flowers; and last of all, clusters of huge. Ripe sweet-smelling pears weighing
the branches down the ground! Now the priest’s face shone with pleasure, and
the crowd roared with delight when he picked the pears, handling them with a
bow to each man present. Then the priest took pick again, hacked at the tree
until it fell with a crash. He carried the tree, leaves and all, and with a final bow,
he walked away.
53

All the time this had been going on, the countryman, quite forgetting his barrow
and pears, had been in the midst of the crowd, standing on the tips of his toes,
and straining eyes to try to make out what was happening. But when the old
priest had gone and the crowd was getting thin, he turned to his barrow and
saw with horror that it was empty! Every single pear had gone! In a moment he
understood what had happened. The pears the old priest had been so
generous in giving away were the countrymen. What was more, one of the
handles of his barrow was missing. He was in a towering rage, and rushed as
fast as he could after the priest. But just as he turned the corner, he saw lying
close to the wall, the barrow-handle, which without any doubt, was the very
“pear tree” which the priest cut down. All the people in the market were simply
splitting their sides with laughter; but as for the priest, no one saw him
anymore.
54

Activity 5: Let’s see what you have Understood
Answer the provided questions below based from the story that you have read in Activity 4. This activity
will be done by the same group and submit your answer in a document form.
1. What is the tale about?
2. How do you think did the old priest makes the pears grow on his “pear tree.”?
3. Why didn’t the owner of the pears discover the trick until it was too late?
4. Do you think the owner of the pears deserved the trick? Why or Why not?
5. How is the folktale connected to real-life situation?
6. What does the story reveal about life?
55

that we had.
56

• https://www.k12reader.com/subject/reading-skills/reading-comprehension/
• https://hs2englishliterature.blogspot.com/2010/07/wonderful-pear-tree-
chinese-folk-tale.html
• https://tetcmacroskills.blogspot.com/p/reading-skill.html
57

LESSON
3
Writing as a Macro Skill
I. OBJECTIVES
Cognitive: The students must be able to know the definition of listening and its differences and
similarities to hearing. The students must also learn how to present their ideas and unlock new
vocabulary through structural analysis.
Psychomotor: demonstrate and express their own feelings and emotions towards the piece of
literature that they’ll be listening.
Affective: develop their comprehension show appreciation of the poem through writing a piece of
literature. Apply the listening skills in an authentic manner.
59

II.WHAT IS WRITING?
• "Writing" is the process of using symbols (letters of the alphabet,
punctuation and spaces) to communicate thoughts and ideas in a
readable form.
• Generally, we write using a pen/pencil (handwriting) or a keyboard
(typing). With a pen/pencil we usually write on a surface such as
paper or whiteboard. A keyboard is normally attached to a
typewriter, computer or mobile device. Voice recognition
programs allow those who can't see or use their hands to have
their thoughts transcribed.
• In both emotional intelligence and in hard sciences like
mathematics, writing has been shown to help people
communicate highly complex ideas more
effectively. Writing helps eliminate “it sounded good in my head”
by forcing your hand; brains forgive fuzzy abstractions, prose does
not.
61

 In this module, we will provide an overview of
some of the most important writing skills in
the modern workplace and provide
instructions on improving them.
II.WHAT IS WRITING?
62

WHY IS WRITING
SKILL IMPORTANT?
63

 Technical knowledge about writing conventions, style guides and formatting for different
situations are also an important part of writing skills. Knowing what situations call for
different styles of writing and being able to set an appropriate tone over text are both
important writing skills that any person can use at work.
 Writing skills are important because they allow people to get a point across without being
physically present. Many employers get their first impression of future employees through
the writing skills they display in their resume, cover letter and email communications.
 Writing skills influence the quality of your work and how others perceive your
professionalism, which can have a direct effect on your ability to get an interview and excel
at work. Writing skills are transferrable, so developing a strong understanding of writing
processes allows you to maintain clear communication and accurate documentation in any
workplace.
II.WHY IS WRITING SKILL IMPORTANT?
64

PROFESSIONAL
WRITING SKILLS
65

II.PROFESSIONAL WRITING SKILLS
• Professional writing is a complex process that involves different skills for planning, drafting and
editing. Great writers must be able to quickly learn new concepts and translate ideas into original
content.
• Some areas of writing are highly specialized and require extensive knowledge in a single area, like
scientific or legal writing. Others use broad soft skills to relate to an audience through creative writing
or blogging. Some of the best writing skills include:
1. Research
2. Outlining
3. Editing
4. Reading comprehension
5. Time management
66

1. RESEARCH
Research allows writers to find accurate information and best practices related to writing
in a particular style or about a particular piece of content. Writers often have to write
about subjects that they are not familiar with, so finding quality sources quickly is an
important skill.
It is important to consider that all of the contents of what you write are reliable if your
purpose is to inform the readers. You don’t want to make them to be confused of the
facts that you are writing as what they have read might affect their thinking.
67

2. OUTLINING
Outlining is creating a plan for the structure and flow of a piece of writing. Good writing
needs to have a logical structure in order to make sense to a reader. Your ability to
organize sentences and paragraphs in the most compelling way influences how others
perceive you and understand the point of your writing.
Organizing of thoughts can be important to the readers as it gives flow to what you are
trying to relay to them. It is important to have a perfect outline in order to maximize the
points you are trying to give.
68

3. EDITING
After writing the first draft of your piece, you need to be able to edit. From checking an
email for spelling errors to re-writing a grant proposal, all writing should undergo some
level of editing. Editing involves reading your own writing from another perspective and
considering how well it suits your goals. When editing your own work, think about your
word choice and tone, removing any irrelevant phrases.
Editing also improves your skills as a writer as you may be able to criticize your errors,
assess your weaknesses as a writer and improve your proofreading skills.
69

4. READING COMPREHENSION
Reading comprehension skills help you respond to prompts, reply to messages and
about new content. People use reading comprehension skills to assess the tone and
idea of a piece of writing. Having good reading comprehension also helps you edit your
own work by determining if your point comes across from the perspective of a reader.
This skill lets you experience the situation of your readers. You will be able to criticize
own work and improve it for the better if ever you wanted to.
70

5. TIME MANAGEMENT
Time management is key when writing anything beyond a simple message or email. You
should be able to spend your time efficiently when writing and accurately plan for how
long it will take to write and edit your piece. Many writers over-edit their work and end
wasting time without improving the quality of their writing, so a good writer must
recognize when to step away from a piece of writing.
Writing a perfect piece does not happen over-night. It needs time, preparation and
71

WRITING A SHORT
STORY
(What is a Short Story?)
72

 WHAT IS A SHORT STORY?
A short story is a piece of prose fiction that typically can
read in one sitting and focuses on a self-contained
incident or series of linked incidents, with the intent of
evoking a single effect or mood. The short story is one of
the oldest types of literature and has existed in the form
of legends, mythic tales, folk tales, fairy
tales, fables and anecdotes in various ancient
across the world. The modern short story developed in
early 19th century.
III. WRITING A SHORT STORY
Example of a Short Story: The Yellow Paper,
by: Charlotte Stelson
73

The six basic story elements
 Characters – Characters are the main players in any story. They can be people, of course,
but also animals, spirits, even trees – think Lord of the Rings. Any actor in the story who
has thoughts and motivation and takes actions is a character.
 Setting – This is simply where the story takes place, both physically and in time. Some
stories have a single setting: a room or a city or outer space. Others move from one
setting to another as the characters move through time and space.
 Plot – The plot of a story is simply the events that take place. They don’t always take place
in order, and sometimes we see them from different points of view, but they are the
events the characters live through and take part in, driving them – and the story – to its
conclusion.
74

The six basic story elements
 Conflict – In a story, conflict is the struggle that goes on between opposing forces.
Conflict can be external: Lucy pulling that football away from Charlie Brown. Conflict
can be internal: Charlie Brown trying to decide if he really wants to trust Lucy this
time. But either way, it’s the conflict that makes the story interesting. Think about it.
Just how interesting would it be if Lucy just held that ball still and Charlie successfully
kicked it every time?
 Resolution – The resolution of a story is more than just its ending. It’s the tying up of
all the loose ends we followed as we read along. The treasure is found. The friends
reunite. The lost dog comes home. A satisfying resolution is the reward we get for
reading a story through to the end.
 Theme – The theme of a story is a little harder for younger kids to understand simply
because it is more abstract. The theme of a story is the main idea the author is trying
to get across. It’s the basic “truth” the story is designed to illustrate.
75

III. ACTIVITIES (WRITING)
76

Activity 1: Fill-in-the-Blanks
Cognitive Skill: Fill in the correct answers in the blank provided before the number to see
what you have learned. Submit to kenz030800@gmail.com in a document format.
__________ 1. This skill involves creating a plan for the structure and flow of a piece of writing.
Good writing needs to have a logical structure in order to make sense to a reader. Your
ability to organize sentences and paragraphs in the most compelling way influences how
others perceive you and understand the point of your writing.
__________ 2. It is a complex process that involves different skills for planning, drafting and
editing. Great writers must be able to quickly learn new concepts and translate ideas into
original content.
__________ 3. It allows writers to find accurate information and best practices related to
writing in a particular style or about a particular piece of content. Writers often have to write
about subjects that they are not familiar with, so finding quality sources quickly is an
important skill.
77

Cognitive Skill: Fill in the correct answers in the blank provided
before the number to see what you have learned.
__________ 4. This involves checking an email for spelling errors to re-writing a grant
proposal, all writing should undergo some level of editing. It also involves reading your own
writing from another perspective and considering how well it suits your goals. You’ll be able
to think about your word choice and tone, removing any irrelevant phrases.
__________ 5. This helps you respond to prompts, reply to messages and learn about new
content. People use these skills to assess the tone and main idea of a piece of writing.
Having good reading comprehension also helps you edit your own work by determining if
your point comes across from the perspective of a reader.
78

Cognitive Skill: Fill in the correct answers in the blank provided
before the number to see what you have learned.
__________ 6. This is the key when writing anything beyond a simple message or email. You
should be able to spend your time efficiently when writing and accurately plan for how long
it will take to write and edit your piece. Many writers over-edit their work and end up
wasting time without improving the quality of their writing, so a good writer must recognize
when to step away from a piece of writing.
__________ 7.This includes all the knowledge and abilities related to expressing ideas through
the written word. The ability to clearly communicate ideas through writing is in high
demand for employers in any industry.
79

Activity 1 - Evaluate the essay of the student
INSTRUCTIONS: This will be done in a group of 3. Provide a one-paragraph evaluation of the essay.
Evaluate base on what you have learned on the structure of writing. Discuss your answers with your
group members. Submit to kenz030800@gmail.com in a document format.
They have the ability to make criticalinterpretations
and think with a highdegree of maturity and perspective.They can draw
important and informative conclusions, apply theirexpertise in new
situations, and linktheir reasoning to other situations and theiro own
contextbknowledge.
Higher order thought skills is a term that distinguishes between various
forms of learning and the amount of cognitive processing needed. It is a
method of assisting students in thinking rather than only memorizing, as well
as improving their cognitive abilities.
80

ACTIVITY 2: ESSAY WRITING
INSTRUCTIONS: Create an essay on the following situation. Make use of the
Professional Writing Skills. Submit your answers to kenz030800@gmail.com in a
document format.
Make use of the Rubric below:
81

ACTIVITY 3: ESSAY WRITING
INSTRUCTIONS: Create an essay on the following situation. Make use of the
Professional Writing Skills. Submit to kenz030800@gmail.com in a document
format.
1. The government has implemented online classes all around the country to
combat lack of education despite of the pandemic.
2. The arrival of DITO network in the Philippines last March 8, 2021 gives the
subscribers an unbelievable internet speed.
3. The sea levels all of over the world is starting to rise because of the global
warming due to human activities.
82

Activity 4: Write your Bright
Instructions: You are to imagine a scenario within a half-minute, imagine that
are in the school beneath a tree. Write what have you imagined using the
Skills. Submit to kenz030800@gmail.com in a document format.
1. What scenery have you seen in your mind? (Write at least 3-4 sentences).
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
______
2. Was there a person/people involved? If so, who were there involved in your imagination? If there were
none, what object/s is/are it? (Write at least 3-4 sentences).
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
______
83

ACTIVITY 5: CREATING A STORY
Pretend that you are a writer. Write an original composition of a short story applying what you have learned of the
elements of a short story. Below are the given themes that the teacher wants you to choose from. This will be done
in a group for you to discuss a perfect flow that you want. Submit to kenz030800@gmail.com in a document format.
List the following topics first to be guided by the criteria.
Everlasting Love Heartbreak of Betrayal
Note: THE CRITERIA CAN BE FOUND AT THE LAST
PART OF THE ACTIVITY
84

Losing Hope Freedom
85

Violence Violence
86

Activity 5
Criteria for grading the individual short story
composition:
 Content - 20 points
 Organization - 10 points
 Grammar - 10 points
 Creativity - 10 points
 Total - 50 points
87

that we had.
88

Essential English Work text in literature and Language 8, Estrella E. de Vera, Nelda R.
Francisco, and Carolina T. Gonzales
Languages: English, Espanol | Site Copyright © Jalic Inc. 2000 - 2017. All Rights Reserved.
http://www.online-literature.com/o_henry/1019/,
References: https://resources.readingvine.com/what-are-the-elements-of-a-story/
89

LESSON
4 Speaking as a Macro Skill
I. OBJECTIVES
Cognitive: The students must be able to know the definition of speaking and its connection among
other macro skills. The students must also learn how ideas are presented through speaking and its
relevance.
Psychomotor: The students must demonstrate their skills that they have learned about speaking. The
students are expected to present and apply everything about speaking.
Affective: To develop the students’ comprehension and appreciate the importance of speaking. The
students must be able to realize the importance of speaking in real life situation.
91

II.WHAT IS SPEAKING?
Speaking skills are defined as the skills which allow us to communicate
effectively. They give us the ability to convey information verbally and in a
way that the listener can understand. Speaking is the delivery of language
through the mouth. To speak, we create sounds using many parts of our
body, including the lungs, vocal tract, vocal chords, tongue, teeth and lips.
This is one of the macro-skill that is very important because it allows us to
form connections, influence decisions, and motivate change. Without
communication skills, the ability to progress in the working world and in life,
itself, would be nearly impossible.
93

Terminal Objectives
The students will become aware with the concept of Public Speaking and; enable them to
apply its three (3) types in reality.
Enabling Objectives:
At the end of the lesson, the learners are expected to:
1. Differentiate the three (3) types of Public Speaking;
2. Improve their fluency in the target language (English).
3. Construct their own speech and be confident in speaking.
94

Public speaking (also called oratory or oration) is the process or act of
performing a speech to a live audience. Public speaking is commonly
understood as formal, face-to-face speaking of a single person to a group of
listeners. Traditionally, public speaking was considered to be a part of the art
of persuasion. The act can accomplish particular purposes including to
inform, to persuade, and to entertain. Additionally, differing methods,
structures, and rules can be utilized according to the speaking situation
(General Purpose Speaking, n.d.).
95

Public speaking can serve the purpose of transmitting information, telling a story,
motivating people to act or encouraging people. This type of speech is deliberately
structured with three general purposes: to inform, to persuade and to entertain.
Knowing when public speaking is most effective and how it is done properly are key
to understanding the importance of it. Public speaking for business and commercial
events is often done by professionals. These speakers can be contracted
independently, through representation by a speaker bureau, or by other means.
Public speaking plays a large role in the professional world. In fact, it is believed that
70 percent of all jobs involve some form of public speaking (McCornack & Ortiz,
2017).
II.WHAT IS SPEAKING? 96

There are three purpose of Public Speaking namely; to inform, to persuade and to
entertain. First is to inform- When a person gives a speech before an audience to impart
information on a particular topic or issue it said to be an informative speech. Business
presentations, seminars in colleges, class presentations in schools are some examples of
informative speeches. A person preparing for an informative speech has to research the
subject or topic very well. It should be short and precise. The success of an informative
speech will depend on how much the audience could understand from the speech. Second is
to persuade- Persuasive speeches are those where you try to persuade or convince you
audience about an idea or product. These speeches aim to influence and change the
opinions of the audience. This can be a difficult task as you could be facing a group of people
who may have totally different views from your own.

Lastly, is to entertain- The speech can be humorous, touching or emotional, as per the
occasion and the mood. However, one should take utmost care not to hurt feelings by making
snide remarks about them. Entertainment Speeches are another form of public speaking
usually given at weddings, funerals, graduation parties, retirement parties etc. One very
important factor to make these speeches effective is to add a personal touch (Ezeanya,
2019).

Technology has been used widely in the 21st century and it plays a big role in speaking. Audiences can be
watching from all around the world. YouTube is another platform that allows public speaking to reach a
larger audience. On YouTube, people can post videos of themselves. Audiences are able to watch these
videos for all types of purposes. Under this module are activities that were designed to effectively guide
the teachers in teaching the teaching skills on his/her class. By the use of technology, the instructions and
speaking strategies will be taught easily to the students which enables them to know the definition of
Speech Delivery and its parts. The activities found in this module will greatly enhance the grammatical
ability of the students especially in Public Speaking.
99

III. ACTIVITIES (SPEAKING)
100

In the following activities, we will see how much you have learned from our lesson.
ACTIVITY 1. : Define Me!
Inform the teacher via email using kenz030800@gmail.com to have an appointment with
him.
Instructions:
The teacher will present five (5) pictures using a PowerPoint Presentation about global
issues and the teacher will call three (3) students per picture to say something about it.
The remaining students that were not chosen will try to identify what purpose of Public
Speaking did the speaker used but the teacher will not confirm yet their answer since it is
still about Soliciting Prior Knowledge. Any questions of the students will be entertained
later. This activity will be done thru google meet or zoom meeting.
(The following are the pictures to be presented).
101

This activity will be done with your teacher and must be done online.
The teacher will present five (5) different literary pieces using the PowerPoint
Presentation and the students must identify what type of Public Speaking is being
presented namely; to inform, to persuade and to entertain and must right their answers in
a ¼ sheet of paper. The students should turn on their camera while answering the
questions. Each literary pieces have five (5) minutes of screen time. Random students will
be picked from the class to speak and explain how did they ended up with their answer.
Activity 2: Guess Me!
103

(The following literary pieces must be presented in a
PowerPoint Presentation using practical font as possible).
is one of the most debatable and controversial topics that exist today in our society. There
are people who support the idea that it should be a free choice of each and every woman –
whether to do it or not, while others claim that no one has a power to decide, whether
to bring a life on the planet, or put an end to it. As for me, I have done a certain paper
writing research on the subject and I found out that there is no other right variant for me,
than to choose life. I will explain what I mean in this persuasive speech outline on abortion.
No matter, how we persuade ourselves, every woman that decides to put an end to her
pregnancy understands that it is wrong. It couldn’t be another way, as our instinct tells us
that it is absolutely unnatural to decide for another human being, whether they should live
or die. Yes, they can come up with different excuses, but it in no case changes the sense of
their action, the action that will cost life to their child.
Abortion
104

Everywhere you look nowadays there will be an article or a news story on the detriments of teenagers using the
Internet: from social networking disasters, to them being scammed out of their (or their parents’) money.
However, very few people have taken the time to look at the positive effects of teenagers surfing the Internet,
and this is a great shame.
One of the main positive points about teenagers using the Internet is the wealth of knowledge available to them,
to which people of the past generations didn’t have access. Websites that are educational, or provide information
on a wealth of topics, such as Wikipedia, have advanced in popularity over the past few years and teenagers
form a greater part of it. Those needing help on a topic for their coursework, or who are just generally interested
in reading up on a particular subject will really reap the benefits of this technological age.
Growing up is an extremely tough process and a lot of teenagers can feel alone in certain situations, such as
relationships or family problems. A large benefit of their surfing the net is that they can find help and advice on
problems they feel too embarrassed to talk about with their family or peers. This, in turn, minimizes worries of
teenagers, ensuring that they perform better in their school studies and social life.
TEENAGERS’ INTERNET SURFING
105

HYBRIDIZATION
Hybridization has been occurring in nature for thousands of years. Diaries of
early hunters in the northwestern territories tell of shooting bears that were large
and off-white with hairy paws, suggesting hybrids of Kodiak and polar bears.
Recent DNA studies confirmed this is possible. The mixing of animals that are
closely related happens naturally more than you might think. In fact, scientists
have recently identified a number of hybrid zones or places where animal
hybridization is most likely to occur based on a number of different factors.
These hybrid animals are far more important to nature than you might think.
Evolutionary biology studies show that the fittest animals survive, no matter
whether they are hybrids or not, and while some are simply not genetically
compatible in terms of survival, many others are.
106

“Dear Friends!
I would not call you ladies and gentlemen since I know you for so long
already. Wise people say that a great speech has to have an enthralling
beginning, spectacular ending, and not much in between; so that, I would
like to start with saying thank you for giving me the chance to perform this
speech and I suppose you must have chosen the wrong guy. I would also
like to thank you all for being a significant part of my life, even though I
have never asked for such a pleasure. It is time for us to recall that we are
all united by the same goal to make this world a better place both for our
own and for our children’ sake. Nonetheless, it is essential for me to greet
you all here tonight at the annual celebration of the Earth Day.
NICE SPEECH
107

Activity 3: Watch me Pick! Watch me Say! Say!
The teacher will present numbers on the screen via PowerPoint presentation (the number of
well numbers corresponds to the number of students in class). Each student must choose and
each number has a topic on it. The student will be given an opportunity to look on his/her topic.
During the presentation, the speaker must first identify what purpose of public speaking that
he/she will deliver in class. The speaker must also include at least three (3) points about their
piece. The other students must listen attentively because the teacher may ask questions to the
listeners to find out if they follow. The speaker must use the target language ENGLISH.
108

The possible topics would be about the Issues
in the Philippines
Content and Relevance 50%
Creativity 30%
Use of target language 20%
100%
109

Activity 4: Return of the Fallen!
This activity is a returning activity from Activity 1 but this time those students
who have been chosen to speak in front will make a soft copy of the summary of
their answers along with the picture that were assigned to them and then the
teacher will let their classmates to ask or share something about the answers of
the chosen students. At the same time, those presenters will be given a chance to
defend or share something of their own answer. The teacher will now freely
correct any mistakes and misconceptions of his/her students.
110

Activity 5: Make it with View!
The teacher must first group the class into 5 then the teacher will present a video
from YouTube via PowerPoint presentation of Martin Luther King’s I Have a
Dream Speech. The group must brainstorm and must identify some sentences
or phrases in the speech that functions as persuasion, entertainment and
informing. One representative per group must explain their answer and submit
their answer thru Microsoft worl.
Video Source: (https://www.youtube.com/watch?v=vP4iY1TtS3s)
111

Activity 6: Learning is Pun!
In this activity, the teacher will ask each students must make a video and make a speech
about the topic and what they have experienced and learned through it and give them three (3)
days to make it. They will be having their public speaking and their piece must include all the
functions of Public Speaking namely: to persuade, to entertain and to inform. The speech should
consist of introduction, body and conclusion. Their speech should cover at least three (3) of their
points. Their speech should be memorized and it should be passed thru YouTube.
112

Content 40%
Organization of Ideas 30%
Pronunciation 15%
Audience impact 10%
Gestures 5%
100%
Organization of Ideas 30%
Pronunciation 15%
Audience impact 10%
Gestures 5%
100%
The students will be graded using this criteria:
113

https://www.academia.edu/44990851/Choices_and_Connections_An_Introduction_to_C
ommunication_by_Steven_McCornack_Joseph_Ortiz
Psp.dagepub.com. Speech pace and Persuasion. Persuasive Public Speaking
http://psp.sagepub.com/content/17/6/663
114

The FOUR(4) Macro Skills

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to The FOUR(4) Macro Skills

Similar to The FOUR(4) Macro Skills (20)

Recently uploaded

Recently uploaded (20)

The FOUR(4) Macro Skills