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MACRO SKILLS
• Listening
• Writing • Viewing
• Reading
• Speaking
LISTENING
• It is a prerequisite to
understanding. It is the
skill of grasping and
decoding information
during the exchange of
messages. Listening is the
beginning of
understanding and a
valuable key to effective
communication. It is the
task of getting the
meaning of what is being
heard (underwood, 2009).
SPEAKING
• It is the ability that
makes us superior
to other species. It’s
a complex cognitive
and linguistic skill
that involves words
and sounds.
It also involves
 meaning
 sociality, relationship, affect
 cultural issues
 performance
 sound elements
Functions of Speaking:
 Interaction
 Transaction
 Performance
READING
• It is a multifaceted
process involving word
recognition,
comprehension,
fluency and
motivation.
• (Leipzig 2001).
II. Extensive
a. skimming
b. scanning
c. global

A. ORAL READING
B. SILENT
READING
I. INTENSIVE
a. linguistic
b. context
CATEGORY OF READING
WRITING
• It entails control of
language
variables since it is
an extremely
complex cognitive
activity..
VIEWING
• It allow students
to pause and
reflect and think
about the images
they are seeing
and analyze or
evaluate further
these visuals for
better use.
MACRO  SKILLS.pptx
MACRO  SKILLS.pptx

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MACRO SKILLS.pptx

  • 1. MACRO SKILLS • Listening • Writing • Viewing • Reading • Speaking
  • 2. LISTENING • It is a prerequisite to understanding. It is the skill of grasping and decoding information during the exchange of messages. Listening is the beginning of understanding and a valuable key to effective communication. It is the task of getting the meaning of what is being heard (underwood, 2009).
  • 3. SPEAKING • It is the ability that makes us superior to other species. It’s a complex cognitive and linguistic skill that involves words and sounds.
  • 4. It also involves  meaning  sociality, relationship, affect  cultural issues  performance  sound elements
  • 5. Functions of Speaking:  Interaction  Transaction  Performance
  • 6. READING • It is a multifaceted process involving word recognition, comprehension, fluency and motivation. • (Leipzig 2001).
  • 7. II. Extensive a. skimming b. scanning c. global A. ORAL READING B. SILENT READING I. INTENSIVE a. linguistic b. context CATEGORY OF READING
  • 8. WRITING • It entails control of language variables since it is an extremely complex cognitive activity..
  • 9. VIEWING • It allow students to pause and reflect and think about the images they are seeing and analyze or evaluate further these visuals for better use.