This document discusses macro language skills including receptive skills like listening and productive skills like speaking, reading, and writing. It focuses on teaching methods for listening, speaking, reading and writing. For listening, it describes factors that influence learning and various teaching methods like bottom-up, top-down, and task-based approaches. For speaking, it outlines functions, types, and factors that influence learning. For reading, it discusses strategies, text organization, and phases in a reading lesson. For writing, it describes what writers need to know and approaches like process and product approaches.

1. MACRO SKILLS IN
LANGUAGE

2. MACROSKILLS
RECEPTIVE
(skills we need to
understand the input)
■ LISTENING
PRODUCTIVE
(skills we use to
produce an output)
■ READING
■ SPEAKING
■ WRITING

3. TEACHING
LISTENING

4. FACTORS THAT INFLUENCE LEARNERS’
LISTENING
1. Knowledge of the language system
2. Background knowledge
3. Knowledge of the situation and
co-text.

5. METHOD OF TEACHING
LISTENING SKILLS
1. Bottom-up approach
-this method focuses on building students’
understanding of individual sounds, words, or
phrases before progressing to larger units of
meaning.
2. Top-Down Approach
-emphasizes students’ use of their existing knowledge,
context, and background information to understand
spoken language.

6. 3. Interactive Approach
-emphasizes active participation and interaction
during listening activities. It fosters authentic
communication, improves listening comprehension,
and enhances speaking skills simultaneously.
4. Task-Based Approach
-involves designing listening tasks that stimulate real-life
situations and require students to complete specific tasks
based on the information they hear.
5. Content-Based Instruction
- integrates listening activities with the content of other
subject areas.

7. 6. Dictation
-help students practice listening and writing skills
simultaneously while focusing on accurate spelling,
punctuation, and sentence structure.
7. Authentic Materials
-help develop students’ listening comprehension, cultural
understanding, and exposure to natural language.
8. Use of Visual Aids
-help students connect the spoken words with visual
representations.

8. 9. Technology Integration
-Utilizing technology resources, such as audio
recordings, online listening exercises, and
interactive platforms, can engage students and
provide opportunities for independent listening
practice.

9. BEFORE, DURING, AND AFTER
LISTENING STRATEGIES
BEFORE DURING AFTER
• Connec
t
• Predict
• Talk
About
New
Words
• Listen
for
Answers
• Take
Notes
• Re-
listen
• Respond
• Summarize
• Extend

10. TYPES OF PURPOSEFUL LISTENING
1. Discriminative Listening
2. Comprehensive Listening
3. Therapeutic Listening
4. Critical Listening
5. Appreciative Listening
(entertainment)

11. TYPES OF LISTENING HABITS
1. Analytical Listening
-focuses on what the interaction means to an issue
or objective situation and filters what is heard
through an interest in results and facts.
2. Conceptual Listening
- focuses on the big picture and ideas, often
abstract, and filters what is heard through an
interest in concepts and possibilities.

12. 3. Connective Listening
- focuses on what the interaction means for others
and filters what is heard through interests in other
people, groups, processes, and audiences.
4. Reflective Listening
- focuses on what the interaction means for them
and filters what is heard through their own
interests and purposes.

13. TEACHING
SPEAKING

14. FUNCTIONS OF SPEAKING
1. Talk as Interaction (focus is on the
speaker/s)
2. Talk as Transaction (focus is on the
message)
3. Talk as Performance (talks that
transmit info. before an audience.)

15. BASIC TYPES OF SPEAKING
1. Imitative Speaking
2. Intensive Speaking
3. Responsive Speaking
4. Interactive Speaking
5. Extensive Speaking

16. STAGES IN SPEAKING LESSON
1. Presentation (Pre-activity) Stage
2. Practice Stage
- The teacher’s task is to serve as an informant
- Students listen and try to understand
- The teacher’s task is to be the facilitator
- Students do most of the talking
3. Production Stage

17. FACTORS THAT INFLUENCE LEARNERS’
SPEAKING
1. Native Language
2. Age
3. Exposure
4. Innate phonetic ability
5. Identity and Language Ego (you
are what you speak)

18. TEACHING READING

19. READING STRATEGIES
1. Scanning
- done by looking at the most
important details of a text in a quick
manner
2. Skimming
- focuses on the main idea or general
overview of a text.

20. READING STRATEGIES
3. Intensive Reading
- read and familiarize even the smallest
details of a text since a task is going to
be accomplished after reading.
4. Extensive Reading
-done for fun and pastime and is loose
and comfortable since no task or output
is expected after reading.

21. UNDERSTANDING TEXT
ORGANIZATION
Understanding the content goes hand in
hand with understanding how it is
organized. Hence, students need to learn
how to relate the following to the text:
• Text type (narrative or expository)
• Genre
• Hierarchy of ideas in exposition
• Significant details in narrative and expository
texts.
• Use of graphic organizers

22. Application
Reading instruction should also develop the
learners’ ability to relate their learning to
real-life situations. Reading instructions can
end by:
• Valuing
• Appreciating
• Relating lessons to own life
• Linking lesson to explain real-life
contexts
• Responding creatively using multiple
intelligences

23. Phases in a Reading Lesson
• Pre-reading
• While Reading
• Post-Reading

24. Principles for Designing Effective and
Interesting Reading Lesson
• Reading materials should be interesting for
the target learners.
• Reading instruction should prioritize students
reading the text.
• Activities and exercises in a reading lesson
should reflect the purposeful, task-based, and
interactive nature of real reading (predicting,
hypothesizing, and revising ideas about what
was read).

25. Principles for Designing Effective and
Interesting Reading Lesson
• Activities and exercises in a reading instruction
should allow learners to bring their knowledge and
experiences to the text being read.
• Reading lessons should focus on teaching and not
testing.
• There should be a variety of reading activities in each
lesson to maintain the interest and motivation of
learners.
• Reading lessons should be divided into pre-reading,
during or while reading, and post-reading phases.

26. TEACHING WRITING

27. What writers (learners) need to know
(Tribble, 1996)
1. Knowledge of the concepts in the subject area.
2. Knowledge of the context in which the text will be
read.
3. Knowledge of those aspects of the language system
necessary for the completion of the task.
4. Knowledge of the most appropriate way of preparing
for a specific writing task.

28. Approaches in Teaching Writing
1. Controlled-to-Free Approach
2. Free Writing Approach (quantity rather than
quality)
3. Paragraph Pattern Approach
4. Process Approach
5. Product Approach