CHEDWINS E.

RECLA BSED III-ENGLISH

Module 1

Overview of the Macro Skills

Lesson 1.

Overview on Receptive and Expressive Macro Skills, Macro Skill Competencies in the K to 12
Curriculum Viewing a New Macro Skills, Connection of the Macro Skills Vocabulary, Grammar and
Literature

Learning Activities/Exercises

Test your understanding about the lesson being discussed above by answering the following questions:

1. Compare and contrast the receptive and productive skills of the English language.
 The receptive skills are listening and reading, because learners do not need to produce
language to do these, they only receive and understand it. These skills are also known as
passive skills. On the other hand, productive skills are speaking and writing, because
learnings doing these need to produce language. They are also known as active skills.
They are different because productive communicative skills are the abilities that we used
to produce a message. Whilst receptive communicative skills are the abilities that we need
to understand the message.

2. Explain in your own words the language acquisition, learning, teaching, and assessing
principles of the Macro skill competencies in the K to 12 curriculums.
 The language acquisition, learning, teaching, and assessing principles plays a vital role in
the K to 12 Curriculum in improving its macro skills and competencies. This enables
learners of the said curriculum to facilitating learning a variety of languages present in
different contexts. The use of these principles are beneficial to the extent that it becomes
easier and easier to learn additional languages in the K to 12 Curriculum.

3. How could you explain the interconnectedness of macro skills to vocabulary, grammar and
literature? Elaborate your answer by giving an example or examples.
 Macro skills in vocabulary, grammar and literature helps clarify how well students can
strengthen and grow their knowledge of English. Having mastered the five macro skills in
the English language, particularly pronunciation and spelling, will enable them to be more
 confident in various areas of learning English Language, such as fluency in voice, proper
pronunciation of words, and reading from various literature sources to improve vocabulary
and comprehension and accurate use of syntax.

For example: Let them express what they feel and what are their stand on where the
learners will be mindful of the use of the forms of verbs in the sentence and enable them to use the
right words and accurate use of syntax.

Practice Tasks/Assessment

Instructions: Test yourself how far you learn from our lesson 1. Answer the questions below with all honesty.

Receptive Skills 1. These are skills where individuals extract information or meaning from the discourse
they see or hear.

Listening 2. It is considered the most frequently used method of communication.

Productive Skills 3. What skill is utilized when a teacher asks student to introduce himself/herself?

Receptive Skills 4. When a teacher asks students to listen to song and pay attention to its lyric, the
teacher is teaching ______.

Productive Skills 5. The teacher asks students to infer from the story they have read. What macro skill is
in focus?

Writing/Product Approach 6. “Write a formal letter. Maximum word count: 150 words”; the teacher said.
What language skill it covers?

Comprehensive Listening 7. It is considered a more difficult type of listening because it requires you to
not only concentrate but to actively participate in the process.

Facility in the First Language 8. It strengthens and supports the learning of other languages.

Language Skills 9. These are skills getting macro skills.

Writing Skills10. What is the reciprocal of the reading skill?

Process Approach 11. It focuses on how a text is written instead of the final outcome.

Genre Approach 12. It places a greater emphasis on the social context in which writing is produced.

Viewing 13. It is perceiving, examining, interpreting, and constructing meaning from visual images.
Literature 14. It can be a rich source for teaching reading and writing

Empathic Listening 15. During this type of listening you are trying to identify with the speaker by
understanding the situation in which he/she is discussing.

Assignment:

Go over to the learning competencies specified in the K to 12 curriculums for English courses.
Choose two learning competencies in each macro skill and design an activity for each learning competency.
You should clearly describe how this activity be done.

(Reading ) Reading Comprehension

Learning Competency- Reading and in writing the information presented in in diagrams, charts, table and
graphs.

Activity

READ AND READ UNTIL YOU GET ME. GOT IT?

The class will be divided into 3 groups

You will be presenting different authors and there article about language use.
You’ll let them read the article that is being assigned to each group and let them react what they’ve read
from the article.

Learning Competency- Follow directions using map.

Activity

THE BOAT IS SINKING READ ME SO THAT THE BOAT WILL NOT VANISH.

There will be hidden treasures inside the classroom

You will group the class into four
You’ll will give statements directions each group
Let them read and understand the directions so that the boat will not sink.
Prizes will be given to the group read the statements with proper pronunciation.
(Listening) Listening Comprehension

Learning Competency- Determine the tone and mood of the speaker or characters in the narrative
listened to.

Activity

LISTENING IS THE KEY!

Provide an audio to your class

Choose different tone of voice and present it in the class
Let them listen to the characters and let them identify the mood and the tone that is being
presented by the speaker
Let the class identify the mood and the tone of the voice

Learning Competency- Make predictions about the contents of the texts listened

Activity

LISTEN AND LISTEN TILL THE END

Group them into two groups

Let them listen to a short story that is hanging
Let them identify and make predictions on what will happen next in the story.

( Viewing ) Viewing Comprehension

Learning Competency- Differentiate reality from fantasy based on a material viewed

Activity

CHOOSE AND PRESENT ME!

Present a slide that contains pictures

Let the student identify whether its myth or folklore
Let students identify and differentiate what is a myth and folklore photo based on the pictures that
is being presented in the class.

Learning Competency- Express one’s beliefs/convictions based on the material viewed.

 Activity

LET STUDENTS BE HEARD!

Present some pictures about what is happening to world the right now amidst the pandemic

Let them express or react what they feel and what is the greatest lesson that they've leanerd
amidst the pandemic.

(Writing) Writing and Composition

Learning Competency- Compose a travelogue

Activity

TRAVEL WITH ME! WELCOME ABOARD!

Let them write the most memorable travel in their life.

The class will be divided into 3 groups
Let them explain how and why do it become the most memorable travel.
Let them share and explain their experience by group.
The group will choose a representative and share it to the class.

Learning competency- Write/compose a personal letter to a friend, relative, or other people.

Activity

IT’S LETTER TIME!

Let the students create/compose a letter since most of the students love to write especially if this letter if for
their love ones.
Letter must be hand written

(Speaking) Oral Language or Fluency

Learning competency- Express ideas, opinions, feelings and emotions during debates

Activity

DEBATE (AFFIRMATIVE vs. NEGATIVE)

Group the class into four.
The Group will select five representatives on each group
The teacher will give a specific topic for the debate and the Group will randomly pick a topic from
the bowl.
Let the students express their ideas, opinions, feelings and emotions during debate.

Learning Competency- Employ the appropriate oral language in stance in an interview

Activity

Class Job Interview!

Pretend that there will be a job interview

Students must wear formal attire as if it's the actual job interview
Students must observe formal and proper diction.
 Lesson 2.

Key Concepts in teaching the Macro Skills in English:

Communicative Competence, BICS vs. CALP, Content –Based
Instruction, Communicative Language Teaching and Qualities of
An Effective English Macro Skills Teacher

Learning Activities/Exercises

Test your understanding about the lesson being discussed above by answering the following questions:

1. In your own understanding from this module, what is Communicative competence? How do
the four components of communicative competence work in the teaching of English as
foreign or second language?

 Communicative competence is a model that is used to teach and learn foreign languages,
in the present time, it’s the ability to use language correctly to communicate appropriately
and effectively in different social situations. The four components of communicative
competence work altogether in the teaching of English language by playing its important
roles in focusing on the functional aspect of communication and reflecting the use of the
linguistic system may it be as foreign or second language. So that all can use the language
to communicate effectively and successfully in an authentic communicative setting.

2. Briefly discuss in your own words the concepts of BIC and CALP give examples to support
your discussion.

 Every one of the principles listed above plays a critical role in the proper of language
acquisition. Simple Interpersonal Communication Skills are language skills which we need
in social settings, much like communicating with other people on the day basis, like facial
experiences with friends such as playing, sports leagues, and so on. The definition of
Cognitive Academic Language Proficiency deals with skills important to academics such
as reading, listening, speaking, writing, among many others; some examples include
writing standardized tests, presentations or experiments. That enables educators build
their abilities in an academic environment, and the greatest description will be in university.
BICS and CALP generally relate to the amount of time required by new English learners to
acquire the requisite communicative and academic skills in the English.
3. How is CLT different or similar from CBI? What do you think are the strengths of these
approaches when use by teacher in teaching English as foreign or second language?

 The direction for communicative language teaching varies from that of content-based
teaching, as CBI aims at teaching content and language to the students. The role of
teachers in this approach is to learn language as well as content teaching
activities. In communicative language teaching in the teaching –
learning activities, students are engaged in language and literacy development, mostly thr
ough contact with other learners.Language provides grammar, subjects, vocabulary and to
know why it is important to understand how the texts are organized. The instructor is
capable of not correcting the student’s mistakes or allowing them to correct themselves.
  Practice Task/ Assessment

Instructions: Test yourself how far you learn from our lesson. Answer the questions below with all honesty.

Content-Based Instruction 1. It immerses students in subjects related to the language and language
becomes a tool for learning, rather than the focus.

Communicative Language Teaching 2. It is based on the idea that learning language successfully comes
through having to communicate real meaning.

Communicative Competence 3. It is the knowledge that enables a person to communicate functionally and
interactively.

Basic Interpersonal Communication Skills 4. It is the student's ability to understand conversational

language.

Cognitive Academic Language Proficiency 5. It is the context-reduced language of the academic

classroom.

Focus on the use of grammar 6. Language that is supported by contextual clues is less ____.

Context-reduced 7. A textbook is an example of context- ____ language.

Communicative Competence 8. The ability to communicate effectively and appropriately in various cultural
contexts.

Discourse Competence 9. It is the ability to interpret the larger context and how to construct longer
stretches of language so that the parts make up a coherent whole.

Strategic Competence 10. The ability to recognize and repair communication breakdowns.

Grammatical/Linguistic Competence 11. The ability to use the grammar, syntax, and vocabulary of a
language.

Communicative Language Teaching 12. Students are talking about future verb tenses in small groups,
teacher is observing them without intervening their discussion. The teacher will provide feedback after the
discussion. What approach is employed by the teacher?

Content Based Instruction 13. Ms. Ann use the text about metamorphosis of the Caterpillar in teaching
sequencing of events in her reading class. What approach does she use?

Basic Interpersonal Communication Skills 14. Ms. Cruz is employing the use of gestures, facial expression
and real objects in order for her Korean students to understand what is teaching. What concept of teaching
language does she adhere?
Strategic Competence 15. Jay rephrased his question so that his opponent in the affirmative side can
clearly understand what he is asking. What communicative competence is shown in this example?
Assignment:

Research from the internet a sample lesson plan or lesson that follows either of the following
principles: BIC and CALP, CBI, and CLT. Make a replication of that plan by choosing your own subject
matter, learning outcomes and activities. You may refer your subject matter and learning objectives from
the curriculum guide for English subjects in the Dep. Ed. Tambayan.

VERBS AND VERBALS

I. Objectives

At the end of the-lesson, the students should be able to:

a. General objectives

1. Appreciate the culture and legends of the Australian Aborigines

2. Analyze the differences between verbs and verbals

b. Specific 0bjectives

1. Give their opinion about the Aborigine legend

2. Relate their own experiences to the experience of the other animals

in the story

3. identify the verbs in sentences

4. identify the words that function as verbs and verbals in sentences

5. Distinguish whether verbals function as nouns, adjectives or

adverbs

II. Subject Matter

Language
Verbs and Verbals
Identity the Verbs in sentences

III. MATERIALS
Projector
Band Paper

IV. Procedure

a. Pre-reading

I. Motivation (2mins)

The teacher will present transparency with pictures of

Australian wildlife: the kangaroo, emu, wombat, and platypus. (1)

"Has anyone ever seen these animals before? Do you know

what they are called? (The students will answer. If there are

animals still unidentified, the teacher will provide the name.) What

do you think of their appearance? Does anyone know where these

animals are usually found? (Australia)."

1. Motive Question
Yes, these animals can only be found in Australia. Today,

we are going to read a legend told by a native tribe in Australia, the

Aborigines. The legend tells about how these animals came to have

such strange appearances. According to the legend, these animals

were not contented with their appearance so they asked the gods

to change it. Later we are going to find out if you would do the

same.

II. Activating Prior Knowledge (5mins)

The teacher will flash the transparency of Westernized

Australia and Aboriginal Australia. (2)

"What's the first thing that comes to your head when you

think about Australia? (Students might give references to famous

landmarks, famous people from Australia, or other facts about

Australia today.)

Most of the things you ‘ve mentioned are things about

Australia as t is now. You probably think it's a country similar to the

USA or Britain. But, actually, the people who originally lived in

Australia had more in common with the tribes of Africa. They are

called the Australian Aborigines. They have such a rich culture and a wealth of legends, most of them
about the 'Dreamtime. 'According

to them, thee Dreamtime was the period before time itself, when

people still lived with gods, animals still had human form, and time
and life as we know hadn't started yet. Aborigines had their own

sets of gods and goddesses, and the chief among them were

Baiame, the Great Spirt (similar to our Bathala), and Yhi, the sun

goddess. Do you know of any tribe or group here in the Philippines

who also have their own rich cuture and beliefs? (The students

may mention the tribes in the Cordileras.)

The story that we are about to read centers upon the

goddess Yhi and Baiama's animal creations. You see, there was a

time when all these animals became unhappy and restless. We 're

going to see why."

III. Unlocking of Difficulties (3 mins)

"But first, let’s tackle some of the words we will encounter in

the text."

The teacher will flash another transparency with the

vocabulary building activity below. The students will answer on the

transparency.
 Underline the word on the right column that has a similar meaning to the word on the right

Vague Indefinite, false, certain

Discontent pleasure, hate, dissatisfaction

Surged crashed, searched, rushed

Crave created, desired, disliked

Bizarre weird, Commonplace, extraordinary

Transfiguration conception, change, ruin

Wistful happy, uncaring, reflective

b. Oral Reading (10mins)

The teacher will hand out copies of the story to the class.

Students will be asked to read the story. (3-4)

c. Post-reading
I. Discussion (5mins)

1. What do you think about the story? Did you like it? why/whynot?

2. Does the legend seem familiar? Have you heard a similar

legend or story coming from your province?

3. Pretend that you are one of these animals. Would you ask

the goddess Yhi to change your appearance too?

II. identifying verbs that act in the sentence (5mins)

"Now l would like to see how much you understood the legend.

When I call your name (student) I'd like you to identify a sentence in

the story that describes what an animal wanted to change in his

appearance and why he wanted to change it. Write the sentence

down on the board. Then I want another one of your classmates to

encircle all the words in the sentence that you think are verbs."

"Okay, you encircled a lot of verbs here. But want to know

which verb, among all the ones encircled, is doing the action in the

sentence. (was)

"To make it easier to understand, let's pick Out the main

clause of the sentence. Can anyone tell me what it is? (He was
followed by Kangaroo. ) Right. This is because if you get rid of the

rest of the sentence, the idea would still be there; but if you get and

of this cause, the sentence would not make sense anymore."

"Now, what would happen f we got rid of was' in the

sentence? Would it still make sense? Try to recall the basic

definition of verbs. (verbs are the words that do the action in a

sentence) Do you think was' here functions as a verb?"

III. identifying verbals (10mins)

"Then again, if was' is the only word that functions as a verb

in the sentence, what do all the other words that look like verbs

do?"

The teacher will go through all the other encircled words in

the sentence and ask the students what their functions are in the

sentence.

1. followed' functions as a past participle, together with the verb 'was, it forms the passive voice.

2. Taping' functions as a gerund, or a verb functioning as anoun

3. to balance' functions as an infinitive, also as a noun

d. Recapitulation/Summary (10mins)
"As you can probably see, these words, even f they look like they

are verbs, actually function differently. These verbs that function as nouns,

or adjectives are called verbals. Don’t they remind you of the animals in

the story who wanted to change their appearance? Why? The animals

wanted to change their appearance because they were discontented. But

why do you think we need to change the function of verbs? Why do we

need verbals? (They enrich the language and give us new ways to

express ourselves)"

"So how do you know if a verb in a sentence is actually a verbal?"

The teacher will flash the next transparency of the table below

showing sentences where verbs are used as verbs and as verbals.

VERBS VERBALS

Yhi came back to find out why the animals Yhi knew the animals will never learn to

had become so unhappy. become contented with what they have

The animals' lives have changed because been given.

 of the changes they asked for. Changing their appearances may have

made the animals look strange, but they at

least they were happy.

Platypus could not decide on what he Yhi knew that the granting of their wishes

wanted when Yhi was granting the other would not bring contentment to her little

animals' wishes. ones.

Yhi was patient enough to listen to the

The goddess will listen to our requests. requests of the animals.

Those animals who lived in the water The animals became unhappy when they

wanted to be on dry land. started to want to change their

appearance.

She knew that the restless surge of life hi knew that the animals will never cease

that seeks and demands would take the to seek and demand for things they don't

animals away from her. have.

Wombat longs for a body that could All the animals were seized with a longing

wriggle into shady places where he could to change their appearance.

hide. Pelican would have to learn to stand

motionless with his long legs in the water

All animals learn how to use their body to before he could snap up an unwary fish.

adapt to their environment.

"Study the sentences in the table. On the left side, the underlined
verb functions as a verb. t is used as a verbal in the right column. Let's

see if we can identity what the difference is between verbs and verbals. By studying the sentences, what
are the things that a verb can do that the

verbal cannot?" (Verbs can take inflections that come with tense first set

of sentences), aspect second set and number [third set)

e. Practice or Review(5mins)

"Okay, now let's try using creating sentences with verbs and

verbals. In your notebook, 1'd like you to write a short paragraph (no less

than three sentences) answering this question:"

If you were also given the opportunity to change your appearance,

to look like someone else, will you do it? Why or Why not?

"Be sure to use verbs and verbals in your paragraph."

The teacher can check their answers after the class.

f. Closure (5mins)

Ask a few students to read their paragraphs out loud.

(name of a student who wrote in the exercise that he wanted to

change his appearance) and the animals in the story wanted to change
their appearance for a reason. It's similar with these verbals. English

speakers don just decide that they want to use verbs as nouns. They

have a reason for doing so. Do you still remember what it was?"

g. Evaluation

The students will be given an exercise that they can answer in

class (if there is still time) or that they can answer at home.

In the sentences below, underline the main verb and encircle one verbal.

1. Looking down in her slow crossing of the sky, Yhi realized that sorrow lay heavily on

the earth.

2. Those who lived in the water wanted to be on dry land.

3. Those who walked on the earth wished to feel the freedom of the sky.

4. She beckoned to Wombat, who craved a small body to wriggle into shady places where

he could hide from others.

5. Lizard was tired of wriggling on his belly and needed legs to support himself.

6. Bat said he wanted wings to fly through the air like a bird.

7. Stick insect would need to remain unmoving for hours on the branches of trees tll he

almost turned into a twig.

8. When men and women came to live in the great continent, they invented strange tales
to account for the habits of the creatures that Baiame had given to them.

Possible answers: 5. verb: was tired, verbal: to support

1. verb: realized, verbal: looking 6. verb: said, verbal: to fly

2. verb: wanted, verbal: to be. verb: would need, verbal: to remain

3. verb: wished, verbal: to feel 8. verb: Came, verbal: to live

4. verb: beckoned, verbal: to wriggle

h. Assignment

Have the students write their legend. It can be about the

origin of a place, animal, or plant; anything as long as the story is

original. Then they have to underline the verbs and encircle the verbals in

their story.