1 Overview on the Teaching of the Macro Skills.pptx

Capitol University Overview on the Teaching of the Macro Skills Receptive Vs. Expressive/Productive Capitol University Capitol University What are the four macro-skills? Capitol University The Four Language Skills When we learn a language, there are four s...

Capitol University Overview on the Teaching of the Macro Skills Receptive Vs. Expressive/Productive Capitol University Capitol University What are the four macro-skills? Capitol University The Four Language Skills When we learn a language, there are four skills that we need for complete communication. When we learn our native language, we usually learn to listen first, then to speak, then to read, and finally to write. These are called the four "language skills": Listening Skill Speaking Skill Reading Skill Writing Skill Capitol University What is the connection between receptive and productive skills? Receptive skills (listening and reading) and productive skills (speaking and writing) are interconnected components of language learning. While they might seem distinct, they influence each other in several ways: Interdependence Foundation: Receptive skills often serve as the foundation for productive skills. Understanding language through listening and reading is crucial before producing it through speaking and writing. Capitol University Reinforcement: Engaging in productive skills reinforces receptive skills. For example, speaking about a topic enhances listening comprehension, and writing about a text deepens reading comprehension. Language Acquisition: Both receptive and productive skills contribute to overall language acquisition. They work in tandem to expand vocabulary, grammar, and discourse competence. Capitol How do you teach receptive University skills? Both listening and reading are receptive skills. For a teacher to be sure that learners have understood a spoken or written text, they need to demonstrate their understanding through a response. Receptive skills involve bottom-up and top-down processing. Capitol University Feature Top-Down Bottom-Up Starting point General concept Specific data Direction of Deductive Inductive analysis Focus Theory-driven Data-driven Curriculum Example Scientific research development Capitol University From the bottom up, teachers ensure that students know the sounds and spelling system, word roots and suffixes, and build up to phrases, sentences, and paragraphs. If students understand and can analyze smaller components of language, they can build up to understanding longer texts in the language Capitol University it is important to present students with opportunities to process spoken and written texts from the top down. The texts will contain a mixture of vocabulary and language structures which are already familiar to the students, together with vocabulary and structures which are not familiar. This challenges and develops students’ ability to work out the meaning, fill in gaps, and develop skills in finding out about aspects of the language which are new to them. Capitol How do you teach productive University skills? Both speaking and writing are productive skills. To enable learners to produce language, teachers select the vocabulary and structures, and the spoken or written text types which will be the focus of a lesson or unit of work. Capitol University The modeled language may be provided by: the teacher speaking to the class, an audio or audio-visual recording which the teacher has made earlier, the teacher presenting text on the (interactive) white board, a text for the students to listen to and/or read and analyze, in a textbook, workbook or on a teacher-made worksheet. Capitol University Example/model: Kangaroos lie in the shade. Sentence frame: animal name + animal action + place Capitol University END