Handout Session 4 PDF

PROPERTY OF TEACHER KIM REVIEW AND TUTORIAL CENTER Mendez, Cavite, Philippines Business permit no. 1607 series of 2024 SESSION 4: TEACHING AND ASSESSMENT OF MACRO SKIL...

PROPERTY OF TEACHER KIM REVIEW AND TUTORIAL CENTER Mendez, Cavite, Philippines Business permit no. 1607 series of 2024 SESSION 4: TEACHING AND ASSESSMENT OF MACRO SKILLS I. LISTENING Listening- a macroskill that involves understanding of what has been heard such as sounds, syllables and phrases -considered as the foundation for language acquisition process -50% of the time that students spend functioning in a foreign language will be devoted to listening (Nunan, 1998) Types/ Purpose of Listening A. Intensive Listening- focusing on the form of the language B. Responsive Listening- showing understanding, creating appropriate response C. Selective Listening- picking out important information D. Extensive Listening- understanding longer texts and connecting the ideas Stages of Listening 1. Receiving - involves two activities such as hearing and attending 2. Understanding - determining the context and assigning meaning to the words and utterances 3. Remembering - Remembering all the details is important to move forward in the conversation. 4. Evaluating- Assess the information, determine the veracity of information 5. Responding - giving feedback A. Formative Feedback B. Summative Feedback Listening BOTTOM-UP - decoding the text TOP-DOWN - comprehending it using one’s schema Pre-listening activities: a. Identify vocabulary needs b. Activate interest and motivation c. Put in context d. Set the listening purpose While listening activities: a. Provide opportunity for students to re-listen. b. Promote guided listening. c. Give students ‘thinking space’ Post-listening activities a. Responding to the text b. Analyzing linguistic features of the text. c. Integrating speaking and writing NOTE: For personal use only. Unauthorized distribution will result to forfeiture of enrollment and discontinuance of handout release.  PROPERTY OF TEACHER KIM REVIEW AND TUTORIAL CENTER Mendez, Cavite, Philippines Business permit no. 1607 series of 2024 II. SPEAKING Styles and Functions of Speaking TALK AS PERFORMANCE ►public talk, oral presentations TALK AS TRANSACTION ►information and meaning-focused, not too particular with technicalities TALK AS INTERACTION ►refers to “conversations” Speaking Drills A. Repetition: T: I like kiwi. D. Transformation: ( +/-) S: I like kiwi. T: I like kiwis. B. Substitution: S: I don’t like kiwis. T: I like kiwi. E. Replacement: S: I like kiwi. T: I like kiwis. T: banana S: I like them. S: I like banana. F. Expansion: C. Q&A: T: I like kiwis. T: Do you like apples? S: I like kiwis. S: Yes, I do. T: I like kiwis. I also like strawberies. T: No. S: I like kiwis. I also like strawberies. S: No, I don’t fixed routine- groups of words used together to express a particular idea or concept that is more specific than the individual words Ex: Let me think about it. Speaking Situations:. A. Interactive- alternatively listening and responding B. Non-interactive- recorded speech C. Partially interactive- speaker w/ live audience Speech Act Theory (Austin and Searle) A. Locutionary - expressive/ literal meaning, producing an utterance ex: “You are smoking again.” B. Illocutionary- meaning one wishes to convey -utterance with a social function to state an opinion (confirming or denying); making a prediction, a promise, a request; issuing an order, giving advice or permission Ex: a request, order, or warning to stop smoking C. Perlocutionary- effect of our words Ex: The person stops smoking as an effect NOTE: For personal use only. Unauthorized distribution will result to forfeiture of enrollment and discontinuance of handout release.  PROPERTY OF TEACHER KIM REVIEW AND TUTORIAL CENTER Mendez, Cavite, Philippines Business permit no. 1607 series of 2024 FELICITY CONDITIONS - conditions that must be satisfied for the speech act to achieve its purpose A. General- Language is understood, no playacting or nonsense B. Preparatory- authority of the speaker and circumstances of the speech act are appropriate C. Sincerity- speech act is performed seriously and sincerely D. Propositional- the circumstances in which the speaker speaks the utterance E. Essential- attempt III. READING Comprehension- the heart of reading Elements of Fluency: A. Rate B. Prosody C. Accuracy Phonics approach- considers individual sounds Whole Language Approach- teaching several macroskills at once -focuses on meaning Chall’s Stages of Reading Development 1. 0-6 years- PRE READING (letter recognition) 2. 6-7 years- INITIAL READING (phonological awareness & decoding) 3. 7-8 years- Confirmation Fluency 4. 9-13 years- Reading to Learn New Information 5. 14-18 years- Multiple Viewpoints 6. 18 and above- Construction and Reconstruction Eye Movements A. fixation- eyes stopping or getting fixated on the word or words. B. Inter-fixation- eyes moving from stopping point to the other. C. return sweeps- eyes swinging back from the end line to the beginning of the next line. D. saccades- short quick hop and jump movements E. regressions- backward right-to-left movement F. span of recognition- eyes recognition of a group of words. Types of Reading Comprehension A. Lexical Comprehension- Preview vocabulary before reading the story or text -Review new vocabulary during or after the text ex: What does “maleficent” mean? B. Literal Comprehension- Preview social scripts to ensure understanding of plot development -Connect motive to plot and character development ex: How would you handle a friend’s betrayal? C. Interpretative Comprehension - Understand “facts” that are not explicitly stated in the story -Illustrations may help to infer meaning ex: How did Maleficent feel towards Aurora? NOTE: For personal use only. Unauthorized distribution will result to forfeiture of enrollment and discontinuance of handout release.  PROPERTY OF TEACHER KIM REVIEW AND TUTORIAL CENTER Mendez, Cavite, Philippines Business permit no. 1607 series of 2024 D. Applied Comprehension -Not a simple question that can be marked right or wrong -Challenge children to support their answer with logic or reason ex: Do you think Maleficent would turn evil if Aurora’s father did not betray her? E. Affective Comprehension - Preview social scripts to ensure understanding of plot development -Connect motive to plot and character development ex: How would you handle a friend’s betrayal? IV. WRITING Teaching Writing Approaches A. CONTROLLED - focused on grammar patterns, sentence structure, proper punctuation, etc. B. FREE- quick and spontaneous, no worries about style, form, grammar or punctuation C. GUIDED- FORMAL- a small group of children with similar abilities write together INFORMAL- teacher scaffolds individual writing task D. COMMUNICATIVE- learning language by communicating real meaning author’s chair- the chair designated for the students to use during sharing period Proofreading symbols Indent 5 spaces Spell out delete capitalize insert Make this a small letter Insert space [] Incorrect word (remove) No space, close the gap “ Missing word Delete and close the gap WO Word order error New paragraph SP Spelling error No paragraph WW Wrong word (replace) transpose WF Word function error Is this correct? P Punctuation error Insert comma T Tense error Insert period ~ Error in combining two words / Run-on sentence NOTE: For personal use only. Unauthorized distribution will result to forfeiture of enrollment and discontinuance of handout release.  PROPERTY OF TEACHER KIM REVIEW AND TUTORIAL CENTER Mendez, Cavite, Philippines Business permit no. 1607 series of 2024 V. PEDAGOGY AND ASSESSMENT beneficial backwash- If what is assessed becomes what is valued and what is valued becomes what is taught Types of Questions (according to expected response): a. referential questions- “I don’t know what you’re going to say.” b. display questions - “I know what you’re going to say.” Audiolingualism- a concept related to behaviorist psychology -supports the view that language is primarily speech and is best learned through habit formation -most consistently associated with Skinner, Bloomfield and Charles Fries humanistic approach- “The whole being, emotional and social, needs to be engaged in learning– not just the mind.” oral language development- a critical foundation for reading, writing, and spelling and is the engine of learning and thinking Cognitivist view- Errors are welcome because they indicate what you know and what you need to know. Types of Language Assessment Tasks A. Imitative - “parroting” B. Intensive - cued tasks (ex: picture, oral cues) to elicit oral language C. Responsive - brief interactions to help teachers realize the student’s ability to participate D. Extensive- complex, lengthy discourse (ex: reports & proposals) E. Interactive - long, interactive discourse (ex: role play, games etc.) grammatical-consciousness raising- a top-down approach that involves explicit grammar instruction to contribute to the learner’s literacy awareness Inductive Approach- ex: starts with sample sentences before explaining the sentence patterns NOTE: For personal use only. Unauthorized distribution will result to forfeiture of enrollment and discontinuance of handout release.