Teaching and Assessment of Macro Skills

SESSION 4: TEACHING AND ASSESSMENT OF MACRO SKILLS ================================================== I. **[LISTENING]** Types/ Purpose of Listening --------------------------- A. Intensive Listening- focusing on the form of the language B. Responsive Listening- showing understanding, creatin...

SESSION 4: TEACHING AND ASSESSMENT OF MACRO SKILLS ================================================== I. **[LISTENING]** 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 --------- 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 SPEAKING ======== Styles and Functions of Speaking -------------------------------- - public talk, oral presentations - information and meaning-focused, not too particular with technicalities - refers to "conversations" Speaking Drills --------------- E. Repetition: F. Substitution: G. Q&A: H. Transformation: ( +/-) I. Replacement: J. Expansion: 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 C. Perlocutionary- effect of our words 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 READING ======= Elements of Fluency: -------------------- K. Rate L. Prosody M. Accuracy 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. A. **Lexical Comprehension**- Preview vocabulary before reading the story or text B. **Literal Comprehension-** Understanding the explicitly stated information. Recalling details mentioned by ex: Who are the main characters in the story? C. **Interpretative Comprehension** - Understand "facts" that are not explicitly stated in the story D. **Applied Comprehension** -Not a simple question that can be marked right or wrong E. **Affective Comprehension** - Preview social scripts to ensure understanding of plot development WRITING ======= Teaching Writing Approaches --------------------------- N. CONTROLLED - focused on grammar patterns, sentence structure, proper punctuation, etc. O. FREE- quick and spontaneous, no worries about style, form, grammar or punctuation P. GUIDED- FORMAL- a small group of children with similar abilities write together INFORMAL- teacher scaffolds individual writing task Q. COMMUNICATIVE- learning language by communicating real meaning ------------------------- -- ------ ------------------------------ Spell out capitalize Make this a small letter \[\] Incorrect word (remove) " Missing word  WO Word order error SP Spelling error WW Wrong word (replace) WF Word function error P Punctuation error T Tense error \~ Error in combining two words / Run-on sentence ------------------------- -- ------ ------------------------------ PEDAGOGY AND ASSESSMENT ======================= 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." 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.)