ENG 154

MODULE 1: Subject Overview

Macro – umbrella of all skills
4 types Macroskills:
Listening, Speaking, Reading, Viewing
MODULE 2: Macroskills [LSRW skills]
Reading – complex cognitive process of decoding written symbols.
Writing – act of putting ideas in text; print/non-print.
Listening – involves the understanding of spoken data.
Speaking – act of making vocal sounds; express.
Barot, J. S. (2016) – rise of information technology there are 2 additional skills;
Viewing – perceiving, examining, interpreting and construct meaning from visual image.
Representing – communicate their ideas using variety of media & formats (diagrams & video
presentations) to demonstrate their understanding.
MACROSKILLS – refers to fluency, discourse, function, style, cohesion and nonverbal
conversation;
MICROSKILLS – deal with phonemes , words, colloctaion, and phrasal units.
MODULE 3: Receptive & Productive Skills
Productive Skills – produce an output [product, action, output] are Speaking, Writing,
Representing known as active skills.
Receptive Skills – need to understand the input [receiving, understanding, input] are Listening,
Reading, Viewing known as passive skills.
Module 4: Distinguishing the Relationship between Productive & Receptive Skills
Listening (understanding a language better) & Reading (improves grammar) – Speaking &
Writing
Receptive & Productive if both are bot used in language learning would be deemed inefficient.
Module 5: Ways in Teaching Receptive Skills
1. To develop necessary skills to understand & interpret spoken or written materials.
2. People read or listen for a purpose.
 3. The receptive skills are not passive;
Top-down Processing – activities where students are asked to get a general view of the
passage. Ex. Using pictures to predict what the topic will be about.
Bottom-up Processing – individual words, phrases, & sentences to construct better
meaning. Ex. Identify the tense of verbs.
Procedure in Crafting Receptive Skills Lesson
A warm-up & a lead-in – to set the scene for the main task.
Focus on a reading or listening strategy – explanation & demonstration of reading or listening;
skimming or scanning. - Application or practice.
Comprehension – tasks that start from general to detailed comprehension.
Text work – work on the linguistic aspect of the text (vocabulary, grammar).
Task-related follow-up – summarizing, connecting, reacting in spoken or written forms.
Module 6: Ways in Teaching Productive Skills
Importance in language teaching – observable evidence of language acquisition.
Teaching a Productive Skill Procedure involves the following;
1. Providing a model text: comprehension & model analysis (studying the genre distinctive
features).
2. Practice: working on the language needed to perform the task.
3. Task setting: understanding the topic/situation (what is the desired outcome).
4. Planning: structuring the output (outlining).
5. Production: preparing for the written/spoken task. Going through the process of
drafting, revising, & editing.
6. Feedback: self or peer-regulated feedback using a checklist or teacher regulated.
Elements in Teaching Productive Skills
The Audience, Genre, Cohesion (quality of being logical) & Coherence (act of forming a whole
unit), Purpose, and Giving Feedback.

MODULE 7: Approaches in Teaching Macroskills

Goals of Communicative Approach: Target Language
1. To become communicatively competent.
2. To use the language appropriate for a given social context.
3. To manage the process of relating meaning with interlocutors.
Learner’s Role -- Breen and Candlin in Richards & Rodgers (2001:166) as a negotiator between
the self, learning process.
Teacher’s Role
According to Breen & Candlin in Richards & Rodgers (2001;167)
1. Facilitator
2. Independent Participant
Others;
> Need analyst > Group process manager
> Counselor
Classroom Activities
Information-Gap Activities, Jigsaw Activities, Pair and Group Work
Instructional Materials
Text-based Materials, Task-based Materials, Realia (reality)
Procedure
1. Presentation of a brief dialog or several mini-dialogs.
2. Oral practice of each utterance of the dialog segment to be presented that day.
3. Question and answer based on the dialog topic.
4. Question and answer related to the student’s personal experience.
5. Study one of the basic communicative expressions in dialog.
6. Learner discovery of generalizations or rules underlying the functional expression.
7. Oral recognition interpretative activities.
8. Oral production activities-proceeding from guided to freer communication activities.
9. Copying of the dialog or modules if they are not in the class text.
10. Sampling of the written homework assignment.
Advantage – interactive, harmonious relationship
Disadvantages – no text, grammar rules are not presented, classroom arrangement is
nonstandard, and student w/ low proficiency of the target language will find it difficult.
MODULE 8: Approaches in Teaching Macroskills
Integrative Approach – across curriculum (connect English and MAPEH). Accomplish social
purpose. Build up authentic environment for social interaction among learners (Lightbown &
Spada, 1993; Long & Porter, 1985).
Socio-cognitive - Transformative Approach – may improve students’ writing performance.
Contribute to this knowledge – based and global society for social transformation.
Types of Learning and Teaching Activities
Authentic Texts: print, broadcast, and online media which represent the culture of learners.
Project-based Tasks: focus on social/community participation.