TEACHING ENGLISH IN THE ELEMENTARY GRADES: 5 Macro skills in teaching

UNIT 2:

What is macro skills? What is the importance of communication skills?

Macro skills refers to the primary, key, main, and largest skills relative to a particular
context. It is commonly referred to in English language. The five macro skills are…

The macro skills have five skills which is listening, speaking, reading, writing, and viewing.
These skills are essential for communicating. With these five macro skills, it can make a big
difference in your workplace in social situations and personal achievements.

Macro-skills in communication are the most important skills in teaching a particular in

language. Each of them is indispensable in the learning process and teaching performance on
behalf of the learners and mentors.

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“Hear a word before you can say it

Say a word before you can read it

Read a word before you can write it”

(Linse 2005)

These five separate language skills are also commonly referred to as the productive and
receptive skills.

Productive Skills Receptive Skills

What is the difference between productive and receptive skills?

English language learners can be assessed in both receptive skills (including listening, viewing
and reading) and productive skills (including speaking and writing)

RECEPTIVE SKILLS – It is focused on acquiring or receiving information. These skills are

sometimes known as passive skills. Receptive skills should be taught by using an active
method. It is important for the motivation of the students that our proposals must be
interesting so that the acquisition of knowledge could be faster.

PRODUCTIVE SKILLS – It is focused on giving or producing information, involve producing

words, phrases, sentences and paragraphs. - They are also known as active skills. Productive
communication skills are the abilities that we used to produce a message (output).

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HOW TO TEACH RECEPTIVE SKILLS?

Both listening, reading and vieing 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. The response may be:

 a verbal response, e.g. answering questions orally when the teacher asks students
one-by-one around the class,
 a physical response, e.g. an action in a Total Physical Response activity,
 a creative response or visual representation, e.g. listening to a talk about local places
and drawing a map of them; reading a description of a person and drawing them,
 a written response, e.g. listening to or reading a text and writing answers to multiple
choice, true/false, short answer comprehension questions, sentence completion
activities, completing a cloze passage.

Receptive skills involve bottom-up and top-down processing.

HOW TO TEACH PRODUCTIVE 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.

The modelled 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 analyse,
 in a textbook, workbook or on a teacher-made worksheet.

2.1 LISTENING

“The art of conversation lies in listening.”

-Malcom Forbes.

Listening: This is a communication technique that requires the

listener to understand, interpret and evaluate what he or she hears.
Listening effectively improves personal relationships through the reduction of conflict and

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strengthens cooperation through a collective understanding while speaking is vocalization of

human communication. Being able to express an idea, concept or opinion through speech is
essential in the communicative process and languages are about communication.

 Listening is the most important skill in communication. It is a mental operation

involving processing sound waves, interpreting their meaning, and storing them in
memory. It is a communication technique that requires the listeners to understand,
interpret, and evaluate what they hear.

Listening-hearing

Listening and hearing are not the same. Hearing is the first stage of listening. Hearing occurs
when our ears pick up sound waves which are then transported to our brain. This stage is
our sense of hearing.

 Listening is a communication process and, to be successful, is an active process. In an

active listening, meaning and evaluation of a message must take place before a
listener can respond to a speaker listening strategies are techniques or activities that
contribute directly to the comprehension and recall of listening input. Listening
strategies can be classified by how the listener processes the input.
Top-down strategies are listener based; the listener taps into background knowledge of the
topic, the situation or context, the type of text, and the language. This background
knowledge activates a set of expectations that help the listener to interpret what is heard
and anticipate what will come next.

Top-down strategies include;

 listening for the main idea  drawing inferences

 predicting  summarizing.

Bottom-up strategies are text based; the listener relies on the language in the message,
that is, the combination of sounds, words, and grammar that creates meaning.

Bottom-up strategies include;

 listening for specific details

 recognizing cognates
 recognizing word-order patterns.

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Different types of listening:

 Listening for gist: you listen in order to understand the main idea of the text.
 Listening for specific information: you want to find out specific details, for example
key words.
 Listening for detailed understanding: you want to understand all the information the
text provides.

Teacher strategies to increase your students listening skills

 Focus on teaching the skills of  Get everyone’s ‘voice in the room’.

listening.  Talk less.
 Model good listening for your  Use “cold calling”
students.  Listen and learn from students
 Get to know your students. about their behavior.
 Use reflective listening.  Listen to parents
 Give students a voice.

2.2 SPEAKING

Speech is a vital form of self-expression; it is also an important tool

for survival. Speaking is the delivery of language through the mouth.
To speak, we create sounds using many parts of our body, including
the lungs, vocal tract, vocal chords, tongue, teeth and lips

Speaking can be formal or informal:

 Informal speaking is typically used with family and friends, or people you know well.
 Formal speaking occurs in business or academic situations, or when meeting people
for the first time.
Principles for Teaching Speaking Skills

1. Focus on both fluency and accuracy

2. Provide intrinsically motivating techniques
3. Encourage the use of authentic language

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4. Provide appropriate feedback and correction

5. Capitalize on the natural link between speaking and listening
6. Give students opportunities to initiate oral communication
7. Encourage the development of speaking strategies
Teaching Strategies that promote Speaking;

1. Role play; activities will enable students to gain self-confidence and consequently
they will stand a better chance of promoting their speaking skills
2. Story Completion; technique used in teaching speaking, whole-class, free- speaking
activity for which students sit in a circle.
3. Musical shares; it is going to deliver the speech in front of people through speaking
skills.
4. Descriptive drawing activity; One person can see a picture and must describe it. The
other person must listen and draw what is being described. At the end, compare the
drawing with the original picture.
“Thoughts are like seeds. If you want different results in life, you have to figure out which
thoughts are capable of growing those results and which aren’t.” (Steve Pavlina)

To effectively improve speaking skills, you need to follow these steps

1. Listen - Listening to English has several benefits – it allows you to pick up new words,
phrases, and ways to respond in conversations. Secondly, listening provides
opportunities to understand pronunciation, how some words are omitted when
speaking, how some are joined together, the rhythm, the intonation, and
2. Imitation - Someone is a wonderful to improve your speaking skills. Not convinced
Watch babies and children – how do they learn a language? They copy everything an
adult says they copy everything an adult says.
3. Read - Reading is yet another important skill to have when learning a language.
Whether you prefer a novel or an article, reading a few minutes every day will help
you acquire new vocabulary.
4. Reflect - Reflection is a very useful step in improving your speaking skills. Reflection
is nothing but asking questions to think about what you learnt, how you learnt, what
progress you see, what could be done differently, and how to change the way you
learn to allow progress.
5. Prepare - A lot of us hesitate to speak or take part in conversations in English
because we are nervous about what to say. We are anxious that what we say may

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not be appropriate or we may make mistakes. We can easily fix this problem by
preparing ahead.
6. Speak - You must put yourself in situations where you are forced to speak in English
to get better at it. Start small. Do you live or work at a place where you need to
speak English to get by? Great! Take advantage of this situation by speaking to
people around you. It could be at your workplace
7. Practice - We cannot stress this enough. Regular and consistent practice is the key to
success when it comes to speaking English “It’s not only what you say it’s also how
you say it.

2.3 READING
 Reading is a process of decoding symbols. Reading
comprehension is very important. Letters are
Symbols that correspond to meaning and sounds.
When you read, you are decoding the message of the
receiver.

 Reading is a very important language learning skill. It

helps improve all parts of the English language –
vocabulary, spelling, grammar, and writing. Improve
and use reading skills and will improve all English
skills.

 Reading is a receptive skill-through it, we receive

information. But the complex process of reading also
requires the skill of speaking, so that we can pronounce the words that we read. In
this sense, reading is also a productive skill in that we are both receiving information
and transmitting it even if only to ourselves.

What are the concerns of teaching reading?

1. Schema activation to make sense of new information in light of what they already
know, and to make the necessary connection between the two.

2. Vocabulary development is an important factor contributing to reading

comprehension. Studies conducted on the importance of vocabulary instruction
demonstrate that it plays a major role in improving comprehension.

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3. Comprehension development is the main purpose of reading instruction. For

comprehension to improve, the interaction among all three factors (reader, text and
context) must be taken into consideration
4. Understanding text organization helps students to have a blueprint for constructing
a situational model of a story or informational piece, Students need to learn.
5. Application is part of the lesson that helps readers see the relevance of learning in
their own life, or appreciate the nature of their environment and understand the
significance of knowing about the lessons discussed in the classroom. This provides a
ground for making students remember and value insights learned in the class.

Teaching Strategies that promote Reading:

LOUD READING
Loud reading is also known as ‘oral reading’. Generally, it is to be introduced after two months
of reading when the children learn what they have to read in a book. Oral reading is a useful
means of mastering the language code. It is motivating for the young children and can
therefore be well utilized for practicing the structures. It is also an effective device for quick
testing of reading comprehension and for improving pronunciation.

Merits.
1. Students learn the proper method of reading with accuracy of skills.
2. The mistakes related to pronunciation etc. can be checked well in time.
3. Loud reading trains the auditory organs.
4. Loud reading removes threat, develops confidence and skill of giving lectures.

Drawbacks.
1. Loud reading is not a source of pleasure.
2. While one student is reading aloud, other may not pay attention.
3. Loud reading is not allowed in libraries or even adjacent classes which may disturb
others.

SILENT READING
Silent reading is reading is more effective way of reading and is therefore more applicable and
useful in life. In silent reading, learners usually read a passage while abstaining from making
sound, whispering, murmuring or even moving lips while reading. This type of reading usually
follows loud reading and is useful at the advanced/higher levels of learning a language. Silent
reading gives a sense of fulfillment and achievemen

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Merits.
1. It is economical as it saves time.
2. It saves energy as well.
3. It aims at developing interest in reading.
4. It initiates deep and intensive study.

Drawbacks.
1. It is not advantageous for beginners.
2. It may not teach correct pronunciation.
3. It provides no scope to check whether the students are actually reading.
4. It cannot be employed to correct the mistakes as the students are reading silently and they
sometimes even skip the matter which they cannot understand.

INTENSIVE READING
Intensive reading implies the ability of pupils to read not only for detailed comprehension of
meaning but also for mastering the structures and vocabulary. Intensive reading means
assimilation of language which consists of study of words, phrases and sentence structures
even without a teacher. The learners in their spare time can resort to intensive reading –
studying of sentences, structures including grammar, grasping of the sentence patterns
besides getting information. Intensive reading means understanding the text with its
arguments, symbolic, emotional and social overtness. It means to understand both linguistic
and literary aspects of the contex.

Merits.
1. It increases the active vocabulary.
2. It helps in learning grammar besides understanding the text.
3. It thus improves power of conception and expression.

Drawbacks.
1. This approach is long and seems uninteresting.
2. It lays much stress on language’s aspect and thus has less scope for pleasure

EXTENSIVE READING
Extensive reading implies that pupils read for information or simply to draw pleasure out of
reading. It is also called ‘Rapid Reading’ or ‘Independent Silent Reading’. This kind of reading
emphasizes general comprehension and not language study. It means to read silently, quickly
to understand the subject matter efficiently and to read without the help of teacher. This
enable the learner to ignore certain paragraphs or lines not so important and to skip on to
the important and interested ones. According to Thompson and Wyatt, The main purpose of

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extensive reading is the cultivation of a taste for reading and it seeks by encouraging the habit
of visualizing what is read to make reading a form visual instruction.

Merits.
1. It helps to gather necessary and relevant information utilizing less time.
2. It keeps the class busy and active.
3. It increases passive vocabulary.
4. It is helpful in self-study and assignment preparation.

Drawbacks.
The only drawback is that sometimes a learner may skip out some necessary point or also
may commit grammatical error as it means a quick and rapid reading.

SKIMMING
Skimming is used to quickly gather the most important information, or gist. Run your eyes
over the text, noting important information. Use skimming to quickly get up to speed on a
current business situation. It’s not essential to understand each word when skimming.

Examples of Skimming:
 The Newspaper (quickly to get the general news of the day)
 Magazines (quickly to discover which articles you would like to read in more detail)

SCANNING
Scanning is used to find a particular piece of information. Run your eyes over the text looking
for the specific piece of information you need. Use scanning on schedules, meeting plans, etc.
in order to find the specific details you require. If you see words or phrases that you don’t
understand, don’t worry when scanning.

Examples of Scanning:
 The “What’s on TV” section of your newspaper.
 A train / airplane schedule

In developing reading skills, certain things are to be kept in mind by a language teacher.
1. The selection and gradation of material.
2. The subject matter should be suitable to the age and interest of the learners.
3. The selection of font size in the books.
4. There should be a lot of a repetitions and drill work.
5. Gradually, a vocabulary of certain new words should be introduced.

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In spite of various efforts put by the teachers, certain reading defects may arise in certain
children. Some of them can be:
1. Some children are in the habit of using their fingers on the words they are reading.
This finger pointing habit hinders the pace of reading. The teachers should check in
such defects at the right time.
2. Some children omit certain words and letters while rushing to the next ones. This also
leads to missing the meaning behind what they read. Teachers should pay full
attention to the students while developing their reading skill.
3. Another reading defect in children can be that the child read aloud or keep on
murmuring the next what they are asked to go for silent reading. This bad reading
habit may interfere reading speed with their comprehension and so this should be
checked at proper time.
4. Some children move their eyes back to the words read before and keep on repeating
the previous words with the new words instead of reading faster. This habit of
regression as a result, slows down their reading speed. This bad reading habit should
be totally eliminated.

It is really a difficult task to help students achieve the ability to read with speed, with proper
pronunciation and articulation without omissions and errors. But then it is a great
achievement if teachers prove successful in fulfilling these objectives.

2. 4 WRITING

It is the process of using symbols, (letters of the alphabet, punctuation

and space to communicate thoughts and ideas in a readable form.
Most people rely on writing because they can’t express themselves and
it is better for them to write in order to fulfill their wishes to the
persons they love or long for in order to communicate effectively.

“Writing is a way of talking without being interrupted.” — Jules Renard

Teaching strategies that promote Writing

1. Journals / Reflection / Diaries
This type of free writing activity should be done on a regular basis if used in class. Use
a timer and for X minutes, students can write upon a topic that is important to them,
that day. Alternatively, students can write at the end of the day and record their
thoughts about the lesson or their own learning. These are all excellent ways for the
teacher to get to know their students. One caution – don’t correct student writing
here! Comment positively on the student’s writing – the goal is to get them feeling
good about writing and “into” it.

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2. Visualization
The students close their eyes and the teacher describes a scene. Play some nice
background music. The students then write and describe the scene they imagined,
sharing their scene afterward with the class or a classmate.
3. Sequencing
Provide students with a sequence of pictures which are scrambled. The students must
order the pictures and then write out the process.
4. Running Dictation
This is a lot of fun but quite noisy. Put students into groups of 3 or 4. For each group,
post on the wall around the classroom, a piece of writing (maybe a selection of text
you will be reading in your lesson). One student is appointed as the secretary. The
other students must “run” to where their piece of writing is on the wall and read it.
Then run back and dictate it to the secretary who records it.
5. In class letter writing
Writing for a purpose is so important and nothing makes this happen better than in
class letter writing. Appoint a postman and have each student make a post office box
(it could just be a small bag hanging from their desk). The students can write each
other (best to assign certain students first) and then respond to their letter.

2. 5 VIEWING

The fifth and final macro skill which has been added in recent years
is viewing. The ability to perceive, analyze, interpret, and construct
meaning from visual images is essential to improving one’s
comprehension of written and non-written materials. It refers to
perceiving, examining, interpreting, and constructing meaning from
visual images. Especially in recent years when technology use has
exponentially risen, viewing is used more often. As the learners are
exposed to various forms of media, this is the skill that needs to be taught to them not only
to learn how to view but how to be responsible viewers.

Viewing as a language skill is defined as the process of understanding visual texts that come
in various formats, such as TV shows, advertisements, films, videos, and images. In short,
viewing is the act of ‘reading’ visual cues. So it’s like reading a book while looking at pictures,
animations, and listening to accompanying sounds

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Why is viewing important?

We are language teachers, so it’s obvious we should focus on the written and spoken word in
our classes. So why images, or multimodal texts that use images should, matter at all to
language teachers? Many teachers argue that language and text-based approaches should
take priority and that the image just distracts from the word. However, as the majority of
texts our students are accessing outside the classroom are visual texts and multimodal texts
which use images, surely we should give our student’s opportunities to ‘read’ – analyse and
evaluate – these types of texts in the classroom. Furthermore, the majority of these
multimodal texts – YouTube videos, infographics, websites, blogs, and social media sites – are
a combination of print text and image, where the image, far from distracting from the text,
actually enhances it.

Therefore, viewing is important because as students are dealing with mainly multimodal texts
they need to understand them and to become more effective, active and critical viewers to
be able to participate fully in society. Viewing helps students develop the knowledge and skills
to analyse and evaluate visual texts and multimodal texts that use visuals. Viewing also helps
students acquire information and appreciate ideas and experiences visually communicated
by others.

It’s Important that students are aware that understanding the viewing process is as important
as understanding the listening and reading process.

Students should understand that effective, active viewers engage in the following
procedure:

Pre-viewing: Students prepare to view by activating their schema (the prior knowledge they
bring to the study of a topic or theme), anticipating a message, predicting, speculating,
asking questions, and setting a purpose for viewing.

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During viewing: Students view the visual text to understand the message by seeking and
checking understanding, by making connections, making and confirming predictions and
inferences, interpreting and summarizing, pausing and reviewing, and analyzing and
evaluating. Students should monitor their understanding by connecting to their schema,
questioning and reflecting.

After viewing / responding: Students should be given opportunities to respond personally,

critically and creatively to visual texts. Students respond by reflecting, analyzing, evaluating
and creating.

Film and video: The 3Cs and 3Ss

This framework was developed by Into Film and is used widely in schools in the UK. The 3Cs
(Colour, Camera, Character) and the 3Ss (Story, Setting, Sound) framework can be used to
help students discuss and analyze all the elements of a film text.

Story, Setting, Sound, Color, Character and Camera are simple headings with discussion
questions teachers can use as an easy way for exploring any film. Here are some of the
discussion questions:

Color
What colors do you see?
What do the colors make you feel?
Why do you think certain colors are used?
What mood do you think the colors create?

Camera
What shots have been used? Can you name them?
Through whose eyes do we see the story?
When do we see different characters’ point of view?
When does the camera move and when does it stay still?

Character
What do the main characters look like?
How do they speak and what do they say?
How do they behave?
Which character interests you the most? Why?

Story

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What happens in the beginning, middle and at the end of the story?
What are the most important things (events) that happen in the story?
How do we know where the story takes place?
How long does the story take place in ‘real’ time?

Setting
Where does the action take place?
When and how does the setting change?
How could you tell where the story was taking place?
How could you tell when the story was taking place?

Sound
How many different sounds do you hear? What are they?
How does the music make you feel?
Are there any moments of silence?
Can you hear any sound effects?
The simplicity of the 3Cs and 3Ss framework makes it easy to remember and use

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References

Lim, Joanna Marie A. et.al, A course module for content and pedagogy for mother tongue,REX
Book Store page (60-64) Wylie C. (2020). “The Five Language Skills”
https://www.chrisinenglish.com/post/the-five-language-skills
https://www.studocu.com/ph/document/acts-computer-college/management
science/macro-skills-teaching/17704964

Dr. Riyaz Ahmad Kumar. “Understand Language Skills: READING AND WRITING “
http://ddeku.edu.in/Files/2cfa45845afe43ceaa4bad936cc9d3be/Custom/4.%20Understand%
20Language%20Skills%20READING%2 AN%20WRITING.pdf

DDEUBEL(2009). “Teaching Writing – Activities and Ideas“

https://ddeubel.edublogs.org/2009/09/22/teaching-writing-activities-and-ideas/

Donaghy, Kieran. “Advancing Learning: The fifth skill – 'viewing'"

https://www.onestopenglish.com/professional-development/advancing-learning-the-
fifthskillviewing/557577.article#:~:text=During%20viewing%3AStudents%20view%20the,revi
ewing %2C%20and%20analysing%20and%20evaluating

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