ENG 154 Study Notes for P1 What is the connection between receptive and

Module 2: Macroskills productive skills?

Reading is a complex cognitive process of -It’s important for teaching activities to be
decoding written designed so that learners receive input and
modelled language (through listening and
Writing refers to the act of putting ideas in text reading activities) before they are expected to
whether print or non-print. produce those modelled structures (in their
own speaking and writing). Listening and
Speaking is an act of making vocal sounds, it reading activities prepare students to be able to
means to express, one's thoughts and feelings speak and write their own texts.
in spoken language.
Module 5: Ways in Teaching Receptive Skills
Listening is a process that involves the
understanding of spoken data. TEACHING OF THE RECEPTIVE SKILLS

Did you know that according to Barrot, J. S. Three important things should be taken into
(2016) because of the rise of information account when teaching receptive skills:
technology there are two additional skills that
have been added in our macroskills? 1. The aim of teaching receptive skills is to help
 Viewing skill refers to perceiving, examining, the learners develop the necessary skills to
interpreting, and construction of meaning from understand and interpret spoken or written
visual images materials.
 Representing is a skill that enables students to
communicate their ideas using a variety of 2. People read or listen for a purpose. This can
media and formats be to get specific information or to get a general
Module 3: Receptive and Productive Skills idea of the text.

PRODUCTIVE SKILLS 3. The receptive skills are not passive. Listeners

and readers make use of important cognitive
Speaking, Writing, Representing processing while listening or reading. Two of
-Active the most important activities that occur in the
-Output mind while processing texts are top-down and
 A student competing in a debate. bottom-up.
 A writer writing a biblioghraphy.
 Businessman presenting his business proposal Top-down Processing
with an aid of media. - refer to the activities where the learners are
asked to get a general view of the passage.
RECEPTIVE SKILLS  Using pictures to predict what the topic will be
Listening, Reading, Viewing about.
-Passive  Providing three or four titles and asking the
-Input students to listen to or read the passage to
 A student comprehending a book. decide about the most appropriate title for the
 A man giving his own interpretation to an art passage.
like Van Gough’s The Starry Night  Providing headings and asking the students to
 A singer feeling and understanding the match them with the different sections of the
meaning of the song he is singing. passage.

Bottom-up Processing
Module 4: Relationship between Productive and
-are concerned with things such as individual
Receptive Skills
words, phrases, and sentences. These activities
guide the students to construct a better text
meaning.
 Recognize the parts of speech of a set of
words.  Identify the tense of verbs. Elements in Teaching Productive Skills
 Identify synonyms or antonyms of a set of
words in the text. Audience
-An important aspect of communicative
Procedure in Crafting Receptive Skills Lesson competence is to be able to adjust our language
1. A warm-up and a lead-in according to the status, sex, and age of the
•To set the scene for the main task. audience.

2. Focus on a reading or listening strategy Genre

•Explanation and demonstration of reading or -It focuses on the internal formal and linguistic
listening a sample of strategies such as elements that are socially agreed upon.
predicting, inferring meaning from the context,
skimming, szcanning, etc. Cohesion and Coherence
•Application or practice -Coherence is defined as the quality of being
logical, consistent and able to be understood.
3. Comprehension Imagine coherence as a building (It‟s an
•Comprehension tasks that start from general analogy, go with it).
to detailed comprehension. -Cohesion on the other hand refers to the act of
forming a whole unit. It is effectively a subset of
4. Text work coherence. Picture cohesion as the bricks and
•Work on the linguistic aspect of the text (e.g. cement which make up the building.
vocabulary, grammar, etc.)
Purpose
5. Task-related follow-up -Different genres have different purposes.
•Summarizing, connecting, reacting in spoken
or written forms. Giving Feedback
-After the task is done, a stage where feedback
Module 6: Ways in Teaching Productive Skills is delivered is designed.

Module 7: : Approaches in Teaching Macroskills

Teaching a Productive Skill Procedure involves (Part 1)
the following steps:
COMMUNICATIVE LANGUAGE TEACHING
1 Providing a model text: Comprehension and -the communicative approach is an approach to
model analysis (e.g. studying the genre language teaching that emphasizes interaction
distinctive features) as both the means and the ultimate goal of
2 Practice: Working on the language needed to study.
perform the task.
3 Task setting: Understanding the Goals of Communicative Approach:
topic/situation (what is the desired outcome) 1. To become communicatively competent.
4 Planning: Structuring the output 2. To use the language appropriate for a given
5 Production: Preparing for the spoken task. social context.
Going through the process of drafting, revising, 3. To manage the process of relating meaning
and editing with interlocutors.
6 Feedback: Self or peer-regulated feedback
using a checklist or teacher regulated.
Classroom Activities to be studied; hence, school subjects are seen
-Information-Gap Activities as a basis for integration (Gavelek et al., 1999).
-Jigsaw activities 3. Integrative approaches necessitate that
-Pair and Group Work teachers encourage learners in becoming
content literate by relating the content they
Instructional Materials teach and language processes that students
-Text-based Materials need in order to make learning meaningful.
-Task-based Materials 4. Making content available for English language
-Realia learners has several advantages. Language used
in the content areas helps students to discover,
Module 8: Approaches in Teaching Macroskills organize, retrieve and elaborate upon what
(Part 2) they are learning (Vacca, 2000).
5. ICT integration represents a higher level of
Task-based Language Teaching (TBLT) implementing ICT tools in the educating
 Task-based learning focuses on the use of learning procedure.
authentic language through meaningful tasks
such as visiting the doctor or a telephone call. Sociocognitive-Transformative Approach
This method encourages meaningful  The sociocognitive-transformative approach
communication and is student-centred. has several features that may improve students'
writing performance.
Characteristics: -It exposes learners to multiple model texts
• Students are encouraged to use language prior to the writing task and requires them to
creatively and spontaneously through tasks and recognize and analyze the rhetorical
problem solving conventions of these texts.
• Students focus on a relationship that is
comparable to real world activities Prepared By: Ms. Cy Dacanay, LPT
• The conveyance of some sort of meaning is
central to this method
• Assessment is primarily based on task
outcome • TBLT is student-centered

What are some examples of tasks that can be

used in the classroom?

Integrative Approach
 The integrative approach is proposed to give
a true language environment to learners to
develop listening, speaking, reading and writing
(LSRW) skills in a meaningful context.

-In a language classroom, teachers build up an

authentic environment for social interaction
among learners.

-The subjects and learning exercises must be

applicable and fascinating to the learners.

Principles and Practices

1. Integration suggests that reading; writing,
speaking, listening and thinking are developed
together concurrently.
2. Integration means that language and literacy
are useful tools, rather than curricular subjects