Written Report

Instructional material For Integrating Macro Skills and Teaching Grammar

Leader:
Verdillo, Jose Michael

Members:

Bato, Herwin

Gutierrez, Allysa Jane

Marquez, Ronalyn

Tapinit, Fredilyn

Professor:

Ms. Erlinel Galano

 Integrated Macro skills
The term integrated means language learning where all four skills take place at the
same time and with teacher, learner, and setting as playing their roles in the learning.
( Hungyo and Kijai (2009)).
Instructional Materials
Oxford Basics Series
- The only materials the teacher and the class need are board, paper and pens.
Activities
Listen and respond Either stick the flashcard around the room or ask some of
the Ss to hold them up. Say a word and ask the children to point to the flashcard.
Instead of just saying words, you can say the word in a short sentence. Ex. I like
bananas. Tell the Ss to listen for the key word and point to the flashcard.
Stop Use about 5 flashcards. Say a word, then show the Ss the flashcards one
at a time. The children shout Stop! when they see the picture. You can do this slowly
at first and then speed up.
Help the teacher Hold up a card for the Ss to see without looking at it yourself.
Guess what the picture is. Is it a banana? Tell the Ss to answer Yes or No.
Jump- Ask the Ss to stand up. Show them a flashcard and say a word. Tell the
children to jump if the word is the same as the picture on the flashcard or to stand still if
it is different.
Say the name Hand some flashcards out around the class. Ask the children
with the cards to hold them up for all to see. Say Whos got the banana? And tell the
other children to answer with the name of the child who has that flashcard.
Echo Ask the Ss in L1 what an echo is. Ask them to be your echo. Show them a
flashcard and say the word. Ask the Ss to echo it by repeating the word several times,
becoming quieter and quieter. You can make it more fun by saying the word in different
ways.
Repeat Ask all of the Ss to stand up in their places. Show the flashcards one at
a time saying a word. Tell the Ss to repeat the word if it is the same as the picture on the
flashcard and to remain silent if it is different. Tell any of the children who get it wrong to
sit down and to help you to spot any children who get any other words wrong.
Bit by bit Cover the flashcard with a piece of white paper. Reveal the picture bit
by bit and ask the children to guess what it is.
Flash Flash a flashcard, at first very quickly and then more slowly, until
someone says the word.
Whats in my right hand? Show two or three flashcards and ask the children to
say the words. Put hem behind your back, swap them around a few times and ask the
Ss which card is in your right hand.
Guess Choose a flashcard without the Ss seeing which one and ask them to
guess which one you have chosen.
Whos got it?- Hand out some flashcards around the class. The Ss with the cards
hold them up for all to see. Say the name of a child. The rest of the Ss say the word on
their flashcard.
 Disappearing words Put several flashcards on the board. Point at them one at
the time and the Ss say the word. Remove a card and repeat the process until pupils
are chanting all the words with no prompts.
Memory Put five flashcards on the board. Give the Ss time to memorize them
then take them away and ask the Ss to say the words.
Extra Put five flashcards on the board and say four of the words. Tell the Ss to
say the extra word.
Whats missing?- Put five flashcards on the board. Ask one student to go out of
the room. Remove a flashcard from the board (or ask a child to do this). Tell the child
who went out to come back into the room and say which word is missing?
What I am thinking of? Use about four cards. Put them where everyone can
see them.
Think of one of them and give the SS two guesses to find out which one you are
thinking of. If they guess correctly, they get a point. If they dont, the T. gets a point.
Authentic Materials
This includes anything that is unscripted, for example, live lectures and seminars,
the English you hear on the television and radio, and English spoken outside the
classroom.

This can be classified into:

Scripted text
Is one that is written down before the speakers speak
Unscripted text
Is one that is not written down in advance, but rather, transcribed
afterwards(more natural but often harder to follow, because in real life
people do not speak in an organized or structured way.
Course Book Materials
This may includes simulated lectures and seminar, presentations and semi-scripted
listening tasks from course books.

Examples:

speeches
interviews
conversations
oral descriptions
narratives
public announcements
games and puzzles
cartoon strips
photos
letters, e-mails
diaries
poems
songs
textbooks
 Grammar

The general concept of grammar is centered around the terms such as rules, a
system, an order how to group words together. The explanation of the term grammar
and the adjustment of this explanation for the upper primary pupils creates a stimulating
backround for teaching grammar. Therefore, the knowledge of the suitable definition of
grammar is important for the upper primary English teachers.
The acknowledged authorities in the English teaching methodology such as
Penny Ur, Jim Scrivener, Jeremy Harmer and Scott Thornbury discuss the term of
grammar as follows. Grammar is defined according to Ur (1991) as the way words are
put together to make correct sentences (p. 75) or according to Ur (1994) the way a
language manipulates and combines words (or bits of words) in order to form longer
units of meaning (p. 4). Ur (1991) also debates the term grammaticaland its
application in teaching grammar, what is acceptable and what is unacceptable.
Furthermore, Ur (1991) underlines the importance of the teaching of grammatical
meaning and explains that the grammatical structures do not cause the difficulties for
learners of foreign languages compared to the grammatical meaning. The same point of
view, i.e. not only grammatical rules but also the comprehension of their 11 TEACHING
GRAMMAR USING AUTHENTIC MATERIALS meaning are necessary for using a
language properly, is claimed by Scrivener (2011), who adds the idea of making
predictions based on the internal collection of information during the proces of making
sentences, when an user of a foreign language follows a sort of mental list of possible
patterns of English (p. 156). Together with Ur (1991), Harmer (2007) describes
grammar as a way that enables to a speaker of a language to put a number of
elements in the correct order to get that meaning across grammar(p. 60) to formulate a
possible sentence. Furthermore, Harmer (2007) mentions the grammar system together
with the lexical system as a way how words change their shape depending on their
grammatical function, and how they group together (p.30). Thornbury (2009) uses a
methapor and compares grammar to the pillars which supports a langugae (p. 3) and
summarizes the opinions of the other teachers, who consider grammar the only secure
point in the seeming chaos of communicative uncertainty, and they cling to it for safety

Instructional Materials
Multi-Media
PowerPoint (or equivalent)
Microsoft PowerPoint is probably now the most commonly used form of visual aid. Used
well, it can really help you in your presentation; used badly, however, it can have the
opposite effect.
Overhead projector slides/transparencies
Overhead projector slides/transparencies are displayed on the overhead projector
(OHP) - a very useful tool found in most lecture and seminar rooms. The OHP projects
and enlarges your slides onto a screen or wall without requiring the lights to be dimmed.
You can produce your slides in three ways:
pre-prepared slides : these can be words or images either hand written/drawn or
produced on a computer;
spontaneously produced slides: these can be written as you speak to illustrate your
points or to record comments from the audience;
a mixture of each: try adding to pre-prepared slides when making your presentation to
show movement, highlight change or signal detailed interrelationships.
Make sure that the text on your slides is large enough to be read from the back of the
room. A useful rule of thumb is to use 18 point text if you are producing slides with text
on a computer. This should also help reduce the amount of information on each slide.
Avoid giving your audience too much text or overly complicated diagrams to read as this
limits their ability to listen. Try to avoid lists of abstract words as these can be
misleading or uninformative.
Video (DVD or VHS)
Video gives you a chance to show stimulating visual information. Use video to bring
movement, pictures and sound into your presentation. Always make sure that the clip is
directly relevant to your content. Tell your audience what to look for. Avoid showing any
more film than you need
Movies
Music
Pod cast,
Realia

Realia is an incredibly effective visual aid in the ESL

classroom. Realia means real-life, authentic
items. For example, if youre teaching a lesson about
booking a hotel room, students will become much
more engaged if they have an actual hotel brochure
to look at. You could use the brochure to introduce
new language items, and even as the basis for a role
play if you wish.
I highly recommend taking some time to build a realia collection for your ESL classes.
Take a walk around town or go online to gather some essential realia. Anything you print
should be laminated to make it last longer.
Here is some must-have realia for you to start off your collection with.
o Celebrity photos
o Menus (eat-in and take-out)
 o Weather reports
o Hotel pamphlets
o Maps (world, country, street, train, subway)
o Train/subway/bus timetables
o Movie/concert schedules
o Want ads
o Property ads
o Family trees
o Car rental brochures
o Magazine
o Newspaper
And there you have it! With these visual aids, you can teach a diverse range of
structures, words and concepts with pizzazz and, best of all, very little talk time.
Authentic Materials

Pictures

Pictures are great for presenting many nouns,

adjectives and simple sentence patterns. If you are
using a textbook in class, make use of the pictures in
it; they are sometimes very simple and effective. With
younger students, solicit words by asking What do
you see? Be sure to call on many students and meet
all of their suggestions with positive feedback. With
older students, you can have them predict what a chapter will be about based on the
pictures from the opening page.
If your school has them, flashcards or picture dictionaries also work well for teaching
nouns, adjectives and verbs across a wide range of themes.
Here are a few ideas of how to incorporate pictures into your teaching:
o Use personal pictures: Whenever possible, use pictures of yourself or photos
around town/school (that students would recognize) in PowerPoints or games.
This will make it much more interesting and memorable for the students, so
words will stick that much easier.Include celebrities for interest: Likewise, if you
use pictures of a well-known celebrity (whether local or global) in activities,
presentations or games, students will perk up and youll have captured
their attention more than before.
o Draw stick figures: When all else fails, or you need a quick solution, use the
simple drawing or stick figure. Stick figures take only a second to draw, can be
used to teach just about anything, and are guaranteed to get a chuckle (or at
least mine are).
Timelines
One thing that pictures arent very helpful for is introducing grammatical structures,
particularly anything beyond the present simple or present continuous.
For this, we have timelines.
Timelines are a great way to illustrate tenses and time expressions. For instance,
suppose you are trying to teach the difference between by and until.
You could draw simple timelines to illustrate the following sentences:
Sun-Hee has to finish her thesis by March 12.
Sun-Hee will work on her thesis until 10:00 tonight.
Maximize your Student Talking Time by presenting timelines interactively and leading
your students to the answer.
For instance, if youre using timelines for the above sentences, ask questions like,
What is Sun-Hee working on now?, When is the deadline?, When will she stop
working on it tonight?, .
Charts and Graphs

These work beautifully for introducing and

practicing a variety of structures. For example,
you could use a pie chart or bar graph to
illustrate comparatives and superlatives, such
as:
ABC has a larger market share than XYZ.
LMN has the largest market share in the
industry.
Because line graphs indicate change, they also work like a charm for verbs of change,
like increase, decrease, dip and so on.
When you are working on vocabulary building in class, use a chart. I myself like to use
charts to teach word families. I have columns for noun, verb, adjective and
adverb. So lets say the word tired comes up in class. Ill expand on it by eliciting
tiredness, tire and tiredly. Get the words in the chart, and refer back to it through
the lesson.
Opposites

Showing a words antonym or opposite is a sure-fire

way to teach its meaning without a word of
explanation. Suppose your student doesnt know the
word least. Just jot down something like this on the
whiteboard:
Least <> Most
Alternatively, you could use hand gestures: Spread
out your arms for most and bring them in for least.
Hand gestures are also good for opposites like fast/slow, cheap/expensive and
big/small.
And, speaking of opposites, whats the opposite of an answer? Thats right, a question!
Introduce question structures by showing the questions answer. For example:
Q: ________________________?
A: I work for a securities firm.
Games
Grammar Ninja is a cool and a fun game that helps you practice parts of the
speech. You can choose among three different levels to work. In the game, you
choose the correct parts of the speech as you read each sentence.
Road to Grammar is a site that offers quizzes, games and extra practice for
grammar with instant feedback and explanations.
Free Rice is a game where you need to find the right definitions of the given
words. For each right answer, the site donated 10 grains of rice through the
World Food Programme to help end hunger.
NoRedInk offers help with apostrophes, subject-verb agreement, comma issues,
sentence fragments, run-on sentences, and commonly confused words.
The Adjective Detective is another game that teaches you what the adjectives
are. You can take the quiz and play the game.
Grammaropolis is a tool to learn different parts of the speech. There are different
characters that stand for an adverb, pronoun, preposition, noun, action verb etc.
Those parts of the speech characters interact with each other just as they are
interacting in a real sentence. You can watch videos of each character, take
quizzes listen to the songs, read books that feature the characters and play
games. You can play word sort or colour the characters.
The Grammar Practice Park offers different games on different parts of the
grammar to play and practice your grammar skills.
Fun English Games provides a range of free interactive exercises and practice
activities that are perfect for helping students learn English
Daily Grammar offers grammar teaching tools that are about punctuation, parts
of speech and the common mistakes in grammar. It consists of 440 lessons and
88 quizzes.
British Council has many grammar games that provide fun activities to practice
English with word order games, gap fill games.
FluentU Its got a huge collection of authentic English videos that people in the
English-speaking world actually watch on the regular. These are videos that your
students already love watching, so theyll be beyond excited to interact with them
in the classroom. On FluentU, all the videos are sorted by skill level and
are carefully annotated for students. In addition to the strong visual cues in the
authentic videos, students will see an image with every word. Each word also
comes with an in-context definition, audio and example sentences. Students will
 be able to add them to their own vocabulary lists, and even see how the words
are used in other videos. Worried that students might be stumped by some of the
harder videos? No way. FluentU brings authentic content within reach by
providing interactive captions and in-context definitions right on-screen. For
example, if a student taps on the word brought, Plus, these great videos are all
accompanied by interactive features and active learning tools for students, like
multimedia flashcards and fun games like fill in the blank.
Textbook

Textbooks usually provide one or more of the following three types of grammar
exercises.

Mechanical drills: Each prompt has only one correct response, and students can
complete the exercise without attending to meaning. For example:
George waited for the bus this morning. He will wait for the bus tomorrow
morning, too.

Meaningful drills: Each prompt has only one correct response, and students must
attend to meaning to complete the exercise. For example:
Where are Georges papers? They are in his notebook.
(Students must understand the meaning of the question in order to answer, but
only one correct answer is possible because they all know where Georges
papers are.)

Communicative drills

To use textbook grammar exercises effectively, instructors need to recognize which type
they are, devote the appropriate amount of time to them, and supplement them as
needed.

Recognizing Types

Before the teaching term begins, inventory the textbook to see which type(s) of drills it
provides. Decide which you will use in class, which you will assign as homework, and
which you will skip.

Assigning Time
When deciding which textbook drills to use and how much time to allot to them, keep
their relative value in mind.

Mechanical drills are the least useful because they bear little resemblance to real
communication. They do not require students to learn anything; they only require
parroting of a pattern or rule.

Meaningful drills can help students develop understanding of the workings of

rules of grammar because they require students to make form-meaning
correlations. Their resemblance to real communication is limited by the fact that
they have only one correct answer.

Communicative drills require students to be aware of the relationships among

form, meaning, and use. In communicative drills, students test and develop their
ability to use language to convey ideas and information.

Supplementing

If the textbook provides few or no meaningful and communicative drills, instructors may
want to create some to substitute for mechanical drills.

References:
http://www.le.ac.uk/oerresources/ssds/presentationskills/page_57.htm
http://linguistics.uoregon.edu/wp-content/uploads/2015/08/Chingchit-Ornuma-Aug-
08.pdf
http://repobib.ubiobio.cl/jspui/bitstream/123456789/306/1/Mu%C3%B1oz_Bast
%C3%ADas_Elizabeth.pdf
http://aguskrw1.blogspot.com/2011/06/integrating-four-language-skills-part1.html
http://www.nclrc.org/essentials/grammar/assessgram.htm
https://www.verywell.com/literacy-skills-1449194
https://www.teachingenglish.org.uk/article/receptive-skills
http://blogs.mtroyal.ca/srhodes/2012/08/receptive-vs-productive-language-skills/
https://www.skillsyouneed.com/ips/listening-skills.html
https://msu.edu/course/cep/886/Writing/page1.html
http://www.teachhub.com/teaching-strategies-selecting-instructional-materials