MACRO-SKILLS TARGETED

LISTENING SPEAKING READING WRITING

TOPI 1. INTRODUCING INTRODUCIN
CS ONESELF G
ONESELF
GREETINGS
GREETINGS
POLITE/
COURTEOUS POLITE/
EXPRESSIONS COURTEOUS
EXPRESSIONS
STUDENT
GOAL: To be STUDENT
able to GOAL:
answer To be able to
appropriately properly
to what is introduce
being asked, oneself by
to check using correct
listening phrases/senten
comprehensio ces, greetings,
n. and common
expressions.
TEACHER
RESPONSIBILI TEACHER
TIES: Use of RESPONSIBILITI
rephrasing ES:
and repetition 1.
when needed. Pronunciation
is corrected as
much as
necessary.
2. Present
different
variations of
introductions,
greetings, and
expressions
used in daily
conversation.
2. ALPHABET ALPHABET

STUDENT STUDENT GOAL:

GOAL: To be able to
To be able to identify all 26 letters
pronounce the of the English
English letters alphabet, in proper
properly. order or not.

TEACHER TEACHER
RESPONSIBILITI RESPONSIBILITIES:
ES:
1. Use pictures 1. Use
whenever repetition.
necessary. 2. Introduce
2. Ask phonics when
students for needed.
own
examples.
3. Engage
NOTES:

1. So far, I have to stop at nouns since I have not personally taught the rest of
the topics in the curriculum. Though, based on Gay and Shoopy’s classes and
the scanned resources, it is very reading and grammar based. We can’t
target and assess writing since it’s so difficult to do that online. Either you
place writing as one of the target skills and we find means to target this, or
remove it altogether.

2. Grammar as a minor skill can be incorporated throughout all the topics. It will
be up to the teacher how she achieves this.

3. Vocabulary building is suggested to be done thematically (e.g. words used to

ask directions, when buying something, asking for directions, etc.) Given
every Fridays as assignment and reviewed on Mondays (definition) and
Wednesdays (used in a sentence)the following week. This entails much
student cooperation.

4. I suggest that we have reading activities based on the child’s ability. For
intermediate and advanced learners.

5. For the young ones, games are highly suggested. We have to get more word
games or internet sources for this.

6. Literature as a micro-skill should be injected in opportune times (e.g. Little

Red Riding Hood and nursery rhymes)