Speaking

Integrating Macro skills The ability to communicate orally and

in Mother tongue Lessons effectively.
DEFINITION Listening and speaking strategies
 INTEGRATION- The act or process Phonological awareness – The ability of
of uniting different things. the learner to manipulate sounds and
words, or “play” with sounds and words.
 MACRO SKILLS- Macro skills are
most commonly referred to as Phonemic awareness – is focused on the
listening, speaking, reading, and ability to hear and identify sounds in
writing in the English language. particular words.
 MOTHER TONGUE LANGUAGE- To focus attention and further sustain the
Refers to a person’s native interest of learners, integration of listening
language. and speaking can be applied in activities
that draw out kinesthetic responses.
INTRODUCTION
Poetry and rhyme exercises can make
The two end goals of Mother
learners easily memorize the poem. They
Tongue-Based Multilingual Education are
can also associate words they hear with
lifelong learning and communicative
their own vocabulary which will activate
competence.
prior knowledge and therefore develop their
In teaching the mother tongue, the ability to discriminate letter sounds. One
initial focus from Grades 1 to 3 is the activity for this strategy is “Planted Words”.
development of literacy and numeracy skills
The Total Physical Response strategy can
and the learning of concepts about the
also be employed.
language, skills and competence which will
later on be transferred in the learning of the
second language (Filipino and English).
What are the Macro Skills?

 Listening
 Speaking
 Reading
 Writing
 Viewing Reading strategies

The following are suggested strategies in Reading - the ability to process text,
teaching different learning areas with the understand its meaning, and integrate what
integration of the macro skills: the reader already knows.

Listening and speaking strategies ● “Color-coded reading”

Listening The ability to accurately receive ● Interpretative/ Dramatic reading

and interpret messages. ● Routine activities
“Color-coded reading” can be employed Routine Activities indirectly perform a big
to assess reading readiness. The teacher role in teaching and learning the language.
prepares a paragraph with sentences that Prayers and greetings, similar to the
are written or highlighted in different colors. reminders and sayings posted on the walls
Then the teacher groups the class and form a part of the routine of learners. These
assigns a particular color similar to the are regularly read before, during or before
colors in the paragraph to identify each the class ends. Aside from serving an
group. Each group is made to read the lines original purpose like reminders which make
whose color is similar to the color assigned the learners remember their roles at home,
to them. In this way, learners are focused in school and in the community, or prayers
on their lines and as they read, the teacher to remind the learners of their faith in God,
can gauge their difficulty in pronunciation, these also serve as visual aids and reading
syllabication, and phrasing. This activity corner materials for other learning areas.
also enhances participation of the learners.
My friend Ann is a very kind person. She
likes helping people. She visits sick
people in hospital and she spends time
reading to young children at the library.
She brings food to her elderly neighbor
because he cannot cook for himself
anymore. She takes another neighbor’s
dog for a walk because that person is in
a wheelchair. Ann is the kindest person I
know.
Interpretative Dramatic Reading, on the
other hand. hones learners' skill to express Writing Strategies
themselves orally. With this, learners are
given the chance to speak with proper Writing – the ability to communicate the
phrasing, correct pronunciation, correct message with clarity and ease through
stress and intonation. This strategy is also symbols and signs.
effective to non-speakers of the language
● Writing activities are also facilitated
because as they listen to their classmates
with the use of instructional
deliver their lines, these non-speakers
materials. One of these is the
would be swayed and moved by the
interactive board.
performance of their classmates. This can
eventually persuade them to learn to speak Activities like writing the alphabet in the air,
and enjoy the language. on the back of seatmates, illustrating
answers, or spelling of words with body
movements are interesting and fun activities
that can elicit the interest of the learners.
 fishes. The learners are made to catch fish
with an improvised rod. Some of the fishes
Viewing Strategies
contain questions in them, and the one who
For viewing, the teacher develops materials is able to catch a fish with a question in it
for viewing activities like hand and/or stick has to give the answer. Simultaneously with
puppets and pictures for storytelling. The learning important concepts, this activity
big book is also another useful material. enables learners to feel the fun, and
Within the big book or as separate, enjoyment and experience of catching fish
individual pictures, the teacher can use though it is only contrived.
colorful and attractive pictures to motivate
For the "farming" activity, each pupil is
the learners. The use of these materials
given a stick which holds the picture of an
develops creativity of the learners in oral
animal that is associated with farm life. The
and written expressions which can
learners then group themselves based on
eventually lead to the development of
the movement of the particular animal
reading comprehension. The learners are
whose picture is on the stick they are
challenged to answer low-level questions
holding. The concept of flying, crawling or
like the WH questions. As the class
jumping animals is the lesson to be learned
progresses, cognitive skills are tapped with
in this activity.
the learners being asked by the teacher to
recognize similarities and differences, cause Summary
and effect relationships, predict and infer
Mother Tongue is the first language learned
outcomes and identify facts. Towards the
and spoken by the learner. This is the same
end of the lesson, the learners can already
language to be used in teaching the primary
share their opinions and formulate their
grades. This should enable teachers to
conclusions.
teach effectively and efficiently.
There are different strategies in teaching the
Mother Tongue. The suggested approaches
in teaching K to 12 can also be considered,
but the teacher can develop his/her own
strategies based on the type of learners
he/she handles.

Viewing is the newly added skill.

● Fishing activity
● Farming activity
For the "fishing" activity, the teacher
prepares an improvised aquarium filled with