Hi everyone!
Here I share my answers about the questions suggested:
What kind of activities do you usually plan for developing macroskills?
I usually plan to use in my lessons...
Hi everyone!
Here I share my answers about the questions suggested:
What kind of activities do you usually plan for developing macroskills?
I usually plan to use in my lessons at least one or two of the macroskills, especially (listening and speaking), since I tend to introduce a new topic (vocabulary or grammar) by making my students listen to an audio of a native speaker listening to the piece of language presented, or listening to me in case I do not have the original audio to play to them. After making my students be exposed to the listening skill, I tend to make them try to repeat and copy the pronunciation of what they heard. That is why I said that I often use in my lessons the skills mentioned, but also I try to use the other two skills (reading and writing), but once students have acquired the language I teach to them in a proper way, I mean, once I notice they can listen and understand to the audio of a piece of vocabulary presented and pronpounce it properly, I introduce a reading activity related to the vocabulary presented and also I try to encourage them to write at leats a brief production of what they have learnt during a lesson.
How often do you include them in your planning? How do you do it?
I quite often try to use all of the macroskills in my lessons, by making students listen to native speakers´ audios and asking them to make drillings of them. Also, I try to use some of the reading activities proposed in the book they use TAG (Teens around the Globe), and I usually encourage my students to make a little production of what they have learnt in a lesson, either by speaking and saying some sentences orally, or by writing them in their copybooks.
What obstacles do you find in the process of implementing the activities?
Sometimes students are a bit shy and are not eager to speak due the shyness they feel at the time of saying a word in English, or also sometimes I consider I do not have enoguh time in my lessons to work with all of the skills. I mean, is easy to make them listen some things I need to teach, and to make them repeat, but at the time of making them work with other skills, such as reading or writing or even speaking by saying longer sentences, is difficult to make all of them have the willingness to participate due to their shyness and lack of confidence with the language.
What kind of results do you get?
When I get the participation of the majority of the students, either in a speaking or writing activity I get very positive results, since I consider that making them produce something in the foreign language, no matter what the skill they use is, I feel very satisfied.