Lesson 1:

An Overview on the
Teaching
of the Macro Skills

Learning
Objectives:

At the end of the lesson, the students would be able to:

a. identify receptive and expressive macro skills;
b. discuss the macro skill competencies in the English K to 12 Curriculum
c. explain and apply communicative competence, BICS, CALP, content-
based instruction, and communicative language teaching;
d. Appraise the qualities of effective English macro skills by applying
unique strategies

Concept
Macro Skills
Learning:

Preliminary Activity:
Concept Mapping
What Do I
Know? Materials Needed:

a board marker a half sheet cartolina a chronometer

Instructions:

 1.    Group yourselves into five.

2.    Assign a writer and a presenter among the members.
3.    Describe the given word in the circle. You may give words, phrases, definition
or examples.
5.    Write all the answers on the cartolina.
6.    Finish the task in five minutes.
7.    The group will present their output (see Appendix A for scoring system).

1.
What is the central word or concepts around which build
your map?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. What are the concepts, items, or descriptive words that can you associate with the
word macro skills?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

3. What are the macro skills in English language?

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

4. Based from the activity, how would you define macro skills, listening, reading,
speaking, and writing?
_____________________________________________________
_____________________________________________________
Fun _____________________________________________________

Facts Macro Skills: The Language Skills

Macro Skills When we learn a language, there are four skills that we need for complete
are most communication. When we learn our native language, we usually learn to listen first, then
commonly to speak, then to read, and finally to write. These are called the four "language skills". 
referred to in The five skills of language (also known as the four skills of language learning) are a set
English of four capabilities that allow an individual to comprehend and produce spoken language
languages and for proper and effective interpersonal communication.  These skills are Listening,
refer to Speaking, Reading, and Writing. In the context of first-language acquisition, the four
listening, skills are most often acquired in the order of listening first, then speaking, then possibly
speaking, reading and writing. For this reason, these capabilities are often called LSRW skills.
reading and
writing (Alice
King, 2018)    English Language has four main skills and each skill has other sub-skills and skill
activities.  The main skills are all basic and very important.  They are called the Macro
skills.  Macro skills refer to the primary, key, main, and largest skill set relative to a
particular context. It is commonly referred to in English language. The four macro skills
are reading, listening, writing, and speaking.  You have to perfect them in order to use
your English language properly.  Listening and speaking are brain input skills but
reading and writing are brain output skills.  Of course, there other skills such as
pronunciation, grammar, vocabulary, and spelling all play a role in effective English
communication.
Also known as "macro skills' Macro skills are most commonly referred to listening,
speaking, reading and writing in English language.
Language teaching covers four macro-skills needed for communicating – listening,
speaking, reading and writing. Good language teachers plan lessons, and sequences of
lessons, which include a mixture of all the macro-skills, rather than focusing on
developing only one macro-skill at a time. Listening and speaking are oral skills. Reading
and writing are literacy skills. Each week teachers should include some activities which
focus on developing the students’ oral skills (e.g. pair and group interactions and
Fun games) and some activities which focus on literacy skills (e.g. reading and analysing
texts and then students write their own).

Receptive vs. Expressive Macro Skills

Facts
The four skills can also be grouped another way. Listening and reading are
receptive skills since learners need to process and understand language being
Reading and communicated to them in spoken or written form. Speaking and writing are known as
listening productive skills since learners need to produce language to communicate their ideas in
involve either speech or text.
receiving It is common for language learners to have stronger receptive than productive
information skills, that is they can understand more than they can produce. Teachers often link
and so they activities for developing students’ receptive and productive skills.
are called
receptive skills.
What is the connection between receptive and productive skills?
Speaking and
writing are It’s important for teaching activities to be designed so that learners receive input
known as the and modelled language (through listening and reading activities) before they are
productive expected to produce those modelled structures (in their own speaking and writing).
skills because Listening and reading activities prepare students to be able to speak and write their own
they involve texts.
producing .
words, To prepare the learners for the speaking activity (demonstrating their productive
phrases, skills in the language) it’s important that they first have many opportunities to listen to
sentences, and and/or read models of family profiles (developing their receptive skills in the language).
paragraphs. The models could be: an audio or video recording of people introducing their family; the
teacher speaking to the class, introducing their family using photos; family profiles
written by students in previous years. Before presenting to the class, the students could
UCLES (2018) work in pairs to practise introducing their family.

To prepare students for the writing activity (demonstrating their productive skills in
the language) it’s important that they first have many opportunities to listen to and/or
read model recounts (developing their receptive skills in the language). The models
could be written or told in language by the teacher and/or examples of recounts written
by other students in previous years. The students read those models and answer
questions about them. The teacher uses those models to help the students understand
the meaning of the texts and analyse the language structures.

Macro Skill Competencies in the English K to 12 Curriculum

Under the Framework of the k to 12 Curriculum, the figure below shows the
 interdependence and interrelationships of the macro skills of the language and the
development of thinking skills allowing students to make meaning through language.

Integrated language Domains Listening Speaking Reading Writing Viewing

1. Oral Language √ √
2. Phonological awareness √
3. Book and Print √
Knowledge
4. Alphabet Knowledge √ √ √
5. Phonics and Word √ √ √ √
Recognition
6. Fluency √ √ √
7. Spelling √
8. Writing and Composition √ √ √ √
9. Grammar Awareness and √ √ √ √
Structure
10. Vocabu √ √ √ √ √
11. ary Development
12. Reading Comprehension
12.1 schema and Prior √ √ √
Knowledge
12.2 strategies
12.3 narrative Text
12.4 Informative Text

Fun Figure 1. Macro Skill Competencies in the English K to 12

Facts Viewing as New Macro Skill

We all know about the traditional four skills of reading, writing, speaking and
Viewing is the listening. But what about the fifth skill of ’viewing’? Kieran Donaghy, expert in the use of
fifth macro- visual arts in language teaching, explains what viewing is, why it’s important and how
skill today. It you can implement it in the classroom.
refers to We are living in a visual world. The advent of the internet and the digital revolution, the
perceiving, ubiquity of mobile devices which allow us to capture still and moving images easily, the
examining, appearance of video-sharing platforms such as YouTube and Vimeo, and the emergence
interpreting, of social media networks such as Instagram and Facebook whose users upload largely
and visual content, have all contributed to an extraordinary rise in visual communication and
construction to the image, and increasingly the moving image, becoming the primary mode of
meaning from communication around the world.
visual images The majority of texts young people are encountering and creating are multimodal.
and is crucial (A multimodal text is one where the meaning is communicated by more than one mode  –
to improving e.g. written text, audio, still pictures, moving pictures, gesture, use of space, etc. Digital
comprehensio multimodal texts can include, for example, videos, slideshows and web pages, while live
n of print and multimodal texts can include theatre, storytelling and dance.) The fact that
nonprint communication nowadays is largely multimodal changes the construct of communicative
materials. competence. This has huge implications for our educational systems.

Alla Echolt
The changing nature of communication is reflected by the fact that in the English
(2020)
language curricula of a number of countries – for example, Singapore, Canada and
Australia – two new skills, ‘viewing’ and ‘visually representing’, have been added to the
traditional skills of reading, writing, listening and speaking.

Viewing Defined

In the Canadian Common Curriculum Framework, viewing is defined as follows:

‘An active process of attending and comprehending visual media, such as television,
advertising images, films, diagrams, symbols, photographs, videos, drama, drawings,
sculpture and paintings.’

So ‘viewing’ is about ‘reading’ – analysing, evaluating and appreciating – visual texts.

Viewing is an active rather than a passive process.
 Why is viewing important?

Majority of texts the students are accessing outside the classroom are visual texts
and multimodal texts which use images, surely we should give them opportunities to
‘read’ – analyse and evaluate – these types of texts in the classroom. Furthermore, the
majority of these multimodal texts – YouTube videos, infographics, websites, blogs,
social media sites – are a combination of print text and image, where the image, far from
distracting from the text, actually enhances it.
Therefore, viewing is important because as students are dealing with mainly
multimodal texts they need to understand them and to become more effective, active and
critical viewers to be able to participate fully in society. Viewing helps students develop
the knowledge and skills to analyse and evaluate visual texts and multimodal texts that
use visuals. Viewing also helps students acquire information and appreciate ideas and
experiences visually communicated by others.

What do active viewers do?

According to the Canadian Common Curriculum Framework, active and effective

viewers would ask themselves a series of questions such as:

What is the text representing?

How is the text constructed?
What assumptions, interests, beliefs, biases and values are portrayed by the text?
What is the purpose of the text?
To whom is the text directed? Who does the text exclude?
What is my reaction to the text? What causes this reaction?
What personal connections and associations can I make with this text?

It’s important that students are aware that understanding the viewing process is as
important as understanding the listening and reading process. Students should
understand that effective, active viewers engage in the following procedure:

1. Pre-viewing: Students prepare to view by activating their schema (the prior knowledge
they bring to the study of a topic or theme), anticipating a message, predicting,
speculating, asking questions, and setting a purpose for viewing.

2. During viewing: Students view the visual text to understand the message by seeking and
checking understanding, by making connections, making and confirming predictions
and inferences, interpreting and summarising, pausing and reviewing, and analysing and
evaluating. Students should monitor their understanding by connecting to their schema,
questioning and reflecting.

3. After viewing / responding: Students should be given opportunities to respond

personally, critically and creatively to visual texts. Students respond by reflecting,
Fun analysing, evaluating and creating.

Viewing Frameworks
Facts
There are three frameworks which have been developed by Canadian Common
Curriculum Framework to help students become better viewers. These models, which
have been tried and tested with thousands of students at schools and universities
around the world with great success, help to systematise viewing effectively into the
Your eyes can language classroom.
distinguish 10
million
different Film and video: The 3Cs and 3Ss
colors.
This framework was developed by Into Film and is used widely in schools in the UK.
The 3Cs (Colour, Camera, Character) and the 3Ss (Story, Setting, Sound) framework can
be used to help students discuss and analyse all the elements of a film text.
80 percent of Story, Setting, Sound, Colour, Character and Camera are simple headings with
all learning discussion questions teachers can use as an easy way for exploring any film. Here are
 some of the discussion questions:
comes through
viewing.
Colour
What colours do you see?
What do the colours make you feel?
Why do you think certain colours are used?
Your eyes What mood do you think the colours create?
focus on 50
different
objects every Camera
second.
What shots have been used? Can you name them?
versant health. Through whose eyes do we see the story?
com. 2020
When do we see different characters’ point of view?
When does the camera move and when does it stay still?
 Character

What do the main characters look like?

How do they speak and what do they say?
How do they behave?
Which character interests you the most? Why?

Story

What happens in the beginning, middle and at the end of the story?
What are the most important things (events) that happen in the story?
How do we know where the story takes place?
How long does the story take place in ‘real’ time?

Setting

Where does the action take place?

When and how does the setting change?
How could you tell where the story was taking place?
How could you tell when the story was taking place?

Sound

How many different sounds do you hear? What are they?

How does the music make you feel?
Are there any moments of silence?
Can you hear any sound effects?
The simplicity of the 3Cs and 3Ss framework makes it easy to remember and use.

Paintings and photographs: See, Think, Wonder

The See, Think, Wonder routine is one of the  Visible Thinking Routines developed
by researcher-educators for Project Zero at Harvard University. This routine helps
students make careful observations and develop their own ideas and interpretations
based on what they see when viewing a painting or photograph by asking these three
questions.

What do you see?

What do you think about what you see?
What does it make you wonder?
Fun By separating the two questions – ‘What do you see?’ and ‘What do you think about
what you see?’ – the routine helps students distinguish between observations and
interpretations. By encouraging students to wonder and ask questions, the routine
Facts stimulates students’ curiosity and helps students reach for new connections.
This routine is designed to be easy to remember, practical and invite a broad range
BICS and of thinking moves. Watch this video to see the See, Think, Wonder routine being put into
CALP are practice with secondary school students
both acronyms
that refer to
the amount of The Visual Thinking Strategies (VTS)
time it require
new English The Visual Thinking Strategies (VTS) approach was co-developed by Abigail Housen
language and Philip Yenawine 30 years ago. It finds meaning in imagery and develops visual
learners to literacy skills through learning in the arts, fostering thinking and communication skills
develop the through listening carefully and expressing oneself. The approach works in the following
necessary way:
conversati-
onal and
academic skills Students silently examine carefully selected art images
in English.
 The teacher asks these three open-ended questions
EdNews
Daily.com What’s going on in this picture?
(2020) What do you see that makes you say that?
What more can we find?

Students then …

Look carefully at the image

Talk about what they observe
Back up their ideas with evidence
Listen and consider the views of others
Discuss many possible interpretations
Construct meaning together

The teacher …

Listens carefully to each comment

Paraphrases student responses demonstrating language use
Points to features described in the artwork throughout the discussion
Facilitates student discussions
Encourages scaffolding of observations and interpretations
Validates individual views
Links related ideas and points of agreement/disagreement
Reinforces a range of ideas

BICS vs. CALP

Basic Interpersonal Communicative Skills vs. Cognitive Academic Language Proficiency

As is the case with Daniel, many mainstream

teachers who teach ELL students will find a back to case study
disparity between the language these
students use for conversation and that which
is used for more academic purposes.  Daniel
has heard his student speak with his friends
and has judged him to be “fluent”.  The
danger of this assumption is that teachers can
often misjudge the language level of ELL
students and therefore when academic work
is analyzed, it can appear to the teacher as
though the student is not working to their
ability.  This, in turn, can lead to misconceptions about the intelligence or
motivation levels of ELL students.  In order to better understand this concept,
we can look at the work of Jim Cummins who demonstrates this idea through
two language continua called BICS (Basic Interpersonal Communicative Skills)
and CALP (Cognitive Academic Language Proficiency).
 What is BICS & CALP?

These terms are commonly used in discussion of bilingual education and arise
from the early work of Cummins (1984) in which he demonstrated his ideas about the two
principal continua of second language development in a simple matrix. BICS describes
the development of conversational fluency (Basic Interpersonal Communicative Skills) in
the second language, whereas CALP describes the use of language in decontextualized
academic situations (Cognitive Academic Language Proficiency ).
Fun
According to Baker (2006) "BICS is
said to occur when there are contextual
Facts supports and props for language delivery.
Face-to-face `context embedded´ [boldface
in original] situations provide, for example,
Examples of non-verbal support to secure understanding.
BICS are; Actions with eyes and hands, instant
talking, feedback, cues and clues support verbal
watching language. CALP, on the other hand, is said
television, to occur in 'context reduced' [boldface in
playing on the original] academic situations. Where higher
playground order thinking skills (e.g. analysis,
with friends, synthesis, evaluation) are required in the
social curriculum, language is `disembedded´
interactions, [boldface in original] from a meaningful,
etc. supportive context. Where language is
`disembedded´ the situation is often referred
to as `context reduced´ [boldface in
original]." (Baker, 2006, p. 174)
Examples of
CALP are; The horizontal axis of the BICS/CALP
focus on matrix represents a continuum from 'context-embedded' to 'context-reduced', ranging
critical from the situation in which the learner uses external clues and information, such as
thinking and facial gestures, real objects and pictorial representation to enable understanding, to the
problem
other extreme where the learner must rely on linguistic cues, and knowledge about
solving,
demonstrated language and text to understand meanings. The vertical axis relates to the degree of
through active cognitive involvement in a task, moving from tasks that are not very demanding to
classroom increasing cognitively challenging activities. So, an activity in the upper left corner
projects (cognitively undemanding and context-embedded) such as face to face conversations
including oral, might be appropriate for a beginner, but tasks in the lower right corner (more cognitively
discussions, demanding and context-reduced) such as writing a standardized test, would be a task for
listening,
observations, advanced learners.
reading, and
writing, and
takes
approximately
5-7 years,
sometimes
longer, to
develop
fluency.
 Cummings Cummins' model has proved helpful in identifying and developing appropriate
(1999) tasks for bilingual pupils. For example, in preparing tasks for a newly arrived second
language learner, teachers might start with contextualized tasks and practical activities
that are of low cognitive demand, such as naming items or a simple matching exercise.
More proficient learners would require
contextual support, but would need more
cognitively demanding tasks. This approach to
planning and assessing ELL learners was
developed and reported in Cline and
Frederickson (1996).

In conceptualizing bilingual proficiency

this way, Cummins and other researchers
suggest that it takes learners, on average,
approximately two years to achieve a
functional, social use of a second language but
that it may take five to seven years or longer,
for some bilingual learners to achieve a level of
academic linguistic proficiency comparable to
monolingual English speaking peers.

What are some examples of BICS & CALP?

Cognitive Academic Language

Basic Interpersonal Communication Proficiency (CALP)
Skills (BICS)
CALP is the context-reduced
The commonly used language of the academic classroom.
acronym BICS describes social, It takes five to seven years for English
conversational language used for oral language learners to become
communication. Also described as proficient in the language of the
social language, this type of classroom because:
communication offers many cues to the
listener and is context-embedded  non-verbal clues are absent;
language. Usually it takes about two  there is less face-to-face
years for students from different interaction;
Fun linguistic backgrounds to comprehend
context-embedded social language
 academic language is often
abstract;
readily. English language learners can
comprehend social language by:  literacy demands are high
Facts (narrative and expository
text and textbooks are
The origins of  observing speakers’ non- written beyond the language
Communi- verbal behavior (gestures, proficiency of the students);
cative facial expressions and eye and
Language actions);  Cultural/linguistic knowledge
Teaching  observing others’ reactions; is often needed to
(CLT) are to  using voice cues such as comprehend fully.
be found in the phrasing, intonations, and
changes in the stress;
British  observing pictures, concrete
language
objects, and other contextual
teaching
cues which are present; and
tradition
dating from  asking for statements to be
the late 1960s. repeated, and/or clarified.

Hymes (1972) Info from: http://www.thecenterlibrary.org/cwis/cwisdocs/intro-ells.pdf

 How can we determine if a task or exercise falls within the BICS or CALP continua?

By using a matrix with two axes (Context-Embedded language and Context-reduced

language) we can see how certain task may be more or less demanding.

CONTEXT-EMBEDDED LANGUAGE:
Language that is supported by
contextual clues in the environment such
as objects, props, manipulatives, pictures,
graphs, charts and so forth helps the
second language learner make meaning
from the spoken or written world. Context-
embedded language is also a result of
students interacting with each other to get
interpersonal clues to further construct
Communicativ meaning. A "here and now" context is a
e competence necessary ingredient if the input is going to
refers to a be comprehensible.
learner's
ability to use
language to
communi-cate
successfully.C
anale and CONTEXT-REDUCED LANGUAGE:
Swain (1980)
defined it as
composing In decontextualized language there are
competence in few if any clues present to support the
four areas: spoken or written words to help make the
-Words and language comprehensible. Context-
rules reduced language is abstract and the context is usually known only to the author. i.e.,
-Appropriacy textbooks, a novel, a lecture, a CTBS test. Quadrant C and Quadrant D are context-
-Cohesion and reduced according to Jim Cummin's construct of proficiency.
coherence-Use
of
communicatio
n strategies

Communicative Language Teaching

(CLT)

As the language theories underlying

the Audiolingual method and
the Sitiuational Language
Teaching method were questioned by prominent
linguists like Chomsky (1957) during the 1960s, a
new trend of language teaching paved its way into
classrooms. Communicative Language
Teaching (CLT), which is an approach to the teaching of second and foreign languages,
emphasizes interaction as both the means and the ultimate goal of learning a language. It
is also referred to as the “Communicative Approach”. Historically, CLT has been seen as
a response to the Audio-Lingual Method (ALM), and as an extension or development of
the Notional-Functional Syllabus. Task-based language learning, a more recent
refinement of CLT, has gained considerably in popularity.

The theories underlying the audiolingual method and the situational language
teaching were widely criticized during the 1960s. Noam Chomsky, for instance, rejected
the structuralist view of language and demonstrated that there is a distinction between
performance and competence.  The goal of the linguist is to study the linguistic
Fun competence native speakers are endowed with. He also showed, rightly, that
structuralism and behaviorism were unable to account for one fundamental aspect of
language, namely the creativity and uniqueness of individual sentences. A child is able
Facts to produce an infinite number of sentences that s/he has never encountered. This makes
the factors of imitation, repetition, and habit formation weak arguments to account for
any language learning theory.
Among the
macro-skills, A shift towards communicative proficiency
writing and The increasing interdependency between the European countries necessitated a need for
speaking a greater effort to teach adults the principal languages of the continent. New goals were
pose set in language teaching profession:
challenges in
lesson  The paramount importance of communication aspects of language.
implementati  The increasing interest in meaningful learning.
on.  The growing centrality of the learner in teaching processes.
 The subordinate importance of structural teaching of language.
Cudoo (2017)

One language competence or numerous competences?

For Chomsky, the focus of linguistics was to describe the linguistic

competence that enables speakers to produce grammatically correct sentences. Dell
Hymes held, however, that such a view of the linguistic theory was sterile and that it
failed to picture all the aspects of language. He advocated the need for a theory that
incorporates communication competence. It must be a definition of what a speaker
needs to know in order to be communicatively competent in a speech community.
Later Canale and Swaine (1980) described four dimensions of communicative
competence.

 Grammatical competence: refers to what Chomsky calls linguistic competence.

 Sociolinguistic competence: refers to an understanding of the social context in
which communication takes place (role relationships, shared beliefs and
information between participants …)
 Discourse competence: refers to the interpretation of individual message elements
in terms of their interconnectedness and how meaning is represented in relation to
the entire discourse or text.
 Strategic competence: refers to the coping strategies that participants use to
initiate terminate, maintain, repair and redirect communication
Learning theory

According to the communicative approach, in order for learning to take place, emphasis
must be put on the importance of these variables:

 Communication: activities that involve real communication promote learning.

 Tasks: activities in which language is used to carry out meaningful tasks supports
the learning process.
 Meaning: language that is meaningful and authentic to the learner boosts learning.

There are many advantages in teaching according to the communicative approach:

 CLT is a holistic approach. It doesn’t focus only on the traditional structural

syllabus. It takes into consideration communicative dimension of language.
 CLT provides vitality and motivation within the classroom.
 CLT is a learner centered approach. It capitalizes on the interests and needs of
the learner.
 In a world where communication of information and information technology
have broken new considerable ground, CLT can play an important role in
education.

Qualities of an Effective English Macro Skills Teacher

Most teachers will know that fluency in a language (while definitely important) is not
enough to be an effective teacher. Teachers are unsung heroes, and like any great hero,
they have amazing qualities that influence all of our learning journeys.

We all have at least one teacher that we remember fondly. At least one that made a
great impact on shaping our learning. Language teachers especially are extraordinary
individuals. They face an incredible challenge teaching the intricacies of a first, second,
or even a third language. So what stands out most about our most memorable teachers
who helped us learn our first or second language without giving up on us? There is a
very long list that makes this profession a calling.

Here are some of the qualities and characteristics that make a good effective Macro Skill
teacher.

1. COMPETENCE AND PATIENCE

The requirement of any teacher is to know his or her subject well. However, in most
cases, it is vital to remember that, as a teacher, you are guiding a learner to new
knowledge and helping them discover the subject you are teaching. Doing is learning.

This is especially important in language teaching as many students may enter the
course as complete beginners, false beginners, or have little knowledge of the language
but lack confidence. As a teacher, recognizing what the learner knows and doesn’t know
is paramount. The learning doesn’t always happen quickly. Give it space and time to
happen. Patience with the learning process is one of the greatest qualities of a good
teacher. Patience inspires confidence in the learner. Vulnerability is a hindrance to the
learner. Having patience gives the learner the courage to learn.

2. PERSONALIZED LEARNING ENVIRONMENT

Every individual learns differently. Changing the classroom environment in a
manner to customize learning can be extremely beneficial to students and lead to
increased motivation. Language learning can be a taxing task in itself – imagine trying to
learn when the activities used to learn are not exciting or not personalized. Connecting
with your students to figure out what manner of learning – whether it is visual, audio, or
even kinesthetic – works best for them will undoubtedly help.

3. HOPEFULNESS
The best way to accomplish this is to remain hopeful and encouraging yourself.
Your level of hopefulness is contagious and inspires students to learn and believe that
they can pick up the language. In addition to using appreciative or constructive cues in
the classroom (“Nice job!”; “Great point, can you further clarify?”; “Stick with it!”;
“You’ll get it!”; “You learned that fast!”; “Well said!”), effective language teachers are
sensitive to the learners’ discouragement and readily appease and validate learners’
feelings. A learner noticing your hopefulness is crucial as it propels further learning,
even when they feel demotivated themselves.

4. BE PASSIONATE AND GENERATE PASSION

You are obviously passionate about learning the language and communicating in it –
it is important however that you bring this passion in full force when teaching it as well.
If classes are drab and uninspiring they leave students in the same state. Sparking an
interest in the language is imperative and this can be done by understanding motivations
for learning the language in the first place or even communicating the benefits of
learning the language. Every language or culture is super exciting. Highlight this!
5. CONNECT
The division between your knowledge of the language and your  teaching skills is
the ability to connect and form relationships with your students. Many of our least
memorable teachers are usually those with whom we had no personal connection or not
felt understood or appreciated by them.

As a good language teacher, your job is to put aside the specialized language and
learn to explain key language concepts, patterns, and ideas in ways that students can
relate to, enjoy, and apply in real-life situations. You can try using apps/websites that
have learner-friendly activities that connect personally. It’s important to take the time to
understand why a student wants to learn the language and try to cater to that purpose.

6. MISTAKES = LEARNING HAPPENING

Studies have shown that stimulating student participation directly leads to more
 successful language acquisition. Passive, quiet students most likely aren’t learning as
much as those who participate actively and regularly. However, a more reserved student
need not be a cause for concern – implementing a more collaborative approach of
asking, understanding, and encouraging can be enough. Again, the importance of being
relatable cannot be stressed enough, as students will participate more when they feel
respected by you, and that it’s safe to make mistakes. They will quickly realize that they
learn the most from their own mistakes.

7. LANGUAGE LEARNERS’ DEVELOPMENT STAGES

Language learning environments are unique in that different learning stages will
look very different from one another. Younger students, for example, will need more
visual tools and playful activities rather than written ones. Language learning is
challenging and can result in a lot of frustration during certain frustrating stages.
Understanding the language development stages of your learners, therefore, offers you a
better idea to customize teaching to suit the individual needs effectively.

8. EXPLORE DIFFERENT TEACHING METHODS

With technology permeating all aspects of life and the incorporation of eLearning in
classrooms (blended classrooms) methods of language teaching have changed
considerably. As an effective teacher, including the use of technology in your lesson
plans, is invaluable to create an enhanced, more relatable, and a multimedia classroom.

9. TEACHER TRAINING AND DEVELOPMENT

To be the best teacher you can, you also need to be a learner. One cannot stress
enough the importance of teachers continuously improving their own teaching and
language abilities. Ways to do so include analyzing one’s own practices, learning from
peers, staying current with the latest teaching methodologies. Teachers ultimately also
remain lifelong students, and effective tutors share what they are learning as well as
show what it looks like to be a learner.

10. HOLD STUDENTS ACCOUNTABLE

Finally, it is essential to remember that everyone can learn anything. It is innate in
all of us. The teacher’s responsibility is to find all the ways to facilitate that learning.
Also, a good teacher would make sure that all learners take responsibility for their
learning right from the start. A learner can only learn so much through teaching.
Bringing a positive attitude and having the motivation to learn themselves is just as
crucial to their learning process.

Group Activity

Students are grouped into five. Each group brings a copy of the article “The Four Language Skills”
by Robin (2016). It can be accessed from the given Uniform Resource Locator (URL) below:
Learning
Activity https://youtu.be.IUuMf4EumsQ
Answer the following question:

1. What is the core English Skills?

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_____________________________________________________

2. Why productive skill is the output?

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3. Why receptive skill is the input?

 _____________________________________________________
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4. How can you use the integrated skills approach?

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5. Which of the skills mostly use and practice?

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Activity 2: Group Activity

Students are grouped into five. Each group watch the video lesson about the “Genres of
Viewing” by Mitchooology (2020). It can be accessed from the given Uniform Resource Locator
(URL) below:

https://youtu.be/NoHwQTRkmEK

Group 1: Make a diagram/graphic organizer showing and describing viewing as a new

macro skill.

Group 2: Draw a representation of Documentary as genre of viewing.

Group 3: Write an Essay about the differences and similarities of Movie Clip and movie
Trailer.

Group 4: Compile examples of Weather Report and discuss it characteristics as genre of

viewing.

Group 5: Compile samples of News Flash and discuss it characteristics as genre of

viewing.

A. Individual Activity

Learning Read a research or study related to teaching of macro skills. Fill out the matrix below: Your work
Reinforceme will be assessed using the Writing Evaluation Rubric (See Appendix B).
nt
Research Methodology
Problem

Title and Source: (Complete APA

bibliographical entry format)
 Findings Conclusions/
Recommendations
B. In your own words, describe the following concepts and list five (5) ways to
apply these concepts in the teaching-learning process:

1. Communicative Competence
2. BICS
3. CALP
4. Content-Based Instruction
5. Communicative Language Teaching

C. Fill out the matrix below:

Qualities of an Effective How it can be used in

English Macro Skills Teacher Teaching and Learning
1. Competence and
Patience
2. Personalized learning
environment
3. Hopefulness
4. Be passionate and
generate passion
5. Connect
6. Mistakes = learning
happening
7. Language learners’
development stages
8. Explore different
teaching methods
9. Teacher training and
development
10. Hold students
accountable

Sentence Completion

Succinctly complete the following phrases below.

Learning
Assessment Today, I learned that

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_____________________________________________________

As a future English teacher, I realized that

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 _____________________________________________________
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Essay. (40pts)
Imagine you are a teacher in a multi-grade school. How can you apply the qualities of an
effective Macro skill Teacher? Cite a specific topic and elaborate using the qualities of an
effective English Macro Skills teacher.

Assignement

REFERENCES

How to teach reading on senior high. (n.d.). Retrieved from

https://tinalumbangaol.blogspot.com/2013/01/how-to-teach-reading-for-senior-high.html?
m=1

Nunan, D. (2003) https://scrip.org/reference/referencepapers.aspx?referenceid=1704689

Peregoy, S. F., & Boyle, O. F. (2005). Reading, writing, and learning in ESL: A resource
book for K-12 teachers
https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?
ReferenceID=654600
Grabe, J. (1991) https://www.tesol.org/docs/books/bk_ELTD_Reading_998
Improving Lesson Design and Implimentation
https://serc.carleton.edu/NAGTWorkshops/certop/imp_design.html
Jenkin, J (2020) Designing a Reading Lesson in Five Minutes
https://www.edumaxi.com/designing-a-reading-lesson-in-five-minutes/