The document provides an overview of teaching macro skills in English, highlighting communicative competence as defined by Canale and Swain, and differentiates between Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP). It outlines various teaching approaches such as Content-Based Instruction and Communicative Language Teaching, discussing their advantages and disadvantages in enhancing language learning. Additionally, it emphasizes the qualities of an effective English teacher, including subject-matter knowledge and socio-affective skills.

1. AN OVERVIEW
TO THE
TEACHING OF
MACRO
SKILLS

2. Objectives
• review Canale And Swains’s model of
communicative competence;
• differentiate BICS to CALP; and
• identify appropriate methods and
approaches to teach the English
macro skills; and
• Determine qualities of an effective
English teacher in the macro skills.
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3. COMMUNICATIVE
COMPETENCE
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3

4. “
COMMUNICATIVE COMPETENCE
- a term coined by linguist Dell Hymes in 1972 to
resist Noam Chomsky’s idea with the concept of
linguistic competence
- a learner's ability to use language to
communicate successfully with rules,
appropriateness, cohesion and coherence, and
use of communication strategies
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5. CANALE AND SWAIN'S (1980) MODEL OF
COMMUNICATIVE COMPETENCE
Linguistic competence
- the knowledge of the language code
Sociolinguistic competence
- The appropriateness depends on the setting of the
communication, the topic, and the relationships among the
people communicating.
Discourse competence
- the knowledge of how to produce and comprehend oral or
written texts in the modes of speaking/writing and
listening/reading respectively
Strategic competence
- the ability to recognize and repair communication
breakdowns before, during, or after they occur
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6. BICS vs. CALP
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Basic Interpersonal
Communicative Skills
Cognitive Academic
Language Proficiency

7. BICS
◎ encourages natural
communication
◎ practiced outside
the classroom,
◎ conducted in a
social context, and
it’s often more
familiar and less
nuanced than
academic
communication.
CALP
◎ focus on the learner’s ability to
demonstrate proficiency in the
academic sense
◎ ability to read, write, and
communicate on a level
effective enough to exceed in
their academic pursuits
◎ how they use it to make
decisions, comprehend
learning, compare, contrast,
evaluate, and classify their
lessons in the classroom 7

8. 8

9. Hello!
Which would you most likely used in class,
BICS or CALP?
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10. APPROCHES IN TEACHING
MACRO SKILLS
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11. Content-Based
Instruction
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12. ➢ involves integrating the learning of
language with the learning of content
simultaneously; content typically means
academic subject matter such as math,
science, or social studies
➢ e.g. the teacher runs a course on current
affairs, or American history, or fiction
writing, through which students also
learn English/ A course on shopping one
day, using the bank on another day, and
making hotel reservations in English at a
different class session is an example of a
CBI class.
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13. 13
ADVANTAGES
-Language learning becomes more
interesting and motivating.
-CBI offer a wide educational
knowledge to learners in the form of
the different topics instructed.
- It helps students develop valuable
study skills such as note taking,
summarizing and extracting key
information from texts.
- Developing collaborative skills,
especially when using group work,
which can have great social value.
DISADVANTAGES
- CBI implicit language
instruction that can confuse
learners and may give them
the impression that they are
not actually learning language.
- Overuse of native language
can be a problem in some
parts of the lesson.
- Finding information sources
and texts that lower levels can
understand can be difficult.

14. Communicative
Language Teaching
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15. •emphasizes interaction as both
the means and the ultimate goal
of learning a language
•focus on the learner’s authentic
needs to communicate
information and ideas
•development of the macro skills
— speaking, listening, reading,
writing, and viewing— is
integrated from the beginning,
since communication integrates
the different skills
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16. 16
ADVANTAGES
-CLT is a learner centered
approach. It capitalizes on the
interests and needs of the learner.
- 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.
-In a world where communication
of information and information
technology have broken new
considerable ground, CLT can play
an important role in education.
DISADVANTAGES
- Inadequate use of authentic materials
can damage the course.
- Grammar teaching practices make
application of this approach difficult.
- The CLT approach is not fitted for
beginners as some controlled practice is
needed.
- It gives priority to meanings and rules of
use rather than to grammar and rules of
structure. Such concentration on
language behavior may result in negative
consequences in the sense that important
structures and rules would be left out.
-The requirements are difficult. Not all
classrooms can allow for group work
activities and for teaching aids and
materials.

17. QUALITIES OF AN
EFFECTIVE TEACHER
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18. Subject-
Matter
Knowledge
Socio-
Affective
Skills
Use charts to explain your ideas
Pedagogical
Knowledge
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Personality

19. Hello!
Give a sample situation wherein a teacher
possesses each skill/quality.
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20. 20

21. Can a teacher really
affect eternity? How?
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22. 22
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Any questions?
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