NOTRE DAME OF SALAMAN COLLEGE, INC.

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Managed by the Diocesan Clergy of Cotabato (DCC)
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COURSE WORKTEXT FOR THE FIRST SEMESTER 2020-2021

Course : ELT 110

Program/ Year: BSED 3- English
Descriptive Title : Teaching and Assessment of the Macro Skills
Pre-requisite : ELT 101- Language, Culture & Society
Duration : September 2020– February 2021 (54 hours)
Contact Hours : 3 hours per week
Course Instructress : Jhoey A. Delos Santos, MIE
jhoeyasuerodelossantos@gmail.com/ jhoeyreads10@yahoo.com
Mobile #: 09396260927

Course Description:
This course allows the pre-service English teachers to explore the nature of the macro skills
and the theoretical bases, principles, and methods and strategies in teaching and assessing listening,
speaking, reading, writing, and viewing. It aims to provide various strategies for pre-lesson, during
lesson, and post-lesson to develop research-based knowledge and principles in teaching the macro
skills while using differentiated teaching to suit learners’ gender, needs, strengths, interests, and
experiences. Also, they will be able to identify learning outcomes aligned with the learning
competencies and provide timely, accurate, and constructive feedback to improve learners’
performance in the macro skills.

Intended Learning Outcomes (ILOs)

At the end of the course, the pre-service teachers should be able to:
o select differentiated learning tasks in teaching the macro skills to suit learners’ gender, needs,
strengths interests, and experiences;
o demonstrate how to provide timely, accurate, and constructive feedback to improve learner
performance in the different tasks in the macro skills through simulations;
o craft a learning plan according to the English curricula that is developed from research-based
knowledge and principles of the five language macro-components and the theoretical bases,
principles, methods, and strategies in teaching these components; and
o conduct a teaching demonstration of the assigned learning competencies in the macro skills

Teaching and Learning Activities (TLAs)/ Assessment Tasks (ATs)

o Exemplify and Discuss Major Issues and Concepts
o Online Class Discussion
o Two mini virtual demonstrations
o Journal Writing Entries & Reflection Essays
o E-folios/ Activity Notebook
o Tasks on Listening, Speaking, Reading and Writing Activities
o Writeshop on Test Construction of Macroskills
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 o Writing Learning Plans on Macroskills

Week 1-2: September 23- October 3, 2020

Introduction

1. Self-Introduction (via GC, FB Closed Group)

2. Brief Orientation on the following :
a. New Normal with Values Integration ( Building a New Culture in the New Normal)
b. The overview on the course.
c. Introduce the NETIQUETTE.
Learning Outcomes
At the end of these weeks, the pre-service teacher (PST) should be able to:
a. recognize important concepts in teaching the macro skills in English;
b. discuss the connection of teaching the macro skills with the other language skills and competencies;
c. identify appropriate methods and approaches to teach the English macro skills; and
d. list down qualities of an effective English teacher in the macro skills.

Topic: Overview on the Teaching of the Macro Skills

 Receptive vs. Expressive Skills
 Macro Skill Competencies in the English K to 12 Curriculum
 Viewing as a New Macro Skill
 Connection of the Macro Skills with Vocabulary, Grammar and Literature
 Review on Communicative Competence
 BICS vs. CALP
 Content-Based Instruction (CBI)
 Communicative Language Teaching (CLT)
 Qualities of an Effective English Macro Skills Teacher

Macro Skills in Learning

Introduction:
When we learn a language, there are four skills that we need for complete communication.
When we learn our native language, we usually learn to listen first, then to speak, then to read, and
finally to write. These are called the four "language skills": also known as "macro skills' Macro
skills are most commonly referred to listening, speaking, reading and writing in English language.
The four macro skills of communication are listening, talking, reading and writing. This is true
for essentially any language. Babies develop language skills by first listening and then speaking,
followed by reading and writing. When learning a new language, the best way to do so is by engaging
in a balance of each of these areas, as they are all interconnected. The skills that aren’t practiced will
end up being weaker.

a. Listening
This is a communication technique that requires the listener to understand, interpret and
evaluate what he or she hears. Listening effectively improves personal relationships through the
reduction of conflict and strengthens cooperation through a collective understanding while speaking is
vocalization of human communication. Being able to express an idea, concept or opinion through
speech is essential in the communicative process and languages are about communication. A 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 is the most
important skill in communication. It is a mental operation involving processing sound waves,
interpreting their meaning, and storing them in memory. It is a communication technique that requires
the listeners to understand, interpret, and evaluate what they hear. It paves the way for other skills to
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tower over the others because of its significance in terms of speech, discussion and freedom of
expression.
There are three modes of listening: competitive, passive and active.
 Active listening is considered the most effective because the listener is not only listening with
interest, but actively acknowledging listening by brief responses. Most individuals are not as
skilled at listening as they think. Depending on the study, listeners likely remember 25 to 50
percent of what they hear, according to Mind tools. Giving the speaker your undivided
attention and not focusing on what you are going to say in response while he is talking is a
good way to ensure you hear more of what is being said.
b. Speaking
 Speaking can be an intimidating experience, even in your native tongue, let alone when
learning a new language. The best way to learn how to speak, though, is by practicing, so put
your inhibitions aside and strike up a conversation whenever you are given an opportunity to
do so. When speaking, be aware of your pace, try not to mumble and use expression, both so
that you don’t sound monotonous and to keep your listener interested.

c. Reading
 Children learn to read by first learning their ABCs and sounding out the letters to discover
what sound they make. The phonetic approach to reading—using sound units to figure out the
words—is arguably the best approach because theoretically, if you know the sounds, you can
read any word, regardless of the difficulty level. This is also the case when learning a new
language. Reading has many benefits, including improving memory (it’s exercise for the
brain), increasing vocabulary and exposing you to new ideas.
d. Writing
 Writing is perhaps the most complex of the communication skills and takes the most time to
master. As with any other skill, it is improved through practice and a willingness to improve on
past attempts. Moving beyond the basics, there are many types of writing and many levels.
Writing can be a basic means of conveying information—such as in newspapers—or it can be
a tool to create elaborate new worlds, much like those found in fiction novels such.

Process Questions: (Answers should not be submitted.)

1. Based on the review of the macro skills salient points, what are receptive macro skills? How
about the expressive skills?
2. Are receptive macro skills better than expressive ones? How do they differ?
3. How can be an ESL teacher considered as effective teacher?

New Macro skill: Viewing

Viewing - refers to the ability to perceive meaning from visual images and presentations.
o It is a process that supports oral and literacy
o It broadens the ways in which students can understand and communicate their ideas
o nonverbal communication

Ways to represent ideas visually:

Drawings Photographs Organizational graphs and charts
Videos Multimedia WebPages – and web based correspondence

Types of viewing:
 Visual Literacy - ability to interpret meaning from visual images (Georgis, 1999)
 Ability to construct effective visuals in order to convey ideas to others (Valmont, 2003;
Heinich, 1999)

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 Critical Viewing - ability to carefully comprehend and evaluate information presented by visual
media
 Ability to think critically about the composition of the picture

Communicative Competencies

 Communicative language teaching involves developing language proficiency through

interactions embedded in meaningful contexts. This approach to teaching provides authentic
opportunities for learning that go beyond repetition and memorization of grammatical patterns
in isolation. A central concept of the communicative approach to language teaching is
communicative competence: the learner’s ability to understand and use language appropriately
to communicate in authentic (rather than simulated) social and school environments.
 Have social rules and context
 coined by Dell Hymes
o Dell Hymes says… “…a normal child acquires knowledge of sentences not only as
grammatical, but also as appropriate. He or she acquires competence as to when to speak, when
not, and as to what to talk about with whom, when, where, in what manner. In short, a child
becomes able to accomplish a repertoire of speech acts, to take part in speech events, and to
evaluate their accomplishment by others.” (Hymes 1972, 277)

Components of Communicative Competence

o Linguistic/ Grammatical Competence  Knowledge of language code: Phonology

Morphology Syntax Lexicon - understanding and using: vocabulary language
conventions (grammar, punctuation and spelling) syntax (e.g., sentence structure)
o Strategic Competence - ability to recognize, adjust and repair verbal and nonverbal
communication errors: Paraphrasing Shifting Avoidance
 using techniques to: overcome language gaps plan and assess the
effectiveness of communication achieve conversational fluency modify text
for audience and purpose
o Socio-linguistic Competence - knowledge of socio-cultural use of the language
 having awareness of: social rules of language (e.g., formality, politeness,
directness) nonverbal behaviors cultural references (e.g., idioms,
expressions, background knowledge)
o Cultural Competence - awareness and sensitivity to other’s culture and tradition.
Setting Topic Taboos
o Discourse Competence - knowledge of producing , comprehending , combing oral and
written language: Organizing words, phrases, sentences
 understanding how ideas are connected through: patterns of organization
cohesive and transitional devices

S-P-E-A-K-I-N-G MODEL

Setting and Scene  Physical circumstances

 When and where communication take place
(Ex: Hearing in the court; simple class discussion)
Participants  Speaker and audience (Ex: friends; business tycoons)
Ends Purposes, goals and outcomes (Ex: to persuade, to inform)
Act Sequence Form and order of event (Ex: begin- middle-end)
Key Tone, manner or spirit Ex: lively, serious

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Instrumentalities Forms and styles of speech (Ex: informal, formal)
Norms Social rules (Ex: Do’s and Don’ts)
Genre Kind of speech act or event (Ex: anecdotes to entertain or to give
moral lessons)
Other Key Points:
o Lyle Bachman  1990- Language Competence  Grammatical and Discourse (Textual) 
Functional (Illocutionary) and Sociolinguistic  Strategic
o John Gumperz “Communicative competence is going beyond mere description of language
patterns”
o James Cummins
 CALP- Cognitive/Academic Language Proficiency
 School oriented language- Context Reduced
 BICS- Basic Interpersonal Communication Skills
 Face to face communication- Context Embedded

REMEMBER:

Basically, greatly developing one’s macro skills promotes communicative competence.

The macro skills play a key role in fostering learners’ communicative competence since:
a. they are the manifestations of interpreting and producing a spoken or written
piece of discourse
b. as well as a way of manifesting the rest of the components of the
communicative competence construct.

Four Main Characteristics of an Effective English Language Teacher

In this section, mostly cited four main features related to an effective English language teacher will be
mentioned namely; socio-affective, pedagogical knowledge, subject-matter knowledge and
personality characteristics.

1. Socio-Affective Skills
As in all other fields, it is crucial that teachers have some basic socio-affective skills to interact
with their students and maintain the educational process effectively. These skills include a wide range
of items such as motivating students, sparing time for students when they ask for help, being
enthusiastic for teaching, having positive attitudes towards students, responding to students’ needs and
providing a stress-free classroom. atmosphere (Cheung, 2006; Shishavan and Sadeghi, 2009). In
addition to these aspects, Foote, Vermette, Wisniewski, Agnello, and Pegano (2000, cited in
Wichadee, 2010) also state that the relationship between teachers and students is one of the most
striking features.

In their study, Arikan, Taşer and Saraç-Süzer (2008) also highlight the importance of
establishing and maintaining positive relationships with students. Besides, when trying to find
similarities and differences between his study and the existing literature, Borg (2006) maintains the
significance of the relationship between the members of the process.

2. Pedagogical Knowledge
In order to conduct any kind of job properly, one should have the knowledge of how to do it.
S/he should be aware of the procedures and the strategies to follow in the process, which is
pedagogical knowledge.

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 In his study, Vélez-Rendón (2002, as cited in Aydın et al., 2009) defines pedagogical
knowledge as what teachers know about teaching their subjects. He also claims that without
pedagogical knowledge teachers cannot convey what they know to their learners. The results of the
study conducted by Aydın et al. (2009) show that students prefer their teacher to have the knowledge
of how to teach in order to deal with the affective domain.
o To deliver the content in the best way, an effective teacher needs both field specific knowledge
and knowledge of how to present it (Brophy, 1991, cited in Aydın et al., 2009). Furthermore,
Clark and Walsh (2004) emphasize the significance of pedagogical knowledge by claiming that
it is a sophisticated form of knowledge hard to obtain, and not available to everyone that seeks
it.
o Different studies refer to numerous dimensions of pedagogical knowledge such as providing
students with an environment in which they can be relaxed in order to learn and produce well,
guiding students, having the ability to organize, explain and clarify, as well as arousing and
sustaining interest, motivating students, giving positive reinforcement, allocating more time to
preparation and delivery, and teaching with effective classroom materials by integrating
technology
3. Subject-Matter Knowledge
Another main area that attracts attention is the subject-matter knowledge which teachers should
possess regarding their specific field. To make a general definition of this notion, Vélez-Rendón
(2002, cited in Aydın et al, 2009) regards the subject matter knowledge as what teachers know about
what they teach. Another study pointing out the significance of this knowledge type (Buchman 1984,
cited in Aydın et al, in 2009) suggests the use of subject matter knowledge in different phases of the
educational process such as using target language effectively in class, integrating lessons based on
students’ backgrounds and preparing effective lesson.
Subject matter knowledge enables teachers to make use of audio-visual materials when
possible, guide students to get some learning strategies, teach a topic in accordance with students’
proficiency levels, and watch and inform students about their progress in language learning. To
highlight these aspects, Arıkan (2010) maintains that effective teachers should have the subject-matter
knowledge to prepare appropriate lesson plans besides using adequate resources for content delivery.
Shishavan and Sadeghi (2009) point out the importance of field knowledge of teachers as they are the
providers of knowledge in the process. Their study shows that one of the requirements of being an
effective teacher is to have the mastery of the subject matter knowledge in their specific field. The
more teachers have the subject-matter knowledge, the more effectively they teach and the more
successful results will be obtained.
4. Personality Characteristics
People who work in any profession indispensably bring their personal characteristics in the
working environment. This is also valid for teachers who not only are human beings but also deal with
human. Therefore, in addition to the subject-matter knowledge or the pedagogical knowledge, teachers
are also supposed to have some essential personal characteristics to teach effectively and to be
successful in their profession. Malikow (2006) lists the personality characteristics most often cited by
the studies conducted on what personal qualities an effective teacher should have as follows: being
challenging and having reasonably high expectations, having sense of humor, being enthusiastic and
creative. To this list, other studies have added being tolerant, patient, kind, sensible and open-minded,
flexible, optimistic, enthusiastic, having positive attitudes toward new ideas, and caring for students as
characteristics necessary for being an effective teacher (Cheung, 2006; Shishavan and Sadeghi, 2009;
Werbinska, 2009).

Note: Clark and Walsh (2004) suggest that when teachers combine all of these expected
characteristics in the profession, they can end up with a trusting relationship with their students.

Learning Activities and Assessment: Submission is on October 3, 2020.

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Note: For writing outputs, use your own penmanship/ hand writing. If possible, practice the
cursive form.

1. Draw a Venn Diagram differentiating Receptive vs. Expressive Macro Skills. (20 points)
* Use one short sized- bond paper for your answer.
2. Analyze and identify the appropriate activities for LSRWV competencies in English K to 12
Curriculum. Document how you collaborate online or thru texts/ calls. Have four to five members in
each group. Collage the reactions/ comments/ answers/ insights of your group mates using info
graphics. (20 points)
3. List down examples of activities in BICS or CALP, CBI and CLT. Send your answers in our FB
Closed Group. (20 points- minimum of five examples each, maximum of 10 examples each)
4. Search on a sample lesson plan/ teaching demonstration of an ESL class and identify approach/es
and qualities shown. Write a reflection essay on qualities of an Effective English Macro Skills Teacher
(focusing on Unique Ideas presented, organization of Ideas and concepts/ approaches cited. (30 points)

Note: Rubrics will be sent thru GC/ FB Closed Group.

Congratulations! You have done well the first two- week lessons. Happy Learning!

“If you assume that there is no hope, you guarantee that there will be no hope. If you assume that there
is an instinct for freedom, that there are opportunities to change things, then there is a possibility that
you can contribute to making a better world.”
― Noam Chomsky

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