SEP.

28, 2022

TEACHING AND ASSESSMENT OF MACRO SKILLS Add your idea here

BRAINSTORMING
ACTIVITY
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Add your idea here

SAN DIEGO TORRENTE TRILLES MASONG PEREZ VARGAS LLDANDER SIMBAJON

This presentation is made by group 2

 LIST OF CONTENT
01 BICS VS. CALP
PRESENTATION
02 CONTENT-BASED INSTRUCTION

03 COMMUNICATIVE LANGUAGE TEACHING

04 QUALITIES OF AN EFFECTIVE ENGLISH MACRO SKILLS TEACHER

 Shaina Trilles

BICS VS CALP
Almira Torrente
jim cummins
Cummins has an extensive list of published
work relating to second language learning and
literacy and is a seminar presenter. He is also
known for being a prominent researcher in
bilingual education as well as the effects of
technology on instruction

He coined BICS & CALP (1984)

Language and Literacy development
Advocate of bilingual and L2 learning
Basic Interpersonal Communication Skills

I. KEY IDEAS
it focuses on social language acquisition skills

developed through everyday interaction with language

6 months to 2 years to develop into fluency
not cognitively demanding
Basic Interpersonal Communication Skills

II. APPLICATION IN THE CLASSROOM

connecting lessons to learners cultural background

teaching must be focus in communication and confidence

teaching voice cues
conducting group activities
Basic Interpersonal Communication Skills

III. ISSUES & PROBLEMS ENCOUNTERED

Learners who have highly developed BICS may face
challenges in academic context.

Having difficulties in performing higher order academic

cognitive activities (reading).
Learning English as core subject may be challenging.
Students fear of making mistake.
Basic Interpersonal Communication Skills

IV. RESOLUTION
Never overestimate learner's language acquisition

Help students to improve their BICS

Practice giving proper appreciation
Cognitive Academic Language Proficiency

I. KEY IDEAS
formal language used in academia
language that is used in a classroom setting considered
as "context reduced"
5-7 years to gain fluency
Cognitive Academic Language Proficiency

II. APPLICATION IN THE CLASSROOM

students have to master the language
classroom lectures and textbook reading activities
activities such as debate, book reviews and etc.
Cognitive Academic Language Proficiency

III. ISSUES & PROBLEMS

it usually involves uncommon words
complex and decontextualized
It requires learning over time to gain proficiency in
specific academic studies
Cognitive Academic Language Proficiency

IV. RESOLUTION
Allow the students to explore their knowledge
Explain the things that they do not understand
Take it slowly but surely
Keneth Vargas
CONTENT-BASED
Christine Perez
INSTRUCTION
 Content-Based Instruction

I. KEY IDEAS
Language is acquired within the context of content
Encourages learners to learn a language by using it as a
real means of communication

Learner-centered
Promotes intrinsic motivation
 Content-Based Instruction

II. APPLICATION IN THE CLASSROOM

Contextualized grammar instruction

Information gathering, processing and reporting

Task-based activities and project work
Integrated skills
 Content-Based Instruction

III. ISSUES & PROBLEMS

Gives emphasis mainly on content in lieu of the language learning.
Potential overuse of the student’s

mother tongue.
Limited information sources applicable for low-level learners.
Risk of getting information as students may instantly copy from
the source texts.
 Content-Based Instruction

IV. RESOLUTIONS
Language focused follow-up exercises

Introducing the benefits of employing the target language.

Texts in the target language but enabling students to share
information in their native language or in reciprocal.
Utilize unique exercises such as illustration or hands-on
activities.
 COMMUNICATIVE
Joan San Diego
LANGUAGE
Jhomel Simbajon
TEACHING
Communicative Language teaching

I. KEY IDEAS
It is the communicative approach in language teaching
starts from a theory of language as communication.
Teaching the language through
communication.
Aims to help students learn new language
Helping the students develop communication and
interaction skills.
It aims to achieve Communicative competence
 GRAMMATICAL COMPETENCE
includes knowledge of
lexical items and of rules
of morphology, syntax,
sentence-grammar,
semantics and phonology

STRATEGIC COMPETENCE
SOCIOLINGUISTIC COMPETENCE
aims at being able to
oneself successfully in a refers to the mastery of the
conversation cultural rules of use and rules of
discourse that are at play in
different languages.
 Communicative Language teaching

II. APPLICATION IN THE CLASSROOM

Executing group activities such as:
Role-playing
Group Reporting

Brainstorming
Debate
Practice different formal and informal interactions.
Provide a supportive learning atmosphere and
selecting that caters different learning styles
 Communicative Language teaching

III. ISSUES & PROBLEMS

Teachers Students
English inefficiency low English proficiency
lack of training passive style of learning
strategic and

lack of motivation for
sociolinguistic communicative
incompetence competence
misconception lack of pronunciation
about CLT. abilities
lack of time
 Communicative Language teaching

III. ISSUES & PROBLEMS

Education System
large class

lack of enough fund

lack of support
 Communicative Language teaching

IV. SOLUTIONS
Education System Students
Invest for student materials and English proficiency
training for teachers
Active style of learning,
Self motivation
Teachers Active participation.
English proficiency
Strategic competence
Better understanding of communicative approach
Involve learners in meaningful participatory activities
 QUALITIES OF AN
Jireh :Llander
EFFECTIVE
ENGLISH MACRO
Angelica Masong
SKILLS TEACHER
 Qualities of an Effective English Macro
Skills Teachers

I. KEY IDEAS
English Macroskills teachers should have :
Mastery and Passion in Teaching English Language and its 5
Macro skills.

Flexibility in the classroom - A will to continue learning

Global knowledge
Patience and Persistence
Qualities of an Effective English Macro
Skills Teachers

II. APPLICATION TO THE CLASSROOM

Understanding your student.
Sequencing of lessons and organizing schedule

Use learning tools and materials that is relatable for students

Execute Strategic activities that is applicable to students in
21st Century
Expose your student to language and let them use their
learning
Qualities of an Effective English Macro
Skills Teachers

III. ISSUES & PROBLEMS

Limited time
Balancing Diverse Learning needs

Low motivation for students

Qualities of an Effective English Macro
Skills Teachers

IV. SOLUTIONS
Have an Overview before lesson, giving homeworks, and peer or
group brainstorming.

Look for common ground

Let them show their abilities
 One day, we will become English
teachers. We may have different ways of
teaching, but we are aware of one goal--
that they must learn and use this
language confidently and effectively.
Thank you for
listening!