Consideraciones PNIEB

PURPOSE OF ENGLISH TEACHING

Purpose of English language teaching :

Ss to get the necessary knowledge to engage in social practices with oral and written language by means of specific competencies with the language.

Learn language to organize thoughts and speech, analyze and solve problems and gain access to different cultural expressions.

The purpose of English Language Teaching for Cycle 4 in Basic Education (1st, 2nd and 3rd grades of Secondary school) is for students to consolidate their proficiency in English in basic communicative situations and develop specific competencies particular to social practices of the language within a range of communicative situations, in which they understand and produce, in general way, oral and written texts about different topics.

PURPOSE OF ENGLISH LANGUAGE TEACHING FOR CYCLE 4

PURPOSES OF CYCLE 4

At the end of Cycle 4, students are expected to:

Identify the main idea and details from a variety of oral and written texts by using their knowledge of the world.

Identify cohesive elements to understand the relationship between the parts of a statement or text.

Understand and use information from different text sources.

Use appropriate registers in a variety of communicative situations.

Produce short and conventional texts to respond to personal, creative, social and academic and institutional purposes.

Edit their own or their classmates’ writings.

Adapt their language to unexpected communicative needs.

Use grammar, spelling, and punctuation conventions.

Recognize and respect differences between their own culture and the cultures of English-speaking countries.

Participate in formal communicative situations.

Express opinions and judgments about issues of interest to them or related to their everyday reality.

Keep communication f low, identify breakdowns and use strategies to repair it when required.

DEFINITION OF LANGUAGE

Language is a communicative, cognitive, and reflective activity

through which we express, exchange, and defend our ideas; we establish and keep interpersonal relations and gain access to information; we participate in knowledge building, organize our thoughts, and reflect on our own discursive and intellectual creation.

Language shows a variety of forms

that depend on the communicative purposes, the interlocutors, the type of text or oral interaction, and on the medium by which the exchange is carried out.

Language implies acquiring rules of socially imposed (implicit) use and the ways of using them in different social environments.

Includes the formal and the functional purposes of

English.

Not only take into account linguistic but also cultural

learning.

NEPBE ELEMENTS

COMMUNICATIVE COMPETENCE

Intentional capability or skill to carry out tasks or deal with diverse situations efficiently.

SOCIAL PRACTICES OF THE LANGUAGE

Are patterns or ways of interaction, which, include production and interpretation of oral and written texts and several activities linked through them.

Every social practice has a specific communicative purpose and a history linked to a particular cultural situation.

SOCIAL LEARNING ENVIRONMENTS

Implement social environments in the classroom to create opportunities to learn the diverse communicative registers and formats necessary to participate successfully in social practices of the language.

They help to preserve the social functions of the specific competences so they can become meaningful for the Ss.

In each of the 3 social learning environments the language is used for a specific social purpose.

Familiar and Community:Approach English through situations that are close to them, known and familiar.Use of the language to interact in every-day life communicationHelps to foster higher self- esteem and confidence in the capacity to learn of the Ss.

Educational and academic environment:Emphasize the language strategies required to learn and study in situations where formal and academic language is usedSs learn how to participate in social practices of the language that include knowledge about other areas of knowledge.

Literary and ludic environment:Approximation to literature through reading, writing, speaking and listening to activate Ss knowledge to contrast interpretations and opinions.Fosters a freer and more creative attitude to help Ss appreciate other cultures.It also encourages Ss to play with words and texts.

Reflect on Syllabus p.31-32

SPECIFIC COMPETENCIES WITH THE LANGUAGE

Social practices of the language are presented in the NEPBE through specific competencies with the language.

Specific competencies are formed by integrating

3 types of learning: “Doing” with the language, “knowing” about the language and “being” through the language.

“Doing” with the language:

Communicative actions carried out in concrete interactive situations. Teaching treatment: “learn by doing”

Listening by listening, reading by reading, speaking by speaking and writing by writing.

“Knowing” about the language:

Involves aspects, concepts and topics for reflection on features , characteristics and elements of the language.

Learning vocabulary, grammar, writing conventions, structure of texts to complement the skills of the “doing”

Depends on the Ss needs.

“Being” through the language :

Role of intercultural education and language diversity Contents are transverse and permanent

The goals that students have to reach during the process and the end of specific period.

ACHIEVEMENTS:

PRODUCT

The vehicle through which the learning process is activated. It represents a communicative situation that should integrate the three types of learning and it is important no to consider it as a result but as a way to develope a specific competence.

Doing with the language

Knowing

about the language

Being through thelanguage

distributed in

Using as vehicle aUsing as vehicle aUsing as vehicle a

developed through linkingdeveloped through linking

integrates 4

COMMUNICATIVE COMPETENCY

COMMUNICATIVE COMPETENCY

Social practices of the languageSocial practices of the language

3 Learning environments3 Learning environments

Familiar and communityFamiliar and community Academic and educationalAcademic and educational Literary and ludicLiterary and ludic

Specific competencies / Specific activity with the

language

Specific competencies / Specific activity with the

language

Specific competencies / Specific activity with the

language

Specific competencies / Specific activity with the

language

Specific competencies / Specific activity with the

language

Specific competencies / Specific activity with the

language

Doing with the language

Knowing

about the language

Being through thelanguage

developed through

integrates 3 integrates 3

developed through linking

PRODUCT

PRODUCT PRODUCT

Ach

ieve

men

ts

of e

ach

unit

Ach

ieve

men

ts

of e

ach

unit

Ach

ieve

men

ts

of e

ach

unit

Com

municative situation

Co

mm

un

ica

tiv

e s

itu

ati

on

Doing with the language

Knowing

about the language

Being through thelanguage

CONTENT ORGANIZATION

Elements Characteristics

Social Practice of the Language

Use of the language

Social Learning Environment

Divided into three (familiar and community, academic and educational, literary and ludic)- they set the context of the social practice.

Specific competency

Developed through the social practice. Doing with, knowing about and being through the language.

Product We develop the product with the exercises (or activities) involving prior knowledge, specific competency and achievements.

Achievements Evidence of students’ learning of the competency- things they will demonstrate to prove they developed the competency.

Communicative situation

Everything teachers do to integrate the previous elements in didactic sequences to develop the competency/ social practice of the language.

WEB RESOURSES

http://www.pnieb.net/documentos/index.html

http://pniebpuebla.webs.com/

http://www.kids-pages.com/flashcards.htm

http://www.ompersonal.com.ar

http://www.eslflashcards.com/

http://www.mansioningles.com/

KWL CHART

W H AT I K N O W …

W H AT I W A N T T O K N O W …

WHAT I

LEARNED…

Total amount of hours destined to the English subject in Cycle 4: _____________________

Hour destined to the English subject in Cycle 4 per:

Week: ___________

Month: __________

Year: ____________

Each of the school grades in Cycle 4 has ____ units.

Each unit corresponds to a ____________.

Cycle 4 has a total of ______ social practices of the language and ____ specific competencies.

For each social practice of language, a _____ is set as an example.

Throughout the units, the social practices of the language and the specific competencies are divided into three __________.

The social learning environments are: _____________________________________.

The __________ environment is the one containing the most social practices and specific competencies.

Each unit is divided into _________ social learning environments.

The ______ are found at the beginning of each social practice.

In an appendix at the end of a cycle, the _______ can be found.

ASSESSMENT

A group of

actions …

aimed at getting

information about the students´

performance…

in order to intervene at

different moments (before,

during and after)

assessme

nt

Assessment

takes into account…

The teaching purposes

The social and

communicative practices

The activities with the English

language

The program contents

Students• To identify:• What they have learned in a specific

period. • What needs to be reinforced.

Teachers• Revise and analyze their practice, so

that they can re-consider, make decisions or innovations.

• To improve the language teaching-learning process.

ASSESSMENT HELPS:

Global: integrates all types of knowledge and skills

Formative: provides opportunities for improvement

Continuous: constantly provides information on the process

NEPBE ASSESSMENT APPROACH

ASSESSMENT INSTRUMENTS

Instrument Good for…

•Rubric

•Checklist

•Portfolio

•Chart, diary (Observation)

•Exams

•To be clear about what you want to assess (detailed information)

•Diagnostic assessment, keep track on what we are assessing (general view of students’ progress)

•Evidence of students’ progress, to keep a record

•To have a record of everyday progress

•Give us information on cognitive processes

ASSESSMENT INSTRUMENTS