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Algunas consideraciones de la enseñanza del Programa nacional de la enseñanza del idioma Ingles en Educación Básica, Nivel Secundaria.
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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