04/13/2023

PROFESSIONAL DEVELOPMENT

WORKSHOP

National English Program in Basic

Education (NEPBE)

Purposes of the workshop

04/13/2023 Academias, Puebla Pue, October 2011

To know about:

• Curricular Foundations of the NEPBE program

• What the NEPBE Program is.

• The structure of the Syllabus 2011.

• Lesson Plan.

• Assessment

• Assessment Instruments

• Teacher`s guide and the student`s book.

FUNDAMENTOS CURRICULARES

BASE RECTORA:

ARTICULO 3° TRANSFORMACION EDUCATIVA DEL PLAN NACIONAL DE DESARROLLO 2007-2012

OBJETIVOS SEÑALADOS EN EL PROGRAMA SECTORIAL DE EDUCACION BASICA 2007-2012(PROSEDU)

POLITICA PUBLICA EN EL SISTEMA EDUCATIVO NACIONAL

OBJETIVO 2012:

“Elevar la calidad de la educación para que los alumnos mejoren su nivel de logro educativo, cuenten con medios para tener acceso a un mayor bienestar y

contribuyan al desarrollo nacional”

3

PARA ALCANZARLO:REALIZAN UNA REFORMA INTEGRAL DE LA EDUCACION BASICA

RIEB

Basada en COMPETENCIAS que responde a las necesidades de desarrollo del siglo XXI.

Para lograr la articulación de preescolar, primaria, y secundaria.

4

PROSEDU (Programa Sectorial de Educación)

Establece criterios de mejora a la educación aplicables a:

Capacitación docente.

Actualización de programas de estudio y contenidos.

Enfoques pedagógicos.

Métodos de enseñanza.

Recursos didácticos.

5

UNESCO

SEÑALO

Que los sistemas educativos necesita:

“Preparar a los alumnos para enfrentar los nuevos retos de un mundo globalizado, donde el contacto entre múltiples lenguas

y culturas es cada vez mas común”

En este contexto LA EDUCACION

Debe ayudar a los alumnos a comprender las diversas expresiones culturales existentes en mexico y en el

mundo.

6

SEP Reconoce:

“La necesidad de incorporar la asignatura de Ingles al plan de

estudios y los programas de preescolar y primaria, así como

realizar ajustes pertinentes en los programas de Segunda Lengua:

Ingles para secundaria, con el propósito de articular la enseñanza

de esta lengua a los tres niveles de la Educación Básica y lograr

que, al concluir su educación secundaria, los alumnos hayan

desarrollado las competencias PLURILINGÜES Y PLURICULTURALES

que se requiere para enfrentar con éxito los desafíos

comunicativos del mundo globalizado, construir una visión amplia

de la diversidad lingüística y cultural a nivel global y respetar su

propia cultura y la de los demás.

7

SEP-PNIEB (NEPBE)(Programa Nacional de Ingles en Educación Básica)

(National English Program in Basic Education)

De aquí derivan los Programas de Estudio e Educación Básica elaborados a partir de:

Alineación y homologación de estándares Nacionales e Internacionales.

La determinación de criterios para la formación docente.

Establecimiento de lineamientos para la elaboración y evaluación de materiales educativos .

Certificación del dominio del Ingles.

8

CYCLE 1

CYCLE 2

CYCLE 3 CYCLE 43rd, 1st

and 2nd

3rd, and 4th

Elementary

5th and 6th

Elementary

1st , 2nd and

3rd Secondar

y

CYCLES

Marco Común Europeo de Referencia (MCER)

Estándares internacionales

N I

V E

L E

S

C2 (1200 hrs)

C1 (800 hrs)

B2 (600 hrs)

B1 (400 hrs)

A2 (200 hrs)

A1 (100 hrs) 4

2

1

Certificado Nacional de Nivel de Idioma (CENNI, DGAIR)Estándares nacionales

3

8 9 10

11 12 13

14 15 16

17 18 19

19 20

ESTÁNDARES DE INGLÉS

ED

UC

AC

IÓN

B

ÁS

ICA

3°, 4° primaria

1° primaria

3° preescolar

2° primaria

5°, 6° primaria

1°-3° secundaria

Es una serie de estándares de dominio del idioma; se emplea como parámetro internacional para el desarrollo de currículos, exámenes y materiales.

Establece una base común sobre lo que los estudiantes de lengua deben saber hacer en determinados niveles.

1er ciclo

2do ciclo

3er ciclo

4to ciclo

5 6 7 5°, 6° primaria

AL FINALIZAR ED. BÁSICA11

Lograr que nuestros alumnos alcancen en el MCER B1 y en CENNI 8

Y no solo depende de:

Tiempo de exposición del alumno al idioma

Sus competencias en lengua materna

Nivel de ingles de los docentes

El acceso a materiales impresos

El acceso a materiales tecnológicos como multimedia en Ingles, lúdicos, videos, discos, lap tops, etc.

12

Sino que también es esencial que el docente

Tenga un dominio solido.

Cuente con los niveles de conocimientos y habilidades deseables

PARA LOGRAR:

Propósitos planeados en los diferentes ciclos

GARANTIZAR EL NIVEL DEL DOMINIO QUE ESPERA ALCANCE EN LOS ALUMNOS Y TERMINO DE CADA UNO

Perfil Básico Docente

13

PREES-COLAR

PRIMARIA SECUNDARIA

Grado

- - - PETCambridge

3 1 2 53 4 6 1 2 3

- - - - - - TOEFL

A1 A2 B1 B2MCER

KET

- - - 580

FCE

630

CAE

680

Proficiency

CENNI 4 5 6 7 8 9 10 11 12

Certificaciones de Universidad de CambridgeKey English Test Asesores Pre escolarPreliminary English Test Asesores PrimariaFirst Certificate Docentes SecundariaCertificate of Advanced EnglishCertificate of ProficiencyStarters Alumnos ciclo 2Movers Alumnos ciclo 3

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.

04/13/2023 Academias, Puebla Pue, October 2011

Pu

rpo

se o

f En

gli

sh

te

ach

ing

04/13/2023 Academias, Puebla Pue, October 2011

Pu

rposes o

f cycle

4

Students consolidate their profiency 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.

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.

04/13/2023 Academias, Puebla Pue, October 2011

LANGUAGE

04/13/2023 Academias, Puebla Pue, October 2011

Ele

men

ts o

f th

e

syllab

us

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

04/13/2023 Academias, Puebla Pue, October 2011

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

04/13/2023 Academias, Puebla Pue, October 2011

CO

MUN

ICATI

VE

CO

MPET

ENCE

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.

04/13/2023 Academias, Puebla Pue, October 2011

soci

al pra

ctic

es

of

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

04/13/2023 Academias, Puebla Pue, October 2011

speci

fic

com

pete

nci

es

wit

h t

he language

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 communication

EDUCATIONAL AND ACADEMIC ENVIRONMENT:

Emphasize the language strategies required to learn and study in situations where formal and academic language is used

LITERARY AND LUDIC ENVIRONMENT:

Approximation to literature through reading, writing, speaking and listening to activate Ss knowledge to contrast interpretations and opinions..

04/13/2023 Academias, Puebla Pue, October 2011

En

vir

om

en

ts

LESSON PLAN

04/13/2023 Academias, Puebla Pue, October 2011

  What sort of motives did I have to learn it? How did I learn it?  How did I realized that I had learned it? 

Think of somethingyou have really learned

(significant learning experience)

ASSESSMENT

04/13/2023 Academias, Puebla Pue, October 2011

A group of actions …

aimed at getting information about

the students´ performance…

in order to intervene at

different moments (before, during

and after)

assessment

04/13/2023 Academias, Puebla Pue, October 2011

Assessment

takes into account…

The teaching purposes

The social and

communicative practices

The activities with the English

language

The program contents

04/13/2023 Academias, Puebla Pue, October 2011

• To identify:• What they have learned in a

specific period. • What needs to be reinforced.

Students

• Revise and analyze their practice, so that they can re-consider, make decisions or innovations.

• To improve the language teaching-learning process.

Teachers

ASSESSMENT HELPS:

04/13/2023 Academias, Puebla Pue, October 2011

 

Global: integrates all types of knowledge and skills

Formative: provides opportunities for improvement

Continuous: constantly provides information on the process

 

NEPBE ASSESSMENT APPROACH

Evaluation vs. Assessment

EVALUATION

Academic Programs (Curriculum)

Students’ learning

AssessmentOpportunity for improvement

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

04/13/2023 Academias, Puebla Pue, October 2011

ASSESSMENT INSTRUMENTSASSESSMENT INSTRUMENTS

04/13/2023 Academias, Puebla Pue, October 2011

Teaching

Strategies

Students

Active participants in

the construction of learning

Users and learners in real-life or life-like

communicative activities

Develop their own ideas and

questions about English

Use their own knowledge and

experiences

Make decisions, accept

responsibilities, and have an

opinion

04/13/2023 Academias, Puebla Pue, October 2011

TeachingChallenges

students to get involved

Fosters and encourages use (gives meaning)

English

Reflection (gives form) upon English as a

language

Through specific communicative

situations or tasks

04/13/2023 Academias, Puebla Pue, October 2011

CriteriaEstablish a teaching sequence

Use previous knowledge,

experiences, and interests that students have and know about social practices of the

language. (Mother tongue and in English)

Choose real-life or semi-real life tasks the students are familiar

with, in order to prose a challenge that

involves creating a product, solving a

problem or reaching a goal.

Consider the degree of complexity of the

contents derived from the specific activities with English, so they are both challenging and feasible from the

students point of view.

Guarantee that the tasks (or communicative

situation stages) organization is a

recurrent cycle sequence for the students to be able to reflect on the

aspects of the language in the three social

learning environments more than once.

04/13/2023 Academias, Puebla Pue, October 2011

Educational

Strategies

Modalities in the

organization of work

Modalities in reading

and writing

Diversity in

educational materials

and resources

Model and play roles

Create opportunities for all students

Foster a positive attitude

Encourage a

respectful and

confident environme

nt

04/13/2023 Academias, Puebla Pue, October 2011

Materials

Clear social and

communicative purpose

Respond to authentic models

Play a highly significant role in the program

Quality and type (printed

or multimedia)

Influence greatly on

the learning of EFL

04/13/2023 Academias, Puebla Pue, October 2011

Stimulate the specific

activities with the English language

In some cases, they enhance

the social practices of

the language.

It is recommended to use these

tools, as often as possible

ICT´S

Internet

movies T.V. radio

ICT(Information and Communication Technologies)

Books• Dictionaries• Stories• Recipes• Encyclopedia

Mag

azin

es

New

spa

pers

Emai

ls

Web

pa

ges

Chat

Ro

om

Soci

al

netw

ork

s

04/13/2023 Academias, Puebla Pue, October 2011