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Were READY for the PNIEB

Programa Nacional de Ingls en Educacin Bsica !"

Working with teenagers
Demonstrate great anxiety and internal conflict, due to endocrine changes in
their bodies.
Desire for dependence vs. Independence
Childhood vs. dulthood
Wanting to be alone vs. Wanting to communicate
!elfish vs. ltruism
"indness vs. Cruelty
#antasy vs. $eality
%eens may sometimes behave like adults, at other times they may behave like children.
In any case, they deserve as much attention to their needs in the language class as any
other group.
#omething im$ortant%
o %opics seen in the teen class should be relevant. %he teacher should be aware of
the things that students are interested in.
o %een students feel pleased when the teacher provides them with material that
they are interested in using.
o !tudents en&oy working with songs that they like.
o %he teacher should be friendly and sympathetic but maintain a professional
o %eens have a lot of to express. 'nce they(ve ac)uired the basic tools, they take
every opportunity to learn more.
&he learning im$lications for teachers%
*roficiency in different methods+approaches
bility to match material to course aims and
student needs and prioriti,e
Continue to learn.....-$enovar o .orir/
.ake use of technology as much as possible
wareness of exams but distinguish between
teaching and testing
#o%%%%%%%%'hat do our students need to learn(
%hey need to be competent
0Critical %hinking
0 *roblem !olving
0 Communication
0 Collaboration
0 Creativity
0 !elf1Directed 2earning
0 Information 3 Communication %echnology
0 ccountability 3 daptability
0 !ocial $esponsibility
#our *illars of 2earning
456!C'7 #our *illars of 2earning
In achieving the goals of )uality education for all 86#9 there is a great need to develop
a broadened vision of educational goals, to facilitate holistic approaches to reorgani,ing
educational contents, and to build national capacity in developing key competencies
re)uired of all learners through curriculum renewal in emerging knowledge1based
societies of the :;st century.
central argument is that if education is to succeed in its tasks, curriculum as its core
should be restructured or repacked around the four pillars of learning7 learning to know,
learning to do, learning to live together, and learning to be.
What are com$etencies for )ife(
Competencies for life1long learning.
Competencies for managing information.
Competencies for managing situations.
Competencies for living together.
Competencies for life in society.
PNIEB *ethodolog+
%<6 *4$*'!6 I!
#or students to ac)uire the necessary knowledge to engage in social practices with
spoken and written language, to interact with native and non+native 6nglish speakers
using specific activities with the language. %his entails using activities that involve the
production and interpretation of spoken and written texts = of familiar, academic, and
literary nature = so the students will be able to satisfy basic communication needs in
different every day, familiar, and well1known situations.
A ,om$etenc+!-ased $rogram
2anguage and Communication
*ersonal and !ocial Development
Critical %hinking
*hysical Development and <ealth
Discovery and "nowledge of the World
Creative and rtistic expression
%echnology for communication and information
,+cle .
,ommon Euro$ean /rame'or0
Independent User
B1 Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most
situations likely to arise whilst travelling in an area where the language is
spoken. Can produce simple connected text on topics which are familiar or of
personal interest. Can describe experiences and events, dreams, hopes and
ambitions and briey give reasons and explanations for opinions and plans.
Basic need. User
A2 Can understand sentences and frequently used expressions related to areas of
most immediate relevance (e.g. very basic personal and family information,
shopping, local geography, employment). Can communicate in simple and
routine tasks requiring a simple and direct exchange of information on
familiar and routine matters. Can describe in simple terms aspects of his/her
background, immediate environment and matters in areas of immediate
A1 Can understand and use familiar everyday expressions and very basic phrases
aimed at the satisfaction of needs of a concrete type. Can introduce
him/herself and others and can ask and answer questions about personal
details such as where he/she lives, people he/she knows and things he/she
has. Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.
>?y the end of their secondary education, students must have consolidated the basic
competencies of the 6nglish language and the necessary knowledge of the language to
use the receptive skills, oral production skills, and at a beginner level, written
production, through their participation in social practices in different communication
contexts. It is in this stage that the use of linguistic and metalinguistic strategies are of
particular importance for they allow the student to act in a more autonomous and
competent way.
!pecific *urposes7
>Interpret in a general sense, the main idea and some details in short oral and
written texts of different sources, using them in different communication
>*roduce short texts in a conventional way, with creative, personal, social and
academic purposes which express opinion on topics related to daily life.
>%ake part in communicative exchanges keeping a conversation going using
appropriate register and adapting the language to unexpected communicative
>@alue and respect the differences in own culture and the cultures of others.
>In this cycle, it is of primary importance to produce expressions and short phrases of
daily use to interact with oral and written texts in the three social learning environments
where 6nglish is organi,ed.
*acmillan has the -est o$tion for the $rogram%
0 !ection in student(s book that promotes metacognition like !elf1%est, Worksheets,
and Alossary.
0 Different evaluation proposals in the student(s book as well as in the %eacher(s Auide
8 self evaluation for students and teachers, checklists9
0 $eader contains fun and educative narrative and informative texts, activities and
4nlike previous cycles, Cycle BCs environments focus their attention in a single
communicative ability without implying the rest are not acknowledged in the
development of specific activities with the language. %herefore,
formation and academic environment.
'ral language abilities 8speaking and listening9 are
emphasi,ed in the familiar and community environment.
$eading comprehension is particularly managed in the
literary and ludic environment.
Written production is approached particularly in the formation
and academic environment.
%eacher(s Auide offers lots of resources for the teacher7
0 audio CD
0 lesson plan
0 evaluation guidelines
0 detailed notes for the activities
0 use of the reader
0 extra activities
0 cultural notes
0 classroom management suggestion
0 two unit exams
0 audio scripts
0 all !? answers.
/i1e stages in the 2nit3 clearl+ mar0ed in the teachers Edition4
0I know
0I build
0I think
0I practice
0I can