Академический Документы
Профессиональный Документы
Культура Документы
June/July 2011
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Plan de Estudios Secundaria 2006 Artculo 3 constitucional Plan Nacional de Desarrollo 2007-2012
CRITERIOS GENERALES
Lineamientos normativos del Programa Nacional de Ingls para Educacin Bsica (PNIEB)
TEACHER
GENERAL PURPOSE:
Familiarize participants with the guidelines and elements of the National English Program in Basic Education (NEPBE).
1.
ORGANIZATION
IN CYCLES AND PURPOSES
Primary 5th & 6th Primary 3rd & 4th Pre-school 3rd Primary 1st & 2nd Contact and Familiarization with the language Awareness of the language Language acquisition
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 need.
B2
The purpose of foreign language teaching in basic education is for students to engage in social practices with spoken and written language, to interact with native and non-native English speakers.
ELEMENTS IN A CYCLE
BLOCK 1
SOCIAL PRACTICE 1A
Participate in social transactions.
FAMILIAR AND COMMUNITY ENVIRONMENT Specific Activity (Complexity)
SOCIAL PRACTICE 1B
Read legends of interest to students and stimulate creativity.
LITERARY AND LUDIC ENVIRONMENT Specific Activity (Complexity)
LEARNING TO DO
LEARNING TO KNOW
LEARNING TO BE
PRODUCT (guide)
SPECIFIC ACTIVTIES
They contribute to create Patterns of interaction, which foreign language learning include several activities linked to conditions, since they entail them. the development of collective activities that favour exchange among peers.
Their purpose is to preserve the formal aspects and the functions of the language within social life.
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Aspects on features, characteristics, and elements of the language, aiming at students to raise awareness about their knowledge.
Aspects related to the role of intercultural education in general, and the attitudes and values underlying interactions.
Communicative actions carried out in concrete interactive situations, which are necessary to accomplish the communicative aim.
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FAMILIAR AND COMMUNITY ENVIRONMENT FORMATION AND ACADEMIC ENVIRONMENT LITERARY AND LUDIC ENVIRONMENT
In this environment students approach the foreign language through situations close to them which favour high self-esteem and confidence in their own capacity to learn. It focuses on the approximation to literature through participating in reading, writing, and oral exchanges in order to activate students experiences and knowledge. It emphasizes the strategies required to learn and study in situations where students use formal and academic language both in oral and written texts.
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ACTIVITY 1
The secretary activity.
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4 Cycles
per cycle
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2.
SOCIAL PRACTICES
OF THE LANGUAGE
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ACTIVITY 2
Walk around and look at peoples clothes around you in the
classroom, look at the colors.
Share in pairs:
Which outfit did you look at first? Which one caught your attention? Did it remind you of anything?
Oral Text: Describe and explain.
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INTERACTION
SOCIAL PRACTICE
NEWS NOTICIAS
UNIT 3. Social Practice of the language. Participate in a language game with expressive and aesthetic purposes. Literary and Ludic environment. Specific Activity: Discover words in a childrens song.
Learning to do with. Explore and identify the topic of songs with visual aids, no verbal language and teachers support. Listen to the reading aloud or singing of songs. Attend to the written lyrics of a song to follow their reading aloud with teachers help. Choose the name that corresponds to an illustration from a group of words.. Learning to know Features and types of oral and written text. Layout of songsTopic, purpose and intended audience of the text. Musical elements of literary language:rhyme,repeated sounds. Non-verbal language. Knowledge of the writing system and basic spelling conventions
ACHIEVEMENTS Can identify the name of the objects, animals, people. Can associate the writing of names with their images. Can join letters together to form words.
Learning to be. Appreciate towards cultural expressions particular to a foreign language.
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PLANNING
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ELEMENTS OF PLANNING
Context
Place
Time
Materials Technology
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Planning a lesson
Expected Learning Outcomes:
are what students are expected to know at the end of the class
Aims:
are what teachers want learners to learn or to be able to do at the end of the lesson
Procedures or sequences:
are what the teachers and learners will do at each stage of the lesson
Outcomes or Consolidation:
are when teachers see whether they have achieved their aims or succeeded in teaching what they have planned to teach.
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Elements of a lesson
Warm up Recycling Lead In High challenge (presentation) Low challenge (practice) Assessment (oral/written)
Timing
Wrap-up activity
Family task
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High Challenge, Warm Up, Low Challenge, Assessment, Family Task Lead in, Wrap Up, Recycling
BEGINNING DEVELOPMENT CLOSURE
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BEGINNING
Warm Up
DEVELOPMENT
High Challenge
CLOSURE
Assessment Wrap up
Recycling
Lead in
Low challenge
Family Task
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BEGINNING
WARM UP
1, 3, 6 & 8
1) To call students attention 2) To gain confidence 3) Lasts 5 - 8 minutes 4) Recall what has been learned
RECYCLING
2, 4, 5 & 7 5) To link students to the previous class 6) Gets students into an English atmosphere 7) Lasts 10 - 15 minutes 8) To set a routine
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DEVELOPMENT
LEAD IN
3&6
HIGH CHALLENGE
1&8
LOW CHALLENGE
2, 4, 5 & 7
3. New and familiar language structures and vocabulary are shown in context.
4. To use the language in a meaningful way.
TEACHER
7. To gain confidence.
8. To gain new knowledge.
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CLOSURE
ASESSMENT
2, 6 & 7
1. Activity to take home and helps as reinforcement 2. To get feedback of what has been learned 3. Integrate family to school's world
WRAP UP
4&8
4. To get students into closing all their activities 5. Reinforce learning 6. To check students understanding
FAMILY TASK
1, 3, 5 & 9
7. Evaluating the process to gain knowledge 8. To identify the end of the class 9. Share knowledge with family
ACTIVITY 3
Hands on activity!
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WARM UP
TYPES OF ACTIVITIES
WARM UP
Brain gym Set the date TPR activities Songs Games
RECYCLING
Drills Exercises Songs Dialogues Games (guessing, missing letters)
TYPES OF ACTIVITIES
LEAD IN
Comments Pictures Brainstorming Visual or oral cues Real life examples
HIGH CHALLENGE
Introduction of language from teacher Drills Stories Posters (image) work Rhymes Dialogues Audio visual material
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LOW CHALLENGE
Drills Role playing Games Creative activities Projects Dialogues Songs Workbook pages Real communication
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TYPES OF ACTIVITIES
ASSESSMENT
Exercises Workbook pages Games Tests Projects Creative activities Real communication
WRAP UP
Songs Short exercise Role play TPR Putting things away What did we learn? Chants
FAMILY TASK
Sharing what they have learned Cutting Drawing Coloring Pasting Singing
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Show me, and Ill remember for a week. Involve me, and Ill remember for a lifetime.
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LESSON PLAN
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TEACHERS ROLE
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CLASSROOM MANAGEMENT
Can you explain the difference between classroom control and classroom management? Classroom Management Deals with how things are done. It has to do with procedures, routines, classroom structure and It is the teachers responsibility
Classroom Control or DISCIPLINE Deals with how people behave. It is responsibility of the student
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SUBJECT TO BE STUDIED
DO KNOW
BE SOCIALIZE OBJECT TO BE STUDIED
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FACILITATOR
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Eye Contact
Classroom arrangement
Gestures
Group work
Voice
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Think about it, if students like you and respect you they will naturally behave well and pay attention because they want to please you.
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Group work
www.teachingenglishgames.com/
Reflect and share why these resources are useful for classroom management:
Effective classroom management skills can take a long time to develop, but they are essential if you hope to have a long-lasting educational career.
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FACILITATOR
Organization dimension
Administrative Dimension
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ACTIVITY 4.
Write a personal commitment about your teachers rol.
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EVALUATION
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EXAMPLE
EXAMPLE
EXAMPLE
GLOBAL
Because it considers the students foreign language skills as a whole and does not isolate or break them down into fragments.
CONTINUOUS
Because it takes into consideration work and performance done throughout development of the stages and phases of the communicative situation, not only the final product.
FORMATIVE
Because it is a continuous process of uninterrupted gathering of evidence and qualitative data on the students performance so that positive and effective feedback among students and between them and the teacher is guaranteed.
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EVALUATION INSTRUMENTS
CHECKLIST OBSERVATION SELF-EVALUATION RUBRICS
TIME LINE
PORTFOLIO
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If children live with ridicule, they learn to feel shy If children live with encouragement, they learn confidence
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