PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

PUEBLA
DIDACTIC SEQUENCE: ELEMENTS TO PLAN YOUR LESSONS
Created by: Ivonne Dinhey Garca Fuentes Silvina Olivares Romero Mnica Luna Martnez Janet Ramrez Quiroz

Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher - Parker J. Palmer

Education is not preparation for life; education is life itself - John Dewey

INTRODUCTION
The following presentation work has the purpose of helping teachers to create a didactic sequence based on the elements of the National English Program in Basic Education (NEPBE, or PNIEB: Programa Nacional de Ingls en

Educacin Bsica), The National Workshops presented by ITESO and

complementary biography.

In order to clarify some doubts that some English teachers might have when creating a didactic sequence, there is a format in which are included all the elements that are part of the planning process with some links that can provide information and samples; so teachers can have a better idea when creating a didactic sequence.

How to manage this presentation?

1. Read, check and analyze the example format below. 2. Click in the elements that you want to revise carefully or that you have some doubts. 3. You will be linked to the information you selected. Use the links to go to the next and previous slides and to go back to the example format. Good luck!

ESCUDO DE LA ESCUELA

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA ESCUELA PRIMARIA EMPERADOR MOCTEZUMA C.C.T._ 21DPR0352M SECUENCIA DIDCTICA PARA EL SEGUNDO GRADO, GRUPO(S) A Y B INGLS

Prctica Social del Lenguaje: Escuchar y decir expresiones cotidianas de saludo, despedida y cortesa Ambiente de aprendizaje: ___________Familiar y comunitario ________________________________ Competencia Especfica: ___Interpretar y producir expresiones de saludo, despedida y cortesa_____ Ciclo:___1___ Unidad: ___1___ Periodo: _______________1 mes__________________________ Producto Final: _______________Reglamento para el aula_________________________________

APRENDIZAJES
ESPERADOS
Asume el papel de receptor y de emisor en expresiones de saludo, despedida y cortesa. Utiliza cdigos verbales y no verbales en intercambios. Detecta semejanzas y diferencias entre palabras. Completa, de forma escrita, palabras en enunciados.

ARTICULACIN

TIEMPO
1 sem.

(SABER, SABER HACER Y SER )

INICIO Explorar dilogos breves. Reconocer actitudes y cdigos no verbales adoptados por receptores y emisores. Distinguir expresiones de saludo y despedida. Predecir expresiones de saludo y despedida a partir de lenguaje no verbal. Intercambiar expresiones de saludo y despedida. Sealar palabras utilizadas en expresiones de saludo y despedida. Detectar semejanzas y diferencias entre palabras. Completar, de forma escrita, palabras al escuchar enunciados. Repertorio de palabras necesarias para esta prctica social del lenguaje. Momento de intercambios de expresiones (maana, tarde o noche).

ETAPAS DEL PRODUCTO

Elegir las expresiones que debern utilizarse en el aula. Completar, con las expresiones elegidas, enunciados para el reglamento.

ESTRATEGIAS DIDCTICAS
Compensation strategy: guessing intelligently: using other clues Cognitive strategy: practicing: repeating Memory strategy: creating mental linkages: placing new word into a context Memory strategy: applying images and sounds: using imagery

TCNICAS, ACTIVIDADES Y/O JUEGOS CON EL LENGUAJE

RECURSOS DIDCTICOS
Flash-cards Pelota de plstico Papel bond (para elaborar las frases)

INSTRUMENTOS Y/O HERRAMIENTAS DE EVALUACIN

Structured guides observation

Brainstorming Juego de rol Juego de simulacin Baskeball bonanza Eco-reading Shadow-reading Selecting expressions Sentence ellaboration Writng expressions

1 sem.

1 sem.

DESARROLLO Explorar dilogos breves. Reconocer actitudes y cdigos no verbales adoptados por receptores y emisores. Distinguir expresiones de cortesa. Predecir expresiones de cortesa a partir de lenguaje no verbal. Intercambiar expresiones de cortesa. Sealar palabras utilizadas en expresiones de cortesa. Detectar semejanzas y diferencias entre palabras. Repertorio de palabras necesarias para esta prctica social del lenguaje CIERRE Participar en la escritura de un reglamento para usar expresiones de cortesa dentro del aula. Explorar reglamentos breves para distinguir componentes grficos y textuales. Componentes textuales de reglamentos: ttulo, lista de enunciados, nmeros o vietas, tamao y tipo de letra, etctera. Completar, de forma escrita, palabras al escuchar enunciados. Completar enunciados de un reglamento, con expresiones de saludo, despedida y cortesa.

Revisar la escritura de los enunciados. Decidir el orden de los enunciados en el reglamento.

Memory stratey: creating mental linkages: associating]ellaborating Compensation strategy: overcoming limitation in speaking and writing: using mine or gesture

Word banks Pictionary Charades Bingo Sentence ellaboration Revisar escritura de frases y oraciones Decidir el orden de los enunciados en el reglamento a travs de brainstorming

Papel bond para elaborar word banks Imgenes relacionadas con expresiones de saludo, despedida y cortesa para elaborar el pictionary. Papel bond en el que se elaboraron los enunciados para el reglamento. Imgenes para reglamento. el

Rating scale

Pasar en limpio los enunciados. Leer los enunciados en voz alta. Proponer y agregar un ttulo al reglamento. Colocar el reglamento en un lugar visible del aula.

Cognitive strategy: creating structure for input and output: taking notes. Memory reviewing reviewing strategy: well: structure

Review Charades Sentence ellaboration Reescribiendo el producto Retroalimentacin final Presentacin del producto

Papel bond para la reelaboracind el producto Productos previos para la revisin de los contenidos anteriores.

Poster presentation

DOCENTE

Vo. Bo. DIRECTOR DE LA ESCUELA

_______________________________ PROFR (A).

_______________________________ PROFR (A).

What is a didactic sequence?

A didactic sequence is a group of activities created in order to reach an objective. Those activities

must follow an order and an organization. That means that each activity has its own purpose and all of them work together in order to reach a bigger objective (Marin, P. 2011).
Marn, P.(2011). Didactic Sequence. Retrieved January 13, 2012. From http://ecepattymarin-ensep.blogspot.com/2011/06/didactic-sequence.html

Steps to follow when creating a didactic sequence

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. I select the block that is going to be planned. I identify the social learning environment and the specific competency. I select the language product that is going to be developed I check the achievements. I identify which contents are pertinent to the language product I determine the number of weeks needed to achieve the specific competency through the development of the product. I identify the most relevant characteristics and needs of the group. identify where my students are at the beginning of this teaching sequence and where I want them to get to by the end of it. I classify the contents that need to be worked on each stage: opening, development, closing. I select/design the learning activities for each stage . I verify the didactic resources that are going to be needed for each stage. I determine assessments instruments.

12.

SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

What are didactic resources?

Permanent resources: whiteboard, eraser, books, notebooks, pens, pencils, charts, flashcards, puppets, markers, etc.

Audio visual aids: Computers, television, CD player, tapes, DVDs, overhead projectors, posters, cartoon strips, costumes, realia, etc.

Didactic Resources are any instruments that help us to achieve any goal; that is, auxiliary material with which the students develop the learning process (Gavilnez, R. 2011).

Information and communication technologies (ICT)"ICT" is used as a general term for all kinds of technologies which enable users to create access and manipulate information.

Gavilnez, Raquel . (2011). Workshop about Didactic Resources. Retrieved January 13, 2012. From http://www.slideshare.net/naragm7/didactic-resources

In these websites you can find material to use in your English classes

http:// www.agendaweb.org http:// www.kids-scienceexperiments.com http:// www.freshforkids.com.au http:// www.nhm.ac.uk/kids-only/fungames/ http://www.enchantedlearning.com/Ho me.html http:// www.enchantedlearning.com/crafts http:// www.salonhogar.com http:// www.literacycenter.net http:// www.starfall.com http:// www.colorincolorado.org http:// www.onestopenglish.com

http:// www.teachingenglish.org.uk/try/ http://kids.nationalgeographic.com/Ani mals/ http://kids.nationalgeographic.com/Ga mes/IggyGames http://kids.nationalgeographic.com/kids /places/find http://kids.yahoo.com/reference/worldfactbook http://www.factmonster.com/ipka/A077 0414.html http://www.guidetoonlineschools.com/li brary/geography-for-students http://en.childrenslibrary.org http://www.woodlandsjunior.kent.sch.uk/interactive/onlinestor y.htm http://www.magickeys.com/books

http://www.sundhagen.com/babboks http://www.funandgames.org/ http://www2.scholastic.com/browse/ho me.jsp http:// www.britishcounsil.org/kidsstories.htm http://www.educationworld.com http:// www.love-poems.me.uk http://www.kids-scienceexperiments.com http://www.nutritionexplorations.org http://nces.ed.gov/nceskids/graphing/cl assic/bar.asp http://www.nga.gov/kids/zone/zone.ht m http://kidshealth.org/kid/ http://kidzone.ws/

http://www.mywonderfulworld.org http://www.creativekidsathome.com http://www.dreamenglish.com http:// www.youteacher.com http:// www.mes-english.com http:// www.abcfrog.com http:// www.english4kids.com http:// www.eslkidslab.com http:// www.bogglesworldesl.com http://math.about.com http://a4esl.org http://ala.org/greatsites

Professional Associations www.tesol.org; http//www.iatefl.org; http//www.mextesol.com Reading/ Digital Library http//www.icdlbooks.org; www.regandlellow.com/series1stories.htm

Readerss Theater- www.teachingheart.net/readerstheater

Songs- http// www.songsforteaching.com; www.supersimplesongs.com Writing www.writingproject.org

INSTRUMENTOS Y/O HERRAMIENTAS DE EVALUACIN

What is assessment?
According to Kottler and Shepard (2010), assessment is a multifaceted process that involves a variety of functions to determine an individuals characteristics, aptitudes, achievements, and personal qualities. Assessment can be viewed as an integrative process that combines a variety of information into a meaningful pattern reflecting relevant aspects of an individual. It never depends on a single measure, nor does it emphasize one dimension at the expense of another. For an assessment profile to be meaningful and useful, it must provide a means for understanding the individual from as broad and integrative a perspective as possible. Conducting an assessment requires that a wide range of information be gathered to illuminate as many relevant aspects of the person as possible (p. 219-220) .
Kottler, J. & Shepard, D. (2010). Introduction to Counseling: Voices from the Field. Cengage Learning.

Why is assessment important?

Everyone needs information to plan. Doctors need information about patients to plan treatments. Investors need information to help you invest your money. And educators need information about students achievement to help them learn. They need to collect evidence of the students learning. That evidence may focus on individuals or groups of students, and it may come from different sources (Chappuis & Chappuis 2002:17). In conclusion, assessment increases achievement, helps students meet more standards and supports ongoing students growth.

Chappuis, J. & Chappuis, S. (2002). Understanding school assessment: a parent and community guide to help students learn. Assessment Training Institute.

Assessment for learning

Focus of assessment: Specific achievement targets selected by teachers that enable students to build toward standards. Driving force: Improvement . Place in time: Process during learning. Primary users: Students and teachers in partnership . Typical uses: Help students see the target and how to hit it; help teachers diagnose and respond to students needs; help parents see progress over time. Teachers role: Transform standards into classroom targets; inform students of targets; build assessments; adjust instruction based on results; involve students in assessment. Students role: Strive to understand the target; act on classroom assessment results to be able to do better next time.
Chappuis, J. & Chappuis, S. (2002). Understanding school assessment: a parent and community guide to help students learn. Assessment Training Institute (p. 17-18).

What is the NEPBE assessment approach?

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 the development of the stages 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; that is, their strong and weak points, so that positive and effective feedback among students and between them and the teacher is guaranteed.
SEP (2010). Syllabus 2010. Cycle 2. 3rd and 4th grade. Elementary school. Mxico: SEP

When do teachers use assessment information formatively?

Pretest before a unit of study and adjust instruction for individuals or for the entire group. Identify which students need more help. Revise instruction based on assessment results. Reflect on the effectiveness of their own teaching practices. Confer with students regarding their strengths and areas needing improvement.
Chappuis, J. & Chappuis, S. (2002). Understanding school assessment: a parent and community guide to help students learn. Assessment Training Institute (p.19).

Are tests, portfolios, rubrics and checklists the only sources of assessment?
Fortunately, there exist many different instruments and strategies to support you in the assessment process. Assessment strategies: such as interviews, observations (stories, games, oral presentations, songs, individual work, team work) or products. Assessment instruments: such as checklists, self- assessment instruments, time lines, peer assessment instruments, portfolio assessment, rubrics and tests. However, some authors identify some assessment strategies as assessment instruments and vice versa; the classification depends on each author and context.
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

Which assessment instrument or strategy is best?

Every assessment instrument or strategy has potential value. Which are best for your particular situation depends primarily on the purpose of your assessment and the learning outcomes you are assessing. Other factors, such as resource availability, culture, and context can also affect your decision.

Assessment instruments and strategies

Do you agree?

Classroom tests
A formal classroom test is one of the many options available if you want to assess your learners progress and achievement. In many institutions, formal tests are highly valued and everyone expects that teachers will use them. Some recommendations when designing classroom tests: Make your test representative rather than exhaustive. Use activities that you use in class. Avoid unfamiliar question formats. Get a colleague to check your question paper. Make your test criterion-referenced. Give detailed feedback, promptly. (Wharton & Race, 1999:108-109)
Wharton, S. & Race, P. (1999). 500 tips for TESOL: teaching English to speakers of other languages. USA: Routledge.

Rubrics

Rubrics provide detailed descriptions of performance at different levels. These criteriabased assessment tools can be used to assess the acquisition and application of knowledge, skills, and professional behaviors.

Sylvia, L. & Barr, J. (2011). Pharmacy education: what matters in learning and teaching. Jones & Bartlett Publishers

Checklists

The most common way of recording the observations of childrens performance is through a checklist on which the teacher simply ticks when a pupil has achieved a goal. They are easily managed and convenient, they limit the amount of information that can be recorded.

SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

Portfolio assessment
Portfolio assessment provides a purposeful collection of the students work that was gathered over time, thereby offering a longitudinal depiction of the students journey to professional competence. The portfolio should provide evidence of competence relative to specific outcomes (Sylvia & Barr 2011:218). Keep the following points in mind when using portfolios: The portfolio belongs to the student. Encourage students to take pride in their work. Add samples regularly, but not too often. Add a variety of samples documenting various phases of the learning process. Review portfolios frequently. Be sure to include times to look through the portfolios. Note the progress of each student. Be sure to set up times to meet individually with each student. Share with parents. Allow parents to review the portfolio. Allow time for students to write or dictate a reflection about their knowledge and abilities. These reflections will show progression and growth as well (Overend, 2010:220).

Overend, J. (2010) Jumbo book of writing lessons. Teacher Created Resources. Sylvia, L. & Barr, J. (2011). Pharmacy education: what matters in learning and teaching. Jones & Bartlett Publishers

Anecdotal records
Anecdotal records are written accounts of events and behaviors the teacher has observed in the classroom (Airasian, 1997). Teachers daily observations give them a wealth of information regarding their students learning and achievement. For example, Ed does not seem to be paying attention during shared literacy, and Sydney is not using punctuation correctly in her writing. Such daily observations have special evaluative significance in that they allow teachers to assess how students perform in many different situations and at many different times. It allows them to develop a profile of student learning that, in many ways, is more valid than a one-shot test or assessment. These observations should be written down on a daily basis and used as a supplement to support data obtained from other assessments. In some instances, anecdotal records may be the primary means of assessment for determining specific literacy outcomes, such as increasing the frequency and quality of using conversational English for an ELL (Cohen & Cowan, 2007: 380)

Cohen, V. & Cowan, J. (2007). Literacy for children in an information age: teaching, reading, writing and thinking. Canada: Thomson

Running records
The running record is used as the basic guided reading assessment tool. Running records provide a systematic way to observe and monitor individual student reading behavior, by recording and collecting pertinent data and by analyzing these data to make strategic instructional decisions. According to Clay (1993), the running record is more than an assessment instrument used to collect and analyze data; it is integral to teaching, in that it sharpens the teachers observation skills and gives a deeper insight and understanding into the reading process. While the child is reading a familiar text, the teacher records patterns of reading behaviors, stressing how the child uses strategies of self-monitoring, searching for cues, and self-correcting. The teacher also observes and records how the child uses sources of information, which, according to Clays analysis, are related to the three cue systems: graphophonic (grapheme-phoneme), syntax (grammar and sentence structure), and semantic (meaning). The running record is an assessment tool that helps teachers identify how a child is using these sources of information, and that will, ultimately, determine his or her future reading growth (Fountas & Pinnell, 1996). The running record analyzes samples of individual students reading errors during oral reading. The teacher listens to the childs oral reading, keeping a running record of each word read correctly by use of a checkmark, or as Clay calls them, ticks and notes reading errors by use of a symbol or by noting the mistaken word. Coding a running record is done systematically, so that when a students running records are forwarded to the next grade level. Cohen & Cowan, 2007: 380) Cohen, V. & Cowan, J. (2007). Literacy for children in an information age: teaching, reading, writing and thinking. Canada: Thomson

Rating scales

A rating scale rubric resembles a checklist but has one exception. Instead of only one column to check, there are several, and they include a scale from high to low. They allow the teacher to show gradations in the level of performance. To score accurately and effectively using the rating scale, show students examples of previously scored products and the reasons why they received a particular score. This approach helps them to understand the difference between an excellent, good, fair, or poor score. Students may also use this rubric to score peer performances (Canolly, 2010: 76).

Connolly, M. (2010). Skills based health education. USA. Jones & Bartlett learning

Structured observation guides

In a structured observation guide, the teacher lists the performance criteria required in the performance task, and rather than develop a rating scale, simply leaves room for notes. This tool is subjective and qualitative but it is also direct and valid (Canolly, 2010: 76).

Connolly, M. (2010). Skills based health education. USA. Jones & Bartlett learning

Toy box
Attractive concrete physical objects to motivate children to talk more readily. Questions and commands requiring only comprehension (Is there a truck? Put the rabbit in the truck) move on to questions requiring language production responses (Which is bigger, the boat or the airplane).
McKay, P. (2006) Assessing young language learners. USA: Cambridge University Press.

Poster presentations

Posters serve as a source of information a conversation starter a summary of your work an advertisement of your work Poster presentations are often used to assess student learning from student individual and group research projects.
Hess, George R. 2010. Effective Scientific Posters: Quick Reference (Version 3)

Example of the criteria to assess poster presentation

Appearance
1. Display attracts viewer's attention. 2. Words are easy to read from an appropriate distance (3-5 feet). 3. Poster is well organized and easy to follow. 4. Graphics and other visuals enhance presentation. 5. The poster is neat and appealing to look at.

Content 6. Content is clear and easy to understand.

7. Purpose of model (question being addressed) is stated clearly.

8. I understand why someone might be interested in the model results. 9. Key simplifying assumptions are identified. 10. There is enough detail about methods (e.g., deriving rate equations and parameter values) for me to understand the model and results. 11. The approach taken is appropriate for the problem and technically sound. 12. Poster is free of unnecessary detail. 13. Conclusions are stated clearly. 14. Conclusions are supported by model results.

Presentation
15. Presenter's response to questions demonstrated knowledge of subject matter and project. 16. Overall, this was a really good poster presentation.

Written Products
Students are asked to write an original selection. There are many written forms that teachers can use to get students to write. In addition, students may be asked to write about a previous activity such as a field trip or guest speaker. Students may also be asked to create a piece of persuasive writing or a reflection about their learning experience. A rubric, checklist, or other form of scoring guide should accompany this type of assessment.
Best of Bilash. Improving Second Language Education. Olenka Bilash May 2009

K-W-L Charts
Many teachers have success using K-W-L charts (what I
know/what I want to know/what I've learned) to begin and end a unit of study, particularly in social studies and science. Before the unit, this strategy enables teachers to gain an awareness of students' background knowledge and interests. Afterward, it helps teachers assess the content material learned. K-W-L charts can be developed as a class activity or

on an individual basis. For students with limited English

proficiency, the chart can be completed in the first language or with illustrations.

Jo-Ellen Tannenbaum. Practical Ideas on Alternative Assessment for ESL Students

Sample K-W-L Chart

K

W Lincoln was important. His face is on a penny. He's dead now. I think Lincoln was a President.

L Why is Lincoln famous? Was he a good President? Why is he on a penny? Did he have a family? How did he die?

Lincoln was President of the U.S. He was the 16th President. There was a war in America when Lincoln was President.

He let the slaves go free.

Two of his sons died while he was still alive.

Jo-Ellen Tannenbaum. Practical Ideas on Alternative Assessment for ESL Students

Physical Demonstrations
It is a nonverbal assessment strategy used to express academic concepts without speech, students can point or use other gestures. They can also be asked to perform hands-on tasks or to act out vocabulary, concepts, or events. As a comprehension check in a unit on Native Americans, for example, teachers can ask students to respond with thumbs up, thumbs down, or other nonverbal signs to true or false statements or to indicate whether the teacher has grouped illustrations (of homes, food, environment, clothing, etc.) under the correct tribe name. The teacher can use a checklist to record student responses over time.
Jo-Ellen Tannenbaum. Practical Ideas on Alternative Assessment for ESL Students

Pictorial Products
It is a nonverbal assessment strategy used to elicit

content knowledge without requiring students to speak or write, teachers can ask students to produce and manipulate drawings, dioramas, models, graphs, and

charts. When studying Colonial America, for example, teachers can give students a map of the colonies and labels with the names of the colonies. Students can then attempt to place the labels in the appropriate locations. This labeling activity can be used across the curriculum with diagrams, webs, and illustrations.
Jo-Ellen Tannenbaum. Practical Ideas on Alternative Assessment for ESL Students

Learning logs and journals

Learning logs and journals are tools designed to cause students to reflect on what they have learned or are learning. Used properly, they encourage student selfassessment and provide a mechanism for making connections across the various subject matter areas. Journals have been used widely in English classes for many years. Now they are being adopted by other teachers to develop communication skills and to help students to make connections, examine complex ideas, and think about ways to apply what they have learned over an extended period of time.
John Scott. Authentic Assessment Tools. The University of Georgia

Learning logs
A distinction can be made between learning logs and journals. Learning logs usually consist of short, objective entries under specific heading such as problem solving, observations, questions about content, lists of outside readings, homework assignments, or other categories designed to facilitate recordkeeping (Burke 1994). Student responses are typically brief, factual, and impersonal. Fogarty and Bellanca (1987) recommend teachers provide lead-ins or stem statements that encourage students responses that are analytical (breaking something down into its parts), synthetic (putting something together into a whole), and evaluative (forming judgment about the worth of something). Example log stems include the following: One thing I learned yesterday was, One question I still have is, One thing I found interesting was, One application for this is, and I need help with
John Scott. Authentic Assessment Tools. The University of Georgia

Journals
By contrast, journals typically include more extensive information and are usually written in narrative form. They are more subjective and focus more on feelings, reflections, opinions, and personal experiences. Journal entries are more descriptive, more spontaneous, and longer than logs. They are often used to respond to situations, describe events, reflect on personal experiences and feelings, connect what is being learned with past learning, and predict how what is being learned can be used in real life (Burke 1994). As with learning logs, stem statements can be used to help students target responses. Example lead-ins are as follows: My way of thinking about this is, My initial observation is, Upon reflection I

John Scott. Authentic Assessment Tools. The University of Georgia

Techniques, games and activities

Role play
Role plays are typically very short, seldom more than fifteen minutes. In a role play, two or more students improvise a specific, assigned scenario. These roles may be familiar (for example, introducing a new student to a friend) or beyond their realm of experience (for example, a world war II resistance fighter). The actors receive only a sketchy outline of the scenario. Role plays may be set in the past, present or future. The directive may be no more than a sentence or two. For example, two students in a French class may role play a job interview or order a meal from a menu (Partin, 2009: 225).

Partin, R (2009). The classroom teachers survival guide: practical strategies, management techniques and reproducibles for new and experienced teachers. John and Wiley and Sons.

Pictionary
Put students into two or more teams and then have a student come up to the front and show him or her a flashcard. That student should then draw the flashcard picture on the board. The first student to guess the picture gets a point. It is beneficial to ask students to make full sentences (depending on the grammar point) when guessing the picture.
eslkidsworld.com

Basketball Bonanza
Students will ask questions in a clockwise manner. The
grammar or vocabulary point can be anything. For example: What do you do in the morning? I have my breakfast. The first student to answer the question after the teacher says begin gets to stand up and throw the ball into the basket. They can answer a further question to attain an extra throw of the ball, but if they are wrong they lose both these chances.

eslkidsworld.com

Charades

Divide the class into two (or more) teams. One student from each team comes to the front of the classroom. The teacher whispers a word/sentence or shows a flashcard to the two students and they act it out. The first team to say the correct word gets a point. For example: cat, dog, sheep...
eslkidsworld.com

Vocabulary Bingo
Students randomly write down all the vocabulary
words for a unit or class, one word per box. Read the definition of each word aloud. Students then cover the matching word on the Bingo sheet with a small square of paper, dried bean, or other marker. Once they get a consecutive row, they yell Bingo or another word you chose. Pick a word that relates to the unit the class is studying.

Scavo, M. (2002). Creative classroom ideas.

Action Vocabulary
Give a set of partners one word from the unit or class. They are to learn the definition and then come up with a simple charade-type action associated with the word. The action should be a clue to the meaning of the word. Once practiced, students share their word, definition, and action with the class. The class repeats the action. After every two words, go back and review actions and definitions of the previously learned words. The action will help secure the meaning in their minds.
Scavo, M. (2002). Creative classroom ideas.

Echo Reading The teacher reads a sentence and students repeat it, following along with their books.

Caldern, M. & Rowe, L. (2003). Designing and implementing two-way bilingual programs.

Shadow reading

A more fluent reader reads a sentence and the partner repeats it, following along in his or her book. After a few pages, the new reader attempts to read each sentence on his or her own, and the partner helps only when necessary.

Caldern, M. & Rowe, L. (2003). Designing and implementing two-way bilingual programs.

Sentence elaboration
Writing complete and elaborate sentences can be practiced through activities for defining, identifying negative and positive examples, using webbing words and phrases to develop meaningful correct sentences.

Caldern, M. & Rowe, L. (2003). Designing and implementing two-way bilingual programs.

Word Banks
Words generated from the prior activity can be written on color-coded cards to represent the different groups. These cards can also become the word bank of the student. The cards can be used for peer-learning activities in which students drill each other for meaning, concept mastery, or spelling. These cards can also be kept in envelopes or in a key-ring binder, or they can be hung on strings from the ceiling for easy consultation during writing activities.
Caldern, M. & Rowe, L. (2003). Designing and implementing two-way bilingual programs.

Mapping and graphic organizers

Semantic maps are very effective in building vocabulary. Using semantic maps, webs, diagrams, or any cognitive (graphic) organizer engages students in a mental activity that activates prior knowledge and provides multidimensional contextual clues to the new vocabulary and concepts. It also gives students more vocabulary for talking about new knowledge or new words. First, model on the board techniques for mapping.

Second, have small groups of students work on their maps. This

preliminary practice will provide the students with patterns to replicate. Encourage students to use drawings for those words not yet in their

repertoire.
Caldern, M. & Rowe, L. (2003). Designing and implementing two-way bilingual programs.

Didactic strategies

Teaching strategies

Didactic strategies

Learning strategies

SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

Teaching strategies

Teaching strategies In this section are presented some of the teaching strategies that teachers can use to facilitate meaningful learning in their students.

SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

Summaries Synthesis and abstraction of the relevant information from oral to written discourse. They emphasize key concepts, principles and the central argument.

SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

Prior organizers

Introductory and contextual information. They build a cognitive bridge between new and previous information.

SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

Illustrations Visual representations of objects or situations concerning a specific theory or topic (photographs, drawings, dramatizations, etc.)

SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

Graphic organizers

Visual representations of concepts, explanations or information patterns (outlines, C-Q, A tables).

SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

Analogies

Propositions that indicate that one thing or event (concrete and familiar) is similar to another (unknown and abstract or complex)

SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

Embedded questions Questions inserted in the teaching situation or in a text. They maintain attention and promote the practice, retention and gathering of relevant information.

SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

Highlighting Marks inserted in a text or teaching situation to emphasize or organize relevant information within the learning content.

SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

Concept maps and webs Graphic representations of knowledge frameworks (indicating concepts, propositions and explanations).

SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

Textual organizers

Rhetorical organization of a discourse to facilitate understanding and recall.

SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

Didactic strategies

Didactic strategies
Didactic strategies are steps taken by teachers to promote the development of learning strategies that lead the effective learning by students. In your NEPBE didactic sequence you can use teaching and learning strategies combined.
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

Learning strategies

Learning Strategies
Learning strategies are steps taken by students to enhace their own learning. Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. Appropriate language learning strategies result in improved proficiency and greater self-confidence (Oxford, 2005:1).
Learning strategies are operations employed by the learner to aid the acquisition, storage, retrieval, and use of information. This definition, while helpful, does not fully convey the excitement or richness of learning strategies. It is useful to expand this definition by saying that learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more selfdirected, more effective, and more transferrable to new situations (Oxford, 2005: 8).

Oxford, R. (2005). Language learning strategies: what every teacher should know. Heinle & Heinle.

Main characteristics of learning strategies

1. 2. 3. 4. 5. 6. 7. 8. Contribute to the main goal, communicative competence. Allow learners to become more self-directed. Expand the role of the teacher. Are problem-oriented. Are specific actions taken by the learner. Involve many aspects of the learner, not just cognitive. Support learning both directly and indirectly. Are not always observable.

9.

Are often conscious.

10. Can be taught. 11. Are flexible. 12. Are influenced by a variety of factors.
Oxford, R. (2005). Language learning strategies: what every teacher should know. Heinle & Heinle.

Classification of learning strategies

Direct Strategies
Language Learning Strategies Memory Strategies Cognitive Strategies Compensation Strategies

Indirect Strategies

MetacognitiveStrategies

Affective Strategies Social Strategies

Oxford, R. (2005). Language learning strategies: what every teacher should know. Heinle & Heinle.

Direct Learning Strategies

A. Creating mental linkages B. Applying images and sounds C. Reviewing well

A. Practicing B. Receiving and sending messages C. Analysing and reasoning D. Creating structure for input and output
A. Guessing intelligently

I. Memory strategies

II. Cognitive strategies

D. Employing action

III. Compensation strategies B. Overcoming limitations in speaking and writing

SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.

For remembering and retrieving new information (Oxford. 1990).

Oxford, Rebecca L. (1990).Language learning strategies: what every teacher should know. USA: Heinle & Heinle Publishers

1. Grouping

A. Creating mental linkages

2. Association/ elaborating

3. Placing new words into a context

1. Using imagery

B. Applying images and sounds 1.Memory strategies

2. Semantic mapping

3. Using keywords

4. Representing sounds in memory

C. Reviewing well

1. Structured reviewing

1.Using physical response or sensation D. Employing action

2. Using mechanical techniques

Figure:1.2 Diagram of the Memory Strategies. (Source: Oxford , 1990)

A. Creating Mental Linkages

1. Grouping

2. Associating/elaborating Relating new information to concepts already in memory. E.g. Association can be between two things, such as monkey and banana.

3. Placing New Words into a Context Placing a phrase or a word in a meaningful sentence, conversation, or story , in order to remember it.

Classifying language material into meaningful units. E.g., Type of words (nouns, verbs), topic (the farm, fruit), opposition (cold/hot), and so on.

Oxford, Rebecca L. (1990).Language learning strategies: what every teacher should know. USA: Heinle & Heinle Publishers

B. Applying images and sounds

Creating a meaningful, sound-based association between the new material and already known material.

It can be used to remember abstract words by linking such words with a visual symbol or a picture.

It visually shows how certain groups of words relate to each other.

To remember something abstract, such as a name, associating it with a picture of something concrete that sounds like the new word.

Oxford, Rebecca L. (1990).Language learning strategies: what every teacher should know. USA: Heinle & Heinle Publishers

4. Representing Sounds in Memory

2. Semantic Mapping

3. Using Key words

1.Using imagery

C. Reviewing Well

Review 10 minutes after the initial learning

Then 20 minutes later

1. Structured Reviewing Looking at new language information once is not enough; it must be reviewed in order to be remembered.

A week , and so on.

An hour or two later

A day later

Oxford, Rebecca L. (1990).Language learning strategies: what every teacher should know. USA: Heinle & Heinle Publishers

D. Employing action
1. Using Physical Response or Sensation
Relating a new expression to a meaningful movement or action. For instance, going to the door.

2. Using Mechanical Techniques

Using tangible techniques, involving moving or changing something which is concrete, in order to remember new target language information.

Oxford, Rebecca L. (1990).Language learning strategies: what every teacher should know. USA: Heinle & Heinle Publishers

What are compensation strategies?

Compensation strategies enable learners to use the new language for either comprehension or production despite limitations in knowledge. Ten compensation strategies exist, clustered into two sets. See figure 3
Oxford, Rebeca L. (2009), Language learning strategies, Boston: Heinle Publishers (p. 47).

1.- Using linguistic clues

A. Guessing intelligently

1.- Switching to the mother tongue

2.- Using other clues

2.- Guetting help

3.- Using mime or gesture 4.- Avoiding communication partially or totally

Compensation strategies

B. Overcomming limitations in speaking and writing Language learners can GO far with compensation strategies

5.- Selecting the topic 6.- Adjusting or approximating the message 7.- Coining words
8.- Using a circumlocution or synonym

Why to use compensation strategies?

There are some reasons to use compensation strategies, some of these are: Guessing strategies, sometimes called inferencing, involve using a wide variety of clues---linguistic and nonlinguistic---to guess the meaning when the learner does not know all the words. Good language learners, when confronted with unknown expressions, make educated guesses. On the other hand, less adept language learners often panic, tune out, or grab the dogeared dictionary and try to look up every unfamiliar word---harmful responses which impede progress toward proficiency. Compensation strategies allow learners to produce spoken or written expressions in the new language without complete knowledge .

Oxford, Rebeca L. (2009), Language learning strategies, Boston: Heinle Publishers. (p. 47-49)

A. Guessing intelligently

Using linguistic clues

Using other clues

Seeking and using language-based clues in order to guess the meaning of what is heard or read in the target language, in the absence of complete knowledge of vocabulary, grammar, or other language target elements.

Nonlanguage clues may come from a wide variety of sources: knowledge of context, situation, text structure, personal relationships, topic, or general world knowledge.

B. Overcoming limitations in speaking and writing

Eight strategies are used for overcoming limitations in speaking and writing. Some of these are dedicated solely to speaking, but some can be used for writing, as well
1.- Switching to the Mother Tongue
Using the mother tongue for an expression without translation it, as in Ich bin eine girl. This strategy may also include adding word endings from the new language onto words from the mother tongue.

2.- Getting Help

Asking someone for help by hesitating or explicitly asking for the person to provide the missing expressions in the target language.

3.- Using Mime or Gesture

Using physical motion, such as mime or gesture, in place of an expression to indicate the meaning.

4.- Avoiding Communication Partially or Totally

Partially or totally avoiding communication when difficulties are anticipated. This strategy may involve avoiding communication in general, avoiding certain topics, avoiding specific expressions, or abandoning communication in mid-utterance.

5.- Selecting the topic

Choosing the topic of conversation in order to direct the communication to ones own interests and make sure the topic is one in which the learner has sufficient vocabulary and grammar to converse.

6.- Adjusting or Approximation the Message

Altering the message by omitting some items of information, making ideas simpler or less precise, or saying something slightly different that means almost the same thing, such as saying pencil for pen.

7.- Coining Words

Making up new words to communicate the desired idea, such as paper-holder for notebook.

8.- Using a Circumlocution or Synonym

Getting the meaning across by describing the concept (circumlocution) or using a word that means the same thing (synonym); for example, what you use to wash dishes with as a description for dishrag.

Examples

COGNITIVE STRATEGIES

Cognitive theory
A cognitive theory of learning sees second language acquisition as a conscious and reasoned thinking process, involving the deliberate use of learning strategies. Learning strategies are special ways of processing information that enhance comprehension, learning or retention of information. This explanation of language learning contrasts strongly with the behaviorist account of language learning, which sees language learning as an unconscious, automatic process.

Example This view leads to a classroom focus on using learning strategies that have been observed in successful language learners and to a view of the learner as an 'information-processor', with limitations as to how much new information can be retained, and who needs strategies to be able to transfer information into memory.
Oxfoord, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers

Repeating Formally practicing with sounds and writting system Recognizing and using formulas and patterns

Practicing

Recombining
Practicing naturalistically

Receiving and sending messages

Getting the idea quickly

Using resources for receiving and sending messages

II. Cognitive Strategies

Reasoning deductively

Analyzing and reasoning

Analyzing expressions Analyzing contrastively (across languages) Translating Transferring

Creating structure for input and output

Taking notes Summarizing

Oxfoord, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers

Highlighting

Repeating

Saying or doing, listening to something several times; rehearsing, imitating a native speaker.

Formally Practicing with sounds and writting systems

Practicing sounds in a variety of ways: The student create their own phonetic spelling : through = thru . Listening audios Practicing the new writing system of the target language : copying letters, words.

A. Practicing

Recognizing and using formulas and patterns

Being aware and using routine formulas such as Hello, how are you? Its time to_________.

Recombining

Combining new elements in new ways to produce a longer sequence. Linking one phrase with another in a whole sentence.

Practicing naturalistically

Practicing the new language in natural realistic settings. Participating in a conversation, reading a book or article, listening to a lecture or writing a letter. Movies, audio, role-plays etc

Oxford, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers

Getting the idea quickly (used for extracting ideas)

Using the idea quickly to determine the main ideas or scanning to find specific details of interest .

B. Receiving and sending message

Using print or non print resources such as: dictionaries, Google, word lists, etc. Tapes, TV, cds museums, exhibitions.

Using resources for receiving and sending messages (involves using a variety of resources for understanding or producing meaning)

Reasoning deductively

Using general rules and applying them to new language situations. Grammatical structures, tenses, etc.

Determining the meaning of a new expression by breaking it into parts. Analyzing Expressions C. Analyzing and reasoning These strategies concern logical analysis and reasoning as applied to various target language skills. Ss can use these to understand the meaning of a new expression or to create a new expression.
Comparing elements of the new language with elements of ones own language to determine similarities and differences. Mango=mango Actually= act Excited= emocionado

Analyzing contrastively (across languages)

Converting a target language expression into the native language at various levels: words, phrases, whole texts. Converting the native language into target language. You use one language as the basis for understanding or producing another. Translating
Directly applying knowledge of words, concepts or structures from one language to another in order to understand or produce an expression in the new language. Weekend in English and weekend in French is the same. Bon weekend.

Transferring

Taking notes:

Writing down the main idea or specific points. Raw notes or a more systematic form of note taking such as shopping list format, semantic map, etc.

D. Creating structure for input and output These strategies are ways to create structure, necessary for both comprehension and production.

Summarizing

Making a summary or abstract of a longer passage.

Highlighting:

Variety of emphasis techniques (underlining, starring, color coding.

Oxford, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers

Social Practices of the Language

Social Practices of the Language in the NEPBE
Social practices of the language represent the core referent in the definition of the NEPBEs contents. This decision complies with the approach for language teaching adopted by SEP, as stated in the syllabuses of subjects, such as Spanish and Indigenous Language:

Definition
Social practices of the language are patterns or ways of interaction, which, in addition to the production and interpretation of spoken and written texts, include several activities linked to them. Each practice has a specific communicative purpose and a history linked to a particular cultural situation.

Content distribution
Each cycle includes ten social practices of the language distributed along five units that correspond to the five two-month periods of the school year but each social practice has a different specific competency. See figure 1

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p. 25 ,37 )

Social practices of the language for 5th and 6th grade

1.Participate in commercial transactions

Specific competencies
5th grade Familiar and communicative environment
Identify and interpret transaction-related expressions in Comprehend and produce expressions about the classified ads purchasing of basic need items

6th grade

2.- Listen to, read, and record information from Identify and comprehend the topic and general idea of Identify and comprehend the main idea on news reports diverse media news in audio format of interest to the community 3.4.Read and write notes and letters Follow and give directions to go to places Interpret and write notes about everyday life Comprehend and respond to invitations through letters

Comprehend and ask for directions to walk from one Follow and give directions for commuting using public place to another transport

Literary and ludic environment

5.- Read stories and legends aloud 6.Read legends of interest to students and stimulate Interpret fantasy stories and exercise imagination creativity Discriminate stress of specific words in language games

Participate in language games with Identify and practice specific sounds in language games expressive and aesthetic purposes

7.- Read and compare aspects of Mexico and Read a short travel story (travelogues) in order to Interpret historical chronicles to compare cultural English-speaking countries discover aspects of nature and cultural expressions aspects of Mexico and English-speaking countries particular to English-speaking countries

Academic and educational environment

8.Participate in formal communicative events Look for and select information about a topic of interest Classify and interpret information about a topic of to make cards and set up an exhibition interest to present a report

9.10.-

Read and record information to solve a Identify and classify information from an illustrated Check and select information in order ti solve a problem problem guide to solve a specific problem of interest to students Read and record information to design Record information about a topic to design a Record information to make a report on activities questionnaires and reports. questionnaire related to a job or occupation

Figure 1. As you can see the 10 Social Practices of the Language are the same for 5th and 6th grade, but the specific competencies vary in each school grade. It is the same in the 3 cycles.

What are the Specific Competencies?

Definition
The specific competencies are conceived as complex and articulated configurations of the doing with, knowing about, and being through language, whose purpose is to preserve the formal aspects and functions of the language within social life. Competency in the English language does not stem from mere repetition or exposure to it for a long time. Most importantly, it is necessary to have a variety of individual and collective experiences that include different ways to participate in oral exchanges and in text reading and writing.

Purpose
through the use of competencies that involve the production and interpretation of various spoken and written texts of familiar, literary, and academic nature, students will be able to satisfy basic communication needs in different everyday, familiar, and known situations.

Content organization
The social practices of the language and specific competencies with the language have been distributed and organized in three ample social learning environments: Familiar and community, Literary and ludic, and Academic and educational. See figure 1

Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion (p. 17, 27 35)

Why Learning Environments?

Definition
Since English is not present in most of the students social environments, the school is quite often the only space where they have a chance to learn a non-native language. As a result, it is important that the school creates the necessary conditions to foster oral and written communicative situations where English is used for academic, social, literary, and ludic purposes.
Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion (p. 15)

Purpose
The purpose of the social learning environments established in the NEPBE is to preserve the social functions of the specific competencies carried out with the language, so that they become meaningful to students and can participate actively in reading and writing activities as well in oral exchanges.

NEPBE-Curricular foundations- PreschoolElementary School- Secondary School (p. 31)

What is the Familiar and Community Environment?

In this environment students should approach to English through situations that are close to them, known and familiar. In this environment the students fosters a higher self-esteem and confidence. In each school grade there are 4 social practices under this environment.

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p-32)

What is the Academic and Educational Environment?

The emphasis is on the learning strategies required to learn and study about different areas of knowledge.
Students use formal and academic language both in oral and written texts. The purpose is to act in and out of the classroom and continue learning to successfully face the challenges of our present world. In each school grade there are 3 social practices under this environment.

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p.32)

What is the Literary and Ludic Environment?

It is focused on the approximation to literature through participating in reading, writing , and oral exchanges. It intends to foster a freer and more creative attitude. Its the Opportunity to play with words (by speaking and writing). In each school grade there are 3 social practices under this environment.

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p.33)

Unit
each cycle includes ten social practices of the language distributed along five units that correspond to the five two-month periods of the school year, units include a social practice of the language and a specific competency with the language for each social learning environment, from which the contents and the actions to create a product derive. See figure 2

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p.37)

Figure 2

1 Social Practice of the Language

Specific competencies Specific competencies Specific competencies Specific competencies

1 month

1 Unit
2 Social Practice of the Language

1 month

1 Social Practice of the Language

1 month

2 Unit
2 Social Practice of the Language 1 Social Practice of the Language 2 Social Practice of the Language 1 Social Practice of the Language 2 Social Practice of the Language 1 Social Practice of the Language 2 Social Practice of the Language

1 month

School grade

3 Unit

Specific competencies
Specific competencies Specific competencies Specific competencies Specific competencies Specific competencies

1 month

1 month

1 month

4 Unit

1 month

1 month

5 Unit

1 month

Why in cycles?
Their design is organized by cycles and not by school grades, which guarantees continuity and articulation in the different grades and levels in Basic Education. Thus, the program for Cycle 1 comprises 3rd grade of Preschool, and 1st and 2nd grades of Elementary school; Cycle 2 includes 3rd and 4th grades of Elementary school; Cycle 3, 5th and 6th grades, while Cycle 4 includes 1st, 2nd and 3rd grades of Secondary school.

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p.10)

Purposes of the Cycles

Cycle 1
The purpose is to raise the awareness about the existence of a language different from their own and to get them acquainted with English by developing specific competencies particular to routine and familiar social practices of the language, through the interaction among students and spoken and written texts belonging to various social environments.

Cycle 2

The purpose is for students to acquire the necessary knowledge to understand and use English in order to recognize, understand, and use common expressions through the development of specific competencies particular to social practices of the language related to the production and interpretation of oral and written texts, pertaining to the Familiar and Community, Literary and Ludic, and Academic and Educational environments.

Cycle 3

The purpose is for students to develop specific competencies particular to social practices of the language that enable them, through the interaction with oral and written texts, to understand and use English to carry out simple, everyday communicative activities about Familiar and Community, Literary and Ludic, and Academic and Educational environments.

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p.20)

Period
They are open and flexible, since they offer guided sequences of contents that enable the teacher to carry out the adaptations demanded by specific scenarios of the complex Mexican educational system reality: There are 5 units in each grade. Each unit has 2 social practices or 2 products to develop (See figure 2). Taking into account this information you are suggested by the NEPBE to cover each social practice (or product) in one month. This means that you can cover the 5 units along the school year (10 months). But, there are several situations that delay this goal, thus you are the only one that DECIDE the time you are going to devote to each social practice. To decide this you need to take into account several things like, the complexity of the product to develop, the number of students in the group, the distribution of your classes (3 sessions, 2 sessions or 5 sessions) (See figure 3) and so on. Remember that the curricular content is designed in a very FLEXIBLE way that you can adapt it to your needs and mainly to your students needs. Then, you mention in this part the weeks or the month you consider to spend in the social practice. NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p.12)

Teacher covers a total of 2.5 weeky per group. The teacher can divide the time into sessions as it is indicated below:

2 sessions

1 hour and 15 minutes each session.

3 sessions

50 minutes each session.

5 sesisions

30 minutes each session.

National English Coordination

109

What is the product?

What is the product? The product can be perceived as a vehicle to develop the competencies of the students in each social practice. Teacher can use the product as evidence to asses the student as well. Why is it important? It is important to mention that it is not expected that students create language products identical to those of a proficient user of the language or a native speaker; they are expected to acquire in a sequenced way, the linguistic and written resources given by different texts provided to fulfill communicative purposes Content distribution On the right column of the charts (content chart) there are suggestions of actions to make a product. In order to do that, it is necessary to articulate all curricular contents shown in the midsection column of the chart. However, the teacher can use other methodological strategies (e.g., the solution of a problem or the achievement of a goal); as long as they guarantee to reach the purposes and achievements that correspond to the cycle.
Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion (p.36)

NEPBE-Curricular foundations- PreschoolElementary School- Secondary School (p.40)

How do I divide the time in each stage?

The time you spend on each stage depends on: -The purposes and characteristics of the articulation you are working with. -Your students needs and characteristics.

Product

Which product will require more time in order to be accomplished?

It depends on the difficulty of the Social practice and the proficiency level of the Ss, among others.
Formative and Academic environment are usually more complex.

SEP-TEC. PNIEB Workshop: August 2011

F.Y.I : Your final product, doesnt necessary have to be the one suggested in the Syllabus. You can substitute for something similar as long as your specific competency is covered. Example:
ETAPAS DEL PRODUCTO

- Choose a classmate and decide how many sentences the dialogue will contain. - Decide on the turns of intervention.

Inicio

- Write on the cards the sentences in the order that corresponds to each turn. - Check that the writing of sentences is complete and complies with spelling conventions.
Desarrollo

-Practice the dialogue by reading the sentences aloud. -Exchange cards with other pairs to find out other classmates expectations and practice the pronunciation and intonation of expressions in a dialogue.

Cierre

NEPBE-Syllabus 2010

What is articulation?
The curriculum contents (doing with, knowing about, and being through the language) are displayed in the central column of the charts. The contents of doing with the language are in bold, since it is the teacher who determines, depending on the students needs and characteristics, which ones to use, to what extent and in what order to plan their teaching and learning. In order to help teachers in the type of actions and knowledge expected to be covered with these contents, some of them are further explained and are signaled by a bullet to distinguish them, and are ruled by the same principle of the curricular contents: it is not expected that all actions and knowledge included are carried out, or that the proposed order or time established is followed, or covered in depth. In the case of contents of knowing about and being through the language, it is necessary to emphasize that the list is neither restrictive (different contents can be approached), nor exhaustive (since their treatment follows similar guidelines to the doing with contents). In your NEPBE plan you select the necessary contents of the syllabus (the three knowings) to develop each stage. Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion. (P. 35)

Learning TO DO..

Learning TO KNOW..

Learning TO BE..

Articulation In a process that involves an initial, development and closing phase.

It is necessary to articulate the curricular contents shown in the central column of the syllabus.
ARTICULACIN

(SABER,

SABER HACER Y SER

INICIO

DESARROLLO

The articulation consists of three stages:

CIERRE

NEPBE - Professional Development Workshop, Didactic Strategies and Class Planning SEP, ITESO

Doing with the language

The Doing with the language contents are not a simple
set of instructions that my Ss need to follow. Students will learn by doing. Curricular contents, whose clear intention is to teach what a competent English speaker knows how to do to successfully participate in activities with language in different social contexts. The contents of doing with the language are organized in a sequence that articulates the rest of the contents (knowing about the language and being through the language) in a cyclic and recurrent way. This has the purpose of helping teachers to plan the necessary stage to create a product.
NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School .

Knowing about the language

The knowing about the language contents, involves a series of aspects, concepts and topics for reflection on features, characteristics, and elements of the language, aiming at students to raise awareness about their knowledge, know aspects about the language they had not reflected before to developed confidence and versatility to use the language. It improves the students skills for reading, writing, speaking, and listening. Some contents will require a specific teaching treatment.
NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School .

Being through the language

The intercultural education does refer to the Being through the language.

Learn how to act with the language in different environments.

It is permanent . Attitudes and values when interacting with others.

NEPBE Curricular Foundations pgs. 26-30: taken from 11 ideas clave. Como aprender y ensear competencias, Grao, 2008, p.124

Achievements
Contents are of basic nature and two main references define them: the social practices of the language and specific activities with the language. This allows them to give contents a different treatment according to the learning progress of the students and the needs of communicative situations demand to tackle such contents. The relationship between the contents and their transversal reading is guaranteed.

[] every education project entails an intention, which sets its results for a future application and, therefore, is essential. To educate does not have an immediate intention, its purpose is to
NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School .

What are achievements in the NEPBE?

The proposal of achievements presented in the left column of the charts is intended to provide teachers with performance evidences about the learning of knowledge, actions, values, and attitudes that students are expected to acquire, in order to assess their progress and performance in their competence in English.
Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion

Achievements

APRENDIZAJES ESPERADOS

Curricular achievements indicate progress made by students; they express the expected competency level of development, and they provide a synthetic description of the knowledge, skills, attitudes, and values students can achieve after having studied one or more content units in a subjects curriculum.

Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion