Presentacion ciclo 4.ppt
Transcript of Presentacion ciclo 4.ppt
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NEPBE Professional
Development Workshop
Purpose,curricular elements and
planning of the NEPBECYCLE 4
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Welcome
What is NEPBE?
National English Program for Basic
Education.
In 2009 Campeche Started to work with
NEPBE.Cycle 4 started in 2011
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Modifications
Programa 2006
MCER A2
PNIEB 2011
MCER B1- CENNI 8
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The aim of the program
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ORGANIZATION IN CYCLES
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GRADES IN BASIC EDUCATION ARTICULATED IN CYCLES
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FAMILIARIZATION APPROXIMATION ACQUISITION CONSOLIDATION
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PURPOSE OF ENGLISH LANGUAGETEACHING IN BASIC EDUCATION
Students to get the necessaryknowledge to engage in socialpractices with written and orallanguage to interact with nativeand non-native English speakersby means of specific
competencies with thelanguage.
PURPOSE OF LANGUAGETEACHING IN BASIC EDUCATION
CYCLE 4
Students to consolidate theirproficiency in English in basiccommunicative situations anddevelop specific Competenciesparticular to social practices ofthe language within a range of
communicative situations, inwhich they understand andproduce, in general way, oraland written texts aboutdifferent topics.
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DISTRIBUTION OF TIME FOR CYCLES
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Importance of the English LanguageTEAM A TEAM B
What is language foryou?
How important doyou consider the
English language is
nowadays?
Why?
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Definition of Language Language is a communicative, cognitive, and
reflective activity
through which we express, exchange, and defend ourideas; we establish and keep interpersonal relationsand gain access to information; we participate inknowledge building, organize our thoughts, andreflect on our own discursive and intellectual creation.
Language shows a variety of forms
that depend on the communicative purposes, theinterlocutors, the type of text or oral interaction, andon the medium by which the exchange is carried out.
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Language implies acquiring rules of sociallyimposed (implicit) use and the ways of using
them in different social environments.
Includes the formal and the functional
purposes of English.
Not only take into account linguistic but also
cultural learning.
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Social practices of the Language
Are patterns or ways of interaction, which, include
production and interpretation of oral and written
texts and several activities linked through them.
Every social practice has a specific communicative
purpose and a history linked to a particular cultural
situation.
Explore syllabus p. 31
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Specific competencies with the language
Social practices of the language are presentedin the NEPBE through specific competencies
with the language Explore syllabus p. 31-32.
Specific competencies are formed byintegrating 3 types of learning: Doing withthe language, knowing about the languageand being through the language
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Doing with the language:
Communicative actions carried out in concrete interactive situations. Teaching treatment: learn by doing
Learn to listen by listening, to read by reading, to speak by speakingand to write by writing.
Knowing about the language:
Involves aspects, concepts and topics for reflection on features ,characteristics and elements of the language.
Learning vocabulary, grammar, writing conventions, structure of texts tocomplement the skills of the doing
Depends on the Ss needs.
Being through the language
Role of intercultural education and language diversity
Contents are transverse and permanent
TYPES OF LEARNING
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Social Learning environments
Implement social environments in the classroom to create
opportunities to learn the diverse communicative registers
and formats necessary to participate successfully in social
practices of the language.
They help to preserve the social functions of the specific
competences so they can become meaningful for the Ss.
In each of the 3 social learning environments the language is
used for an specific social purpose.
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Familiar and Community:
Approach English through situations that are close to them, known and
familiar.
Use of the language to interact in every-day life communicationHelps to foster higher self- esteem and confidence in the capacity to learn
of the Ss.
Educational and academic environment:
Emphasize the language strategies required to learn and study in
situations where formal and academic language is usedSs learn how to participate in social practices of the language that include
knowledge about other areas of knowledge.
Literary and ludic environment:
Approximation to literature through reading, writing, speaking and
listening to activate Ss knowledge to contrast interpretations andopinions.
Fosters a freer and more creative attitude to help Ss appreciate other
cultures.
It also encourages Ss to play with words and texts.
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Mapa Curricular
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Ciclo
Grado
Bloque
Ambiente social deaprendizaje
Aprendizajes esperados
PSL/Competenciaespecfica
Producto
Ambiente social deaprendizaje
Aprendizajes esperados
PSL/competenciaespecfica
Producto
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Distribution of the social practices of the languages
Cycle 4
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Distribution of the social practice of the language by
grade and environment
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PLANNING
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Form teams of 6 people. In each team, assign a time-keeper, amotivator, a spokesperson, a secretary, a reviser and a moderator.
The role of the secretary is to take note of the answers. These
notes will be needed for the next part of the activity.
The role of the moderator is to ensure orderly participation.
The role of the reviser is to ensure the quality of the final product.
The role of the spokesperson is to share the teams responses with
the whole group.
Each person rolls the dice and answers a question corresponding to
the number on the dice. If a number is repeated, a different
question should be chosen.
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In your teams, make a poster like the following chart:
Using the teams answers registered by the secretary,
complete the chart with the teams strengths andweaknesses.
Share (spokesperson) the teams chart identifying common
areas of strengths and weaknesses with the whole group.
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Strengths Weaknesses
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LESSON PLAN
SCHOOL:
ZONE: SECTOR: GRADE: GROUP:
PLANNING FROM:
CURRICULAR STANDARDLANGUAGE AND COMMUNICATION
UNIT:
SOCIAL PRACTICE OF THE LANGUAGE: ENVIROMENT:
SPECIFIC COMPETENCY: ACHIEVEMENT (S):
CONTEN
TS
DOING WITH THE LANGUAGE:
KNOWING ABOUT THE LANGUAGE:
BEING THROUGH THE LANGUAGE:
ACTIVITIES
TOTAL TIME: 2 Hours MATERIALS: (MEDIA, SOFTWARE, TEXT BOOK AND OTHER RESOURCES).
EVALUATION (Assessment)
INSTRUMENTS: (PORTFOLIO, RUBRIC, HOMEWORK, EXAMS, QUIZ).
PRODUCT:
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Evaluacin La evaluacin posee las mismas caractersticas.
Global
ContinuaFormativa
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