CICLO 2-3. Guía de Trabajo Ingles

PROGRAMA NACIONAL DE INGLÉS PARA
EDUCACIÓN BÁSICA (PNIEB)
Guía de trabajo Ciclo 2

Fortalecimiento académico para profesores de Inglés. Fase piloto
Dirección General de Desarrollo Curricular/ SEB/ SEP

PÁGINA LEGAL
Programa Nacional de Inglés para Educación Básica (PNIEB). Fortalecimiento académico para profesores de Inglés.
Fase piloto. Guía de Trabajo Ciclo 2, fue elaborado por la Coordinación Nacional de Inglés, adscrita a la Dirección
General de Desarrollo Curricular, de la Subsecretaría de Educación Básica de la Secretaría de Educación Pública.
Mtro. Alonso Lujambio Irazábal

Secretario de Educación Pública
Mtro. José Fernando González Sánchez

Subsecretario de Educación Básica
Mtro. Leopoldo Felipe Rodríguez Gutiérrez

Director General de Desarrollo Curricular
Dr. Juan Manuel Martínez García

Coordinador Nacional de Inglés
[Academic strengthening for English language teachers. Testing phase] WORK GUIDE CYCLE 2
Index
Presentación …………………………………………………………………………………………………………..…….…………….….. 4
Introduction ……………………………………………………………………………………………………………..….……………….… 6
Unit 1 Guidelines and characteristics of the PNIEB …………………………………………….……………………………………. 10
Unit 2 Purposes and study subject of the PNIEB ……………………………………………………….………….…………… 27
Unit 3 The social practices of the language and curricular proposal of the PNIEB ………….…………………………..… 43
Unit 4 Assessment ………………………………..……………………………...…………………………..………….…………………… 65
Unit 5 The function of English language teachers in the PNIEB ….………………………………..….………………. 83
Unit 6 Factors that take part in the planning of work in the classroom …………………….…………………………...……. 95
Bibliography ………………………………………………………………………………………..…………………………………………… 114
Annex …………………………………………………………………………………..……….…………………………………………………… 116
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Presentación
Los principios normativos que establece el artículo tercero constitucional, la transformación educativa que alienta el
Plan Nacional de Desarrollo 2007-2012 y los objetivos señalados en el Programa Sectorial de Educación 2007-2012
(PROSEDU), han constituido la base rectora para dar sentido y ordenar las acciones de política pública educativa en el
México de las próximas décadas.
En este marco y con base en las atribuciones que le otorga la Ley General de Educación, la Secretaría de
Educación Pública estableció como objetivo fundamental del PROSEDU “Elevar la calidad de la educación para que los
estudiantes mejoren su nivel de logro educativo, cuenten con medios para tener acceso a un mayor bienestar y
contribuyan al desarrollo nacional” (SEP 2007:11). La principal estrategia para la consecución de este objetivo en
educación básica dispone “realizar una reforma integral de la educación básica, centrada en la adopción de un modelo
educativo basado en competencias, que responda a las necesidades de desarrollo de México en el Siglo XXI” (SEP
2007:24), con miras a lograr mayor articulación y eficiencia entre preescolar, primaria y secundaria.
El PROSEDU también establece que “Los criterios de mejora de la calidad educativa deben aplicarse a la
capacitación de profesores, la actualización de programas de estudio y sus contenidos, los enfoques pedagógicos,
métodos de enseñanza y recursos didácticos” (SEP 2007:11). A su vez, la UNESCO1 ha señalado que los sistemas
educativos necesitan preparar a los estudiantes para enfrentar los nuevos retos de un mundo globalizado en el que el
1
Delors, J. La educación encierra un tesoro. Informe a la UNESCO de la Comisión Internacional sobre la Educación para el siglo XXI, pp. 31 y ss.
4
contacto entre múltiples lenguas y culturas es cada vez más común. La educación tiene, en este contexto, la obligación
de ayudar a los estudiantes a comprender las diversas expresiones culturales existentes en México y el mundo.
Desde esta perspectiva, la Subsecretaría de Educación Básica reconoce la necesidad de incorporar la asignatura
de Inglés a los planes y programas de estudio de educación preescolar y primaria y realizar los ajustes pertinentes en
los de Inglés para secundaria, con el propósito de articular la enseñanza de esta lengua extranjera en los tres niveles
de educación básica y de lograr, a través de esta articulación, que al concluir su educación secundaria los alumnos
hayan desarrollado la competencia plurilingüe y pluricultural que necesitan para enfrentar con éxito los desafíos
comunicativos del mundo globalizado, construir una visión amplia de la diversidad lingüística y cultural a nivel global y
respetar su propia cultura y la de los demás.
Con el fin de instrumentar las diversas acciones que hagan posible la articulación de la enseñanza de inglés, la
Secretaría de Educación Pública puso en marcha el Programa Nacional de Inglés para Educación Básica (PNIEB o NEPBE*
por sus siglas en inglés), del que se derivan programas de estudio para los tres niveles de educación básica elaborados
a partir de la alineación y homologación de estándares nacionales e internacionales, la determinación de criterios para
la formación de profesores, así como del establecimiento de lineamientos para la elaboración y evaluación de
materiales educativos y para la certificación del dominio del inglés.
Una de las acciones previstas es el desarrollo de reuniones nacionales de fortalecimiento académico para
profesores de inglés, que tienen como finalidad ofrecer información y asesoría técnico-pedagógica que coadyuve a las
tareas necesarias para la implementación y generalización de los programas de estudio correspondientes a los cuatro
ciclos del Programa Nacional de Inglés para Educación Básica.
* National English Program in Basic Education.
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Introduction
The PNIEB contemplates, within its testing phases, the organization of nation-wide meetings whose objective
is the academic strengthening of basic education English language teachers by giving them a place to reflect
upon the characteristics and elements of study programs.
The possibility of making the development of PNIEB’s study programs a viable reality in the educational
practice of those charged with the teaching of the Asignatura estatal. Lengua adicional: Inglés will depend on
the commitment and response that the various actors in the school community (educational authorities,
teachers, students, parents or guardians) show in face of the challenges carried by both the adoption of this
subject by the preschool/primary study programs and the adjustments made to that subject’s study
programs in secondary level.
From this perspective, the work guides which complement the training workshops -of which Cycle 2 is
included here- represent the opportunity to share qualms, questions and expectations about the curricular
proposal and the possibility to reflect upon its propositions and elements, so that it is feasible to incorporate
it into the educational practice of English language teachers in public schools all across the country.
It should be mentioned that the development and implementation of a national curricular program
destined to the teaching and learning of a foreign language for the first time in all of the basic education
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levels (preschool, primary and secondary) inevitably leads to the educational authorities and the teachers
assuming the responsibility of preparing themselves and creating the conditions necessary to offer every
student the same learning opportunities, in order to ensure they all have the possibility to satisfy their needs
and reach the goals set in the PNIEB’s study programs.
Consequently, both the subject teacher and the school community as a whole must be aware of the
necessity there is of creating learning environments in which their students can use English in an appropriate
way with social and learning goals.
It is under these principles that the curricular foundations and study programs of the PNIEB establish as
a main objective the assimilation of social practices of the language, as it is through involvement in these
that communication gains relevancy and, as a consequence, language is acquired. Therefore, the PNIEB
requires that teachers are capable of appreciating both the relationship between the English language and
social context, as well as the functions and social/cultural meanings involved in the processes and behaviours
inherent to various communication situations.
The Coordinación Nacional de Inglés de la Dirección General de Desarrollo Curricular de la Subsecretaría de

Educación Pública has undertaken the task of developing, for its 2010-2011 school year test stage, the
aforementioned national meetings for basic education English language teachers, together with the
corresponding Guías de Trabajo and Guías de renivelación, with the purpose of displaying the parameters and
elements of the curricular proposal contained within its study programs as well as offering the didactic
background needed for its adoption.
7
Work modes. Symbology.
Individually In pairs In groups Plenary meeting
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Unit 1
[Academic strengthening for English language teachers. Testing phase ] WORK GUIDE CYCLE 2
Unit 1
Guidelines and characteristics of the PNIEB
Aims
I. Content: Guidelines of the PNIEB
 Recognize and comprehend the guidelines which
1. Answer the following questions. rule the PNIEB.
 Reflect upon the general characteristics of the
study programs and their implications in the
educational practice.
2. Read the following information. According to

the Political Constitution of the United Mexican
States, in Article 3. Education in Mexico:
2
.
2
Source (adaptation) Constitución Política de los Estados Unidos Mexicanos, available at: www.cddhcu.gob.mx/LeyesBiblio/pdf/1.pdf
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3. Circle the group or groups of Mexicans which, according to your opinion and considering the previous
information, have a right to be educated in our country.
4. Write down three sentences which guided education to the fulfillment of one or various characteristics
established in Article 3 of the Constitution: national, democratic, laical, free of charge and obligatory. Observe
the provided example.
 Promote collective commitments oriented to the defense of human rights, respect for diversity, rejection of violence and
strengthening of values, directed to coexistence, in spite of differences.
 ___________________________________________________________________________
___________________________________________________________________________
 ___________________________________________________________________________
___________________________________________________________________________
 ___________________________________________________________________________
___________________________________________________________________________
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5. Get together with colleagues who, like you, teach the same grade in Cycle 2. Revise and share the answers to
the previous exercises and complete the following activities:
 Describe and make a list in the following space, about the most relevant aspects which characterize the
students of your grade and that, in your opinion, should be considered to work with the contents of the
tasks. Observe the example.
The students of grade _______________________

Are characterized by:
 Being in the initial literacy phase of their native language.

 Having attended a school for at least 2 years.
The students of grade _______________________

Are characterized by:
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 Analyze and define the behaviour rules that you consider pertinent to establish in the classroom to
promote respect for diversity, rejection towards violence and strengthening of values directed to a healthy
coexistence. In practice, these kinds of rules require the participation and agreement of students.
 Considering the students’ characteristics and the rules they defined, elaborate standing rules. Observe the
following example, adequate for 3rd grade primary.
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6. Read the following information in the content tables, consult the study programs of the grade you are working
with and write down the collective commitment that is necessary to promote in the empty column. Observe the
example.
Example: 3rd grade primary, Unit 3, academic and formation environment
What is said in the study program What happened in the classroom Collective commitment
Complete interrogative sentences Only the kids who know the right The same participative opportunities for
with question words. answer participate.
every member of the group.
3rd grade primary, Unit 3, literary and ludic environment

Practice the spelling of the words that Since he takes too long spelling out the words, the
answer a crossword. members of his team won’t let him participate.
4th grade primary, Unit 1, familiar and community environment

Point out the speakers and A team member always wants to be the first to
differentiate their turns of answer and skips the others interventions.
intervention.
7. Share and compare the answers to the previous exercises. Exchange points of view and opinions to reach
agreements.
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II. Content: General characteristics of the study programs of the PNIEB
1. Read the following sentences that summarise the instructions that led to the development of the study
programs of the PNIEB as well as the rest of the primary school subjects. Based on your opinion, number
them, from 1 to 8, according to their importance.
Guidelines for the development of the PNIEB’s curricular proposal
______ Align secondary education with primary and preschool.

______Focus the students’ formation:
a) On the competencies to do, to know and to be through.
b) On the identity, differences and social characteristics.
______ Offer the same formative opportunities to all students.
______Generate conditions for the coexistence among young people. Encourage their creativity and find answers to their interests,
needs and knowledge.
______Promote collective commitments, directed to the defense of human rights, the respect to diversity, the rejection of violence
and the strengthening of values directed to coexistence.
______ Incorporate the use of new Information and Communication Technologies (ICT), as a tool for study.
______Consider the postulates of education in Mexico: national, democratic, free of charge, obligatory and laical.
______ Include, the learning contents from the fields of knowledge of the curriculum, and the pertinent proposals for the teaching of
the subjects.
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2. Explore Cycle 2’s study program and compare it to the programs for Cycles 1 and 3. Search for the different
components that show the articulation of the three educative stages: preschool, primary and secondary.
Complete the following content table with this information.
General purpose of the PNIEB:
Organization of the grades Cycle 1 Cycle 2 Cycle 3

corresponding to the three
educative stages in cycles: grades grades grades
Content distribution
throughout the school year:
Achievement indicators for

each unit:
Object of study:
Types of program contents:
Social environments:
3. Share the answers to the previous exercises. Look for examples that show that the students’ formation is
centered on competencies in the study programs of the grade you are working with, and perform the following
instructions:
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- Select and write a specific activity with the language in the figure entitled “Competency”.
- Choose a content from the “learning to do with the language”, “learning to know about the language” and a
third one from the “learning to be through the language”, in accordance to the specific activity with the
language you chose. Make sure that the contents of the “to be” and “to know” are the ones required to
approach the contents of the “to do”. Write it down in the correspondent figures.
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4. Identify in the study programs of Cycle 2, work strategies that promote learning opportunities for all students,
and write down two examples in the following box.
5. Locate the table “Specific activities with the language. Distribution by environment and grade.” in the Cycle 2
study programs and carry out the following activities:
 Read the language practices for each of the learning environments that correspond to the grade you are
working with.
 Comment on the similarities and differences that you each find and write them down in the following table.
Include the grade as a headline.
Similarities Differences
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6. Observe the following images and comment, in your opinion, which correspond to Information and
Communication Technologies (ICT) which can be used to support the teaching processes and the learning of
English as a foreign language, which ones don’t and why. Afterwards carry out the following tasks:
 Choose a grade from Cycle 2 and locate your curriculum content tables in the study programs.
 Select the social practices of the language that you consider make use of each one of the ICTs that appear
in the images and copy them in the indicated place.
 Write in each line three ways to use this technology to help carry out the contents in the practice you
chose.
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7. Consult the section titled “The National English Basic Education Program. General Observations.” of the
Fundamentos curriculares, observe figures 2 and 33 and answer the following:
 Total amount of hours destined to the English subject in Cycle 2:

 Hours destined to the English subject in Cycle 2 by:
- Week:
- Month:
- Year:
3
Every new curricular program involves a generalization that includes several stages. Currently, the PNIEB remains in its testing phase, which means the total of
the hours (1060) destined to reach the B1 level isn’t accumulative. However, the following stages will become closer to these time conditions.
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8. Choose a school grade and, according to the time assigned to the subject of English and the purposes in Cycle
2, write down which would be the outcome profile you would expect the students to have, by the end of the
grade you chose. Include the grade as the headline for the table.
At the end of the school year, students will be able to:
 Compare the answers you gave for the previous exercises with the objectives and achievements in the study
programs of Cycle 2.
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9. Read and compare the following hypothetical situations which describe the outcome profile of students who
attended the grades (3rd and 4th grades of primary) that correspond to Cycle 2. Comment on the similarities
and differences you find between both.
Recognizes and distinguishes English as a different Recognizes and distinguishes English as a different
language from its own. Shows motivation to learn this language and culture from its own. Shows a positive
language. Comprehends the meaning of a group of words attitude in the learning of this language. Comprehends
when he listens to them. He is capable of rewriting words basic greeting and courtesy expressions used in the
from a list. He shows an insecure and fearful attitude classroom. Shows motivation and interest to participate
towards real communicative exchange in English. in communicative exchanges proper of daily life.
10. Explain the reasons why the profile for the first case, contrary to the second case, does not fulfill the
objectives established in the PNIEB. Write down the conclusions you reach on the following blank space.
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To conclude
Read and analyze the following diagrams, which summarise the work done throughout this unit.
Diagram 1
23
Diagram 2 Diagram 3
Curricular focus
WHAT
TO WHOM
Learning to
know about
Preschool
Learning to Learning to
be through do with
Competece
Identity
I
Secondary Primary
Social
Diferences
Characteristics
24
Diagram 4
HOW
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Unit 2
[Academic strenghtening for English teachers. Testing phase] WORK GUIDE CYCLE 2
Unit 2
Purposes and study subject of the PNIEB
I. Content: General objective of the PNIEB and specific Aims
purposes of Cycle 2.  Reflect upon the general objectives of the
PNIEB and the specific aims of Cycle 2.
 Review and analyze the established guidelines
1. Read the two aims in the following table that numerous in the educational guidelines of the PNIEB and
schools and teachers have proposed for the teaching and its relevance to the organization and definition
learning of English as a foreign language. of program contents of Cycle 2.
2. Write down the advantages and disadvantages for you and

your students to consider only one or both of the two
proposed aims.
That the students learn: Advantages Disadvantages

1. The formal characteristics of the
English language.
2. The functional characteristics of

English based on a discourse or texts.
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3. Locate the general objective of the

teaching of English as a foreign
language that appears in the study
programs of Cycle 2, compare it with
the previous aims and write your
answers to the following questions:
4. Read the following parts which

compose the general objective of the
PNIEB and write down on the line,
what characteristics (formal,
functional or both) you consider
apply to each one. Order the parts
from 1 to 4 in the sequence, which
according to your criterion
represent the importance of each
one and write the number within the brackets.
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5. Complete the following table, writing in the right column what the following specific aims of Cycle 2 from the
PNIEB mean, in your opinion.
Aims of Cycle 2
At the end of Cycle 2, students are expected to:
Express simple opinions and requests in

familiar contexts.
Recognize basic instructions, information

and advertisements.
Identify basic aspects of pronunciation and

vocabulary used in everyday life contexts.
Use expressions to refer to personal

aspects and needs.
Respond to spoken and written language in

different linguistic and non-linguistic ways.
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Use different strategies to solve everyday

problems, as well as to look for information
about concrete topics.
Understand unfamiliar or unknown

vocabulary by means of specific strategies.
Identify the most relevant similarities and

differences concerning the English
language.
Establish a basic social contact with their

linguistic repertoire.
6. Get together with colleagues, comment on the answers given to the previous exercises, discuss and reach
agreements to create consensus.
30
7. Choose two specific aims of Cycle 2 and, based on these, complete the following specific activities with the
language. Include the school grade you are working with in the headline. Observe the example:
First grade
Example:
Purpose: For children to express opinions and simple requests in familiar contexts
List of specific activities with the language:
• Listen and recognize expressions related to personal expectations about the school year in a dialogue.
• Recognize and comprehend expressions to obtain what is wanted or required from someone.
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8. Read the following information and share your opinions and points of view.
Tensions between curricular and extra-curricular aims1

Social (or communicative) aims inside the school tend to be relegated or excluded insomuch as didactic aims
are placed first, which leads to a first tension:
 If the school teaches how to listen, speak, read and write with the only aim of students learning to do so, then,
they won’t learn to use these abilities to accomplish other purposes, such as, the ones one has in social life.
 If the school (or the text books) abandon the didactic aims and assume the ones in the social
practice, it will abandon its teaching function as well.
1 Source (Adaptation) Lerner, D. (2001) Leer y escribir en la escuela. México, FCE/SEP.
9. Explain and comment on how you would resolve the tension between the previously mentioned aims in the specific
activities with the language that you suggested in exercise number 7. Write your conclusions in the following blank
space.
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10. Select one of the aims you worked on in exercise number 7 and describe the steps that are to be followed
in the planning of work that allows students to include listening and reading comprehension, speaking, and
writing in English, as well as learning how to use these four basic skills within the context of social life in
which English is used. Write them down in the following square.
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II. Content: The object of study of the PNIEB

1. Read the social practices of the language in the following table and mark with a √ ___ the language or
languages with which you consider these practices can be worked with.
Native language Foreign language

Comment the news
Dialogue to buy products
Write e-mails
Read publicity advertisements
Express an opinion about the contents of a lecture
Read short stories
2. Gather with a colleague and discuss your individual answers from the previous exercises to reach an
agreement.
3. Observe the images that represent various real communication contexts and, in the space below them,
explain how you would use language for one or two of the following actions:
34
A resting place A hospital or health center A civic act A gathering with friends
___________________ ___________________ ___________________ ___________________

___________________ ___________________ ___________________ ___________________
___________________ ___________________ ___________________ ___________________
4. Form the definition of language used by the PNIEB by linking the information from the right column with the
one from the left column with a line. Observe the example.
 Language is an activity   exchange and defend our ideas;

 by which we express,  that is communicative, cognitive and reflective
 we establish and keep  our own discursive and intellectual creation.
 gain access to  our thoughts
 participate  interpersonal relations and;
 organize  in knowlge building,
 and reflect on  information;
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5. Write the definition of language that you obtained by linking the information from both columns in the box
below.
 Review the language definition used by the PNIEB in section 5 (Foundation), in the Fundamentos curriculares
document, compare it with the one you wrote and comment on whether you managed to answer the previous
exercise correctly or not, how you did so and why.
6. Read the following statements and write down in the column to the right a T or F, whether you think they are,
true or false:
Abilities, knowledge and attitudes of language are not always necessary while communicating since they are used separately.
Basic language skills (listening, speaking, reading and writing) are the components that constitute the social practices of language.
Attitudes and knowledge of language are what is important in social practices.
Attitudes, abilities and knowledge are components which form the social practices of the language.
Abilities, knowledge and attitudes are both learnt and mobilized through social practices of language.
Social practices of language vary according to the situational context in which they are developed.
Social practices of language exist and are developed at school.
It is not possible to participate in social practices of language without previously dominating the formal aspects of language.
Abilities are the only thing required to participate in social practice of the language.
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 Once the previous exercise is finished, check the definition for social practices of the language in section 6
(English Teaching Approach) of the Fundamentos curriculares document and check your answers.
7. Read the information in the following table and write in the right column a possible cause for which the participation in
the social practices of the language, exposed in the left column, was not successful.
Participation in the social practices of the Cause of the problem

language
Example: Read his grandmother’s recipe, but the cake did not He skipped or left out a step in the recipe: “add baking soda”.
rise.
The letter he sent was sent back by the post office.
She yelled to her boyfriend to wash the dishes, he got very angry and did
not help her.
I told him- “go up there, then turn and go straight up…” but he left and I
was left talking to myself.
He asked his sister for a favor, but she didn’t do it.
37
He did the exact opposite of what I asked him to do.
He didn’t understand the reading aloud he was listening to.
They gave him back the format over and over again.
They asked him for a summary, but he turned in a text longer than the
original one.
8. Choose one of the cases presented in the previous table and write down what knowledge, abilities and/or
attitudes with the language would be necessary to work with in order to make the participation of the people
involved in the social practice of the language successful. Justify your choice.
38
9. Complete the following table by writing down the knowledge from to do, to know and be through that you
consider necessary to request a salary raise. Observe the examples.
Learning to do with the language Learning to know about the language
Explore several salary raise request forms to know what they Textual elements of a request form: greeting, farewell,
are like, what parts they are conformed of, how they end, content, signature, address, etc.
how they begin, etc.
Learning to be through the language
Respect for the fellow speaker.
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To conclude
Read and analyze the following diagrams which summarise the contents worked throughout this unit.
Diagram 1
Purpose General of the

PNIEB
Obtain the necessary knowledge to participate in and oral and written

social practices of the language with native abd non-native English
speaker by means of specific activities with the language.
Purpose of cycle 2
That students acquire the necessary knowledge to understand and use the English
language to recognize, understand, and use common expressions as well as to achieve
this goal through participating in social practices of the language via specific activities
with the language engaged with the production and interpretation of oral and written
texts, pertaining to the familiar, formation, academic and literary environments.
40
Diagram 2
41
Unit 3
[Academic strengthening for English teachers. Testing phase] WORK GUIDE CYCLE 2
Unit 3
The social practices of the language and
curricular proposal of the PNIEB Aims
 To reflect upon the social practices of the language as
the PNIEB’s object of study and the curricular contents
I. Content: Social practices of the language which are derived from these.
 Characteristics of the Cycle 2 curricular proposal.
1. Read the following excerpt and decide if the highlighted

elements match the main ideas.
Concepts derived from the subject approach¹
 Mind and reasoning are concepts that cannot be considered as independent from the activities and
environments in which they are manifested*, since knowledge is not isolated from the cognitive
process, nor are people from the activities and environments in which they operate. Therefore, the mind
and social-cultural environment are mutually constructed. As stated by Lave, “…cognition is placed in the
process of experiencing the world and in the experienced world, through activity, in a context”.
 The acquisition of culturally-significant knowledge according to Lave (1991 in Biddle, B. et al.

2000:40): “…should be understood as the process through which one becomes a member of a
community [this is to say as] the progressive possession of the legitimate peripheral participation of a
whole person in some practicing communities. Lave (1991 in Biddle, B. et al. 2000:40) states as well: “in
which experts and apprentices interact in a culturally-significant practice”.
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 Learning constitutes, as stated by Rogoff (1994 in Biddle, B. et al. 2000:42), a “function in the changing
of roles which is produced when a person participates in a community of learners and becomes an
expert member in it and, it is defined as a transformative process in participation”. Therefore,
involvement is the most pressing matter, while the changes in the nature of the activity are produced
through the progressive involvement of the learner.
 Development is the process which occurs when a person relates to, understands and handles
problems or specific types of activities, turning these into units of analysis and interpretation. As
such, fundamental in cognitive development is collaborative espousement understood as a
progression in the nature of the interaction between an adult (expert) and a child (apprentice), as can be
affirmed paraphrasing Rogoff’s concepts.
1
(Adaptation) Biddle, B. et al. (2000) La enseñanza y los profesores II. La enseñanza y sus contextos. Paidós, Barcelona.
*The emphasized sections are not originally in the text, they were included by the author of the Guías de trabajo. Due to lack of the
original material in English, the quotes in these document have been formulated by the translator
2. Comment and exchange opinions and perspectives on the previous excerpt and read the following statement
which corresponds to one of the highlighted elements you just read.
[…] Mind and reasoning are concepts that cannot be considered as independent from the activities and
environments in which they are manifested […]
3. Consult section 5 of the Fundamentos curriculares document, analyze the meaning the English language subject
acquires with the information you just read, and complete the following statements:
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 Reasoning over the formal aspects of a foreign language cannot be considered independent from the
communicative activities and the social environments in which they are manifested because...
 It is not possible to acquire, learn, or develop knowledge without the possibility of considering them...
 If the “cognitive process” is understood as a series of moments or stages a person goes through in order to
acquire knowledge, then “social environments” are understood as…
45
4. Get together with several colleagues and comment on the answers to the previous exercises. Afterwards, choose
a grade from Cycle 2 and do as follows:
 Read and discuss the information found in the first column of the table relevant to your grade.
 Assess what students of the selected grade need to “know” about English and the attitudes or behaviours
adopted by speakers, in order to “do” what is instructed in each of the points found in the table’s first column.
Once you reach an agreement, write down said “knowledge”, “attitudes” or “behaviours” on the right hand
column.
3rd Grade of Primary
 Understand steps and instructions to make or build

a simple object.
 Participate in the writing process of an instruction

leaflet to make an object.
 Read an instruction leaflet, with help.
46
4th Grade Primary
 Explore and listen to the words of songs that the

group finds interesting.
 Listen to different songs and follow the words

orally.
 Identify the parts that make up the writing of

songs.
 Revise punctuation and spelling rules.
5. Read the highlighted part belonging to one of the quoted concepts by Biddle, B. at the beginning of this unit and
explain in your own words what is meant by “culturally-significant knowledge”. Write a single answer in the
space provided.
The acquisition of culturally-significant knowledge as the process through which one becomes a
member of a community […]
Culturally-significant knowledge is that which...
47
 Write in the left column the names of three communities you form part of, and in the right column, the reasons
why you are a member of those communities.
Example: I’m a member of the Mexican community Because I think and act as a Mexican
a) I’m a member of Because
b) I’m a member of Because
c) I’m a member of Because
 Reflect upon the following definition of learning that belongs to one of the highlighted portions of the text with
which this unit begins and share your interpretations.
[…] Learning constitutes [a] change of roles which is produced when a person participates
in a community of learners and becomes an expert member of it […]
 Read the following social practices and underline “expert” or “apprentice” as the case may
be. If you chose “expert”, write down in the provided space how you managed to become
one. If, on the other hand, you chose “apprentice”, write down how you could become an
expert.
48
a) Manipulate reed to weave a chair with it: Expert Apprentice
b) Use the television: Expert Apprentice
c) Follow and provide instructions to travel from one place to another: Expert Apprentice
6. Closely observe the table Social Practices of the Language. Distribution by environment found in the study
programs of Cycle 2 and, among your group, discuss in which of the specific activities with the language you
consider yourselves experts, in which you don’t, and why.
7. Discuss the following definition taken from the highlighted parts in the “Concepts derived from the subject
approach” text with which this unit begins and consider how you may transform specific activities with the
language into “units of analysis and interpretation” for your students.
Development […] process which occurs when a person relates to, understands and handles problems or
specific types of activities, turning these into units of analysis and interpretation […]
49
 Choose a specific activity with the language by grade and write in the space provided what you consider would
be needed to be done in order for the students to make a transition from “apprentices” to “experts” in that
particular English language activity. If you deem it relevant, read through your chosen specific activity’s contents
in the study programs.
3rd Grade Primary
Specific activity with the language: _________________________________________
Apprentice Expert
4th Grade Primary
Specific activity with the language: _____________________________________________
Apprentice Expert
50
II. Content: Characteristics of the PNIEB’s curricular proposal
1. Read and fill-in the following statements by writing in the brackets the option you consider correct.
( ) In the PNIEB’s Cycle 2 study programs, a. A system of social communication, interpreted within specific contexts.
English is understood as:
b. A system of elements structured by hierarchy, which relate to each other.
c. A functional linguistic system, focused on the expression of meanings.
( ) The core idea regarding the configuration a. The set of basic language abilities: listening, speaking, reading and writing.
of study program contents for the PNIEB’s
Cycle 2 is: b. The set of formal knowledges derived from the models that constitute a
language.
c. The set of social practices of the language, understood as forms of

interaction through speech and text.
( ) The general purpose of the study a. Are acquainted with the elements which structure the English language
programs for Cycle 2 of the PNIEB is that through the analysis of linguistic, phonological and morphosyntactic models,
students: as well as the phrasal and textual ones.
b. Are able to effectively communicate in English within various social and

cultural contexts, as well as use the English language differently depending on
such contexts and the aims pursued in this foreign language communication.
c. Interpret and reproduce the meaning of speech and text in English.
51
2. Comment and share your answers to the previous exercise. In the document Fundamentos curriculares find
section 6 titled English teaching approach, and carefully read points a, b, and c, which describe the three
types of curricular contents which comprise Cycle 2’s study programs. Discuss and consider the consequences
that understanding language as an activity has in a curricular proposal. Perform the following activities.
 Locate and read the section entitled Content organization in the study program of the Cycle 2 you’re
interested in and answer the following questions orally:
52
 Look at the following chart which has the answers to the previous questions, from the inside to the outside.
 Choose three social practices of the language, one belonging to each social learning environment, from the grade
you have been working on. Write it down on the central circle. Afterwards, copy the previous questions starting
at the centre and working your way outward.
Example:
53
Family and community environment Literary and ludic environment Academic and formation environment
3. Read the following extracts and label them according to the conceptions of language and the achievements of the
approach they correspond to.
 Present and explain with your team the elaborated graphic layout.
54
Conception of the language in the approach: Structuralist. Functional and focused on practices of the language.
_______________________ __________________________
A tool which enables the the development of __________________ A system of structurally-related
personal relationships, the making of social A medium which enables the elements which enable the encoding
transactions between individuals and the expression of functional meanings. and decoding of meaning.
participation in social practices.
Achievements in the approach: Systematic-normative, semantic-functional and social-cultural.
_______________________ __________________________
Highlights the semantic and communicative __________________ Focuses on the processes by which the
dimension, focusing –beyond structural and Knowledge of elements of the social practices of the language are
grammatical elements- on the specification system: phonic and grammatical constructed in everyday life, through the
and organization of the contents of teaching units, lexical elements and exchange of interaction and discussion
through categories of meaning and function. grammatical operations. (negotiation) of meaning within various
contexts.
55
4. Closely watch the following images, read the dialogues and write, next to each number, the letter of the
approach description that matches.
Approaches: (A) Structuralist, (B) Functional and (C) Focused in practices of the language
Now that you know which object

you’ll assemble, write the
Should we draw it first? instructions so others may do so
as well
1._____ Listen up! Copy the list of
We should see how What should we do first?
prepositions off the board and
use each one in a sentence. many parts it has. Cortar… Cut.
Parts of a car… tyres… Cut the cartón… How do
doors… you say cartón?
Cartón, paper
Puerta, door,
and puertas?
Look! This picture No, paper is papel
shows all the parts and
3._____
their names!
King… Where is
2._____ it? There’s five.
Draw the
story’scharacters Here! Cinco
and write their King is five
names.
Princess is What is
princesa, but
there aren’t any.
“princesa” in
English?
56
5. Get together with a colleague and consider which of the following elements is related to each of the blocks shown
below. Once the relationships have been established, write them in the appropriate place on the table titled The
changes that have been produced in education found at the end of this exercise.
(a) Social mediation (c) Homework (e) Tools

(b) Teaching (d) Learning (f) Assessment
(g) Curriculum
57
The changes that have been produced in education2
Components Today Before
Example: Communities of learning individuals Individual

a) Social Mediation Collaboration Competition
Speech Recitation
(Adaptation) Biddle, B. et al. (2000). La enseñanza y los profesores II. Barcelona, Paidós, p.137
2
58
6. Consult the study programs for Cycle 2 and complete the following statements.
 Each of the school grades in Cycle 2 has ___ units.

 Each unit corresponds to an _____________.
 Cycle 2 contains a total of ____________ social practices of the language and _____________ specific activities
with the language.
 Each school grade in Cycle 2 has a total of _____________ social practices of the language and _____________
specific activities with the language.
 For each social practice of the language, _______________ is set as an example.
 Throughout the blocks, the social practices of the language and the specific activities with the language
are divided into three _______________.
 The social learning environments are: ________________________________________________________________________
 The _________________ environment is the one containing the most social practices and specific activities
with the language.
 Each block is divided into _____________________ social learning environments.
 The _____________________ are found at the end of each unit.
 In an annex at the end of a cycle, the ____________________ can be found.
59
To conclude
Table 1
Conceptions of language
Approaches
Structuralist Functional Social Practices of the language
Tools that allow the development of

System of elements related Medium which allows the expression of personal relations, the fulfillment of
structurally in order to codify and functional meanings social transactions between people
decode meaning. and their participation in social
practices.
60
Table 2
Object of learning
Structuralist Functional Social Practices of the language
Knowledge of the systematic Emphasizes the semantic and Concentrates on the processes
elements: phonologic units, communicative dimensions and through which social practices of the
grammatical units, grammatical focuses on the specific organization of the language are built in everyday life
operations and lexical elements. teaching contents- rather than the through interactive exchanges and the
grammatical elements- by using meaning discussion (negotiation) of meaning in
and function categories. several different contexts.
61
Diagram 1
62
Diagrama 2
63
Unit 4
Unit 4
Assessment
I. Content: Concept of assessment and proposal Aims

for Cycle 2  To recognize the ways in which the assessment of
learning brings forth the accomplishment of teaching
goals regarding English as a foreign language.
1. Based on your experience in the teaching and
 To reflect upon the assessment techniques used by
assessment of a foreign language at primary and teachers in their practice, in light of the PNIEB’s
secondary levels, reflect and respond with yes or proposal.
no to the following questions:
a) Do you usually assess at the end of a unit and at certain points during the school term? _______
b) Do you assess in order to acquire information that allows you to adjust work in the classroom to support the needs of your students?
_______
c) Do you assess to let your students know if they managed to fulfill the proposed tasks? _______
d) Do you assess to help your students recognize their strengths and weaknesses in order to help them in their learning process? _______
e) Do you assess throughout your teaching? _______
f) Do you assess only once you reach certain achievements with the students? _______
g) While assessing, do you give priority to what students already know? _______
h) When assessing, do you aim to consider a balance between what the students do and what they know? _______
65
2. Read the following excerpts about the assessment of learning and underline ideas that, in your opinion,
support the answers you gave to the previous questions.
Concepts about Assessment
From the perspective of a curricular proposal based on competencies (or, as in the case of the English subject, social practices of the language),
assessment is a complex but essential element in the learning process. It allows a value to be given to the students’ participation in a
communicative situation in order to help them face successfully the challenges it implies. There are currently various opinions regarding this type
of assessment among which are those belonging to the following authors:
 Wiggins (quoted by Biddle, B.)1 states that assessment: “…must become a fundamental experience for the student’s learning, allow an analysis of
his/her reasoning and adopt multiple and diverse styles. To fulfill all of these requirements, assessment tasks must reflect the characteristic
activities and the challenges that are characteristic of the practicing community”.
 According Lomas, C.2: “…to assess is a process directed towards knowing how learning has been produced in accordance to the goals we aspire,
to the selection of contents we have produced and to the tasks we have developed along with the students”.
 According to Lerner, D.3: “Assessment of learning is essential since it provides information about the function of didactic situations that allows the
reorientation of instruction, to make necessary adjustments in order to advance towards the fulfillment of the aims”.
 As Zabala, A. affirms4: “In order to assess competency it is necessary to have reliable data about the learning level of each student in relation to
the competency in question. This requires the use of various instruments and didactic resources that work in function of
the specific characteristics of each competency in the different contexts where it could or should be
carried out”.
 Finally, Sacristán, G5. considers that: “It is about transforming exam worship, rooted in habit and routine
as a tool for control, both in the assessment culture and the practice of education. Transitioning from the
exam’s static condition towards the motion of class interaction, dialogue and exchange, in which the
information is crucial to the construction of learning and the overcoming of obstacles, mistakes included”.
1
Biddle, B. et al. (2000). La enseñanza y los profesores II. Barcelona, Paidós, p. 158. Due to the lack of the original material in English, the quotes in English
throughout the text were reformatted by the translator
2
Lomas, C. (1999) Cómo enseñar a hacer cosas con las palabras. Teoría y práctica de la educación lingüística. Vol. I. 2ª ed. Barcelona, Paidós, p. 111
3
Lerner, D. (2001). Leer y escribir en la escuela. México, FCE/SEP. p. 147
4
Zabala, A. y Arnau, L. (2007) 11 ideas clave. Cómo aprender y enseñar competencias. Barcelona, Graó, p. 204
5
Sacristán, G. (ed. 2008). Educar por competencias, ¿qué hay de nuevo? Madrid, Morata, p. 223
66
3. Based on the information contained in the previous text, analyze the answers you gave to the questions with
which this unit began and complete the following tasks:
 Place a √ in the letters to the questions in which, after reading the text, remain with the same answer and an X
in the ones that changed.
a)___ b)___ c)___ d)___ e)___ f)___ g)__ h)__
 Circle the letters to the questions whose affirmative answer is congruent to the opinions of the authors in the
previous text.
a) b) c) d) e) f) g) h)
 Write a personal definition of assessment of learning that uses the central ideas expressed by the authors of the
text “Concepts about Assessment”.
From a perspective focused on the social practices of the language, assessment is…
67
4. Comment and compare with a colleague on the answers to the previous activities.
5. Consult the aims of English language teaching in basic education of Cycle 2 and, using these and the work
you did in Unit 2 as a reference, comment on what you think are the characteristics that assessment should
have to recognize and value the progress of students in the learning of the program contents. Once you reach
an agreement, write them in the following space.
Characteristics of assessment of learning done in Cycle 2
6. Analyze and comment on the information of the following diagram created by Gimeno Sacristán6, which
focuses on the steps one follows while assessing as well as the “…pedagogic, politic, ethic and technical
decisions and dilemmas to which one should respond”.
6
Adaptation. Sacristán, G. y Gómes Pérez I. A. (ed. 2008) Comprender y transformar la enseñanza. Madrid, Morata, p.345
68
Formal Steps OPTIONS
 Who’s the subject of assessment:

students, teacher, both…
 What characteristics are to be assessed:

student’s academic progress, interest
kindled by a didactic unit…
 What the assessment should do: create

conscience about the referential value,
clarify the ideal
 What information to collect and with

which instruments.
 Choice of expression forms: who’s the

assessment directed towards and who
receives it.
69
7. Get together with several colleagues who are working with the same school grade as you are and complete
the following activities:
 Check the aims of English language teaching in basic education of Cycle 2 and choose a specific activity
with the language from a school grade (3rd or 4th grade of primary) which comprises it.
 Revise the content table and achievements located at the end of each unit, to use as a reference.
 Using the aim, the content table and the achievements as a reference, define the assessment proposal to
the specific activity with the language you selected, answering the questions given in the previous
diagram.
8. Locate and read the section relevant to assessment in the study programs for Cycle 2 and complete the
following activities:
 Comment on the formal aspects (global, continuous and formative) that characterize the assessment
established in the study programs and, based on them, write a definition of assessment which
contemplates them in the first portion of the following table of contents.
 Complete the rest of the table of contents by writing the relevant information in each space. Observe the
examples:
ASSESSEMENT ACCORDING TO THE PNIEB
Definition:
70
Aims:
 Obtain information to assess the development of the learning and teaching processes.

Sources of information: Instruments:

 Feedback between partners  Portfolios or dossiers.
 
 
ADVANTAGES OF THIS ASSESSMENT TYPE: DISADVANTAGES OF THESE INSTRUMENTS:

 It is performed continuously and covers a broad scope of the  Its implementation consumes more time.
student’s performance.




71
II. Content: Instruments of assessment.
1. Select a grade from Cycle 2 and do the following activities :
 Choose a specific activity with the language from a social learning environment which interests you.
 Considering the specific activity with the language you chose, read and comment on the social practice of the
language it is based on, their content table and achievements which appear at the end of each one of them.
 Define the contents of to do, to know and to be through that, in your opinion, can be approached in the
sequence of tasks that are at the end of the content table in order to obtain a product.
 Discuss which information you consider necessary to assess the learning of contents. Using this information,
complete table 1:
Tabla 1
What information is needed?
 Students´attitude:
 Students´ knowledge, skills and understanding of:
- Use of oral or written texts:
- Contextual understanding:
- Conventions:
- Processes and strategies:
72
2. Discuss and analyze the ways you consider more efficient, valid and relevant to obtain enough information.
For example: observation, conversation or oral, written and visual products made by the students.
 Read the information found in this guide’s annex table. Discuss it and choose the ways which, in your
opinion, are more adequate for the assessment of participation and performance of the students in the tasks
comprising the contents of the specific activity with the language that you chose. Bear in mind that the more
information gathered, the fairer the assessment will be.
3. Read the following information and allocate it to the corresponding place within table 2..
Tabla 2
What can be done with the How can the information be
5
information recorded
 
 
 
 
 
5 Source: (Adaptation) Annandale, K. et al. First Steps Second Edition: Linking Assessment, Teaching and Learning. United States, Steps
73
4. Discuss which instruments you consider adequate to assess the participation and performance of the students
in said tasks. When you all agree, complete the cell corresponding to the grade you worked with.
 Make arguments for, and compare, your proposals.
3rd Grade Primary 4th Grade Primary

 Unit:  Unit:
 Achievements:  Achievements:
 Instruments to assess the  Instruments to assess the

progress and involvement of progress and involvement of
students in communicative students in communicative
situations: situations:
5. Observe the formats used to register information with the aim of performing an ongoing, integrated and
formative assessment. Do the following:
74
 Write on the line how the instrument is called.

 Choose one of the unit’s environments with which you worked on the instruments of assessment. Read the
social practice, the specific activities, the curricular table of contents and the achievements regarding those
which specify what students are expected to be able to do at the end of the unit.
 Out of the following instruments, choose the one that corresponds to the grade with which you have been
working in the unit and complete it giving suggestions for its creation.
__________________________________
(Name of the instrument)
Specific activity with the language:
Not yet Sometimes Most of the Always
I’m able to:
times
 Determining the function, the purpose and the intended
audience of…








75
________________________________
Teacher observation6
Sample: Name: Petra López Name: Name: Name:
Understands and answers greetings
with gestures. Answers with
monosyllabic words (yes/no) to
instructions, only with the support of
non-verbal language.
Name: Name: Name: Name:
6
Source: (Adaptation) Annandale, K. et al. First Steps Second Edition: Linking Assessment, Teaching and Learning. United States, Steps
76
_____________________________
Specific activity with the language:

7
Criteria Quality
Behaviors 1 2 3 4
Sample: Questioning and Probing questions are asked of Students ask for information Responses given occasionally Students have difficulty giving
responding. others. and give responses that indicate attention to the topic. appropriate responses.
indicate attention to the topic.
7 Source: (Adaptation) Annandale, K. et al. First Steps Second Edition: Linking Assessment, Teaching and Learning. United States, Steps
77
6. Exchange opinions on the contents of the following table and decide:

 What would you do with the information you obtain regarding the tasks that comprise the curricular
contents of the specific activity with the language that you chose?
 How would you record it?
 To whom would you present it, and how?
How can the information be shared with others?
 Report cards
 Portfolios
 Learning trips
 Three-way conferences
7. Present the instrument of assessment that your team elaborated or completed in front of the group. Explain
the process that led to its elaboration.
78
To conclude
Diagram 1
Steps to develop a formal assessment
79
Diagram 2
Continuous. Because it takes

into consideration work and
performance done throughout
the 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
Global. Because it considers evidence and qualitative data on
the students’ foreign language the students’ performance; that is,
skills as a whole and does not their strong and weak points, so
isolate or break them down that positive and effective
into fragments. feedback among students and
between them and the teacher is
guaranteed.
Assessment in
the PNIEB is
characterized for
being:
80
Diagram 3
81
Unit 5
Unit 5
The function of English language teachers in the PNIEB
Aims
I. Content: Characteristics of an English language teacher
 To analyze the characteristics required from a Cycle
working with the PNIEB
2 English language teacher to reach the established
aims.
1. Get together with a colleague and read the following  To recognize the role of the English language
sequence of activities that were used by a foreign teacher in the learning process of the Cycle 2
rd
language teacher, who works with 3 grade primary students.
students.
The community advertisements
We show the advertisements for the 15 of September festivities and, as we do it …

 We read the place, date and time a couple times.
 We point out the place, date and time.
We cover up the written text for the place, date and time and…
 We ask the children to repeat their name after us.
 We hand a miniature copy of the announcement so the children paste labels with the written
down place, date and time.
 We hand out the labels with the texts.
We ask the children to paste the labels in the specific place where they belong in the announcement,
as we display it to them.
83
2. Discuss the following questions with a colleague, exchange your opinions and, once you reach an agreement,
write down your answer on the line. A simple yes or no is enough.
 To carry out this sequence, must the teacher know the correct names to the places, months,
days, years and hours that the students will work with? ______
 Does this sequence achieve the aim of recognizing these names by listening and reading them?
______
 In this activity, is the focus of teaching placed on the language? ______
 Is the sequence of activities placed in a specific social and communicative environment, according
with the content of the language? ______
 Has the child used the language in order to say or comprehend something? ______
 Did the students participate in a real communicative situation during these series of activities?
______
3. Get together in groups with some of your colleagues and read the real-life case that appears in the left column of
the table. Mark inside the brackets the letter(s) from the right column, which contains the knowledge and
knowledge-to-do for each case.
84
Table 1
( ) Lola, Adriana’s sister, doesn’t live in Mexico and is going to get married to a foreigner. Adriana A. Curiosity and interest for a foreign
and one of her friends are visiting them on vacations. The couple needs to buy some things for the language.
house they’ll be living in. Adriana and her friend will go to a store to buy the things that are on the list.
( ) Adriana and her friend look around the house where Lola lives. Her fiancé writes down a list of B. Use of the language as a means to
things that he needs for each room, in his own language, (bedroom, kitchen, etc.). The fiancé reads promote equality between men and
the list aloud while Adriana and her friend listen. women.
( ) Lola, Adriana and her friend go to the store to buy the things that Lola’s fiancé wrote down on C. Properties and types of oral and
the list. written texts.
( ) When they reach the store, they go through the list. Adriana copies down the name of the things D. Knowledge about the writing system
needed for the bedroom, her friend copies the name of the things needed for the kitchen, and Lola and basic orthographic conventions.
takes care of the rest. Each one of them goes looking for the things they need.
( ) Adriana, her friend and Lola know how to ask in the native language: “how much does it cost?” E. Appreciation towards cultural expressions
and “where is it?”. particular to a foreign language.
( ) Adriana, her friend and Lola don’t understand the meaning of the words that they copied and F. Look through illustrated materials that
that correspond to the things on sale. However, they are guided by the copied sequence of were previously gathered or elaborated,
characters, by the drawings on the product boxes and by the way Lola’s fiancé read the things when with information about appliances,
he read them aloud. utensils and tools that are used at home.
( ) They start to recognize the names as they observe the same sequence of characters on the G. Participate in the reading of names and
drawings of the product boxes. They confirm them when the salesclerk enunciates them and when uses of appliances, utensils and tools with
they found the same writing of the list on the boxes. support of visual resources.
( ) When they get back, they gather the things they bought for each room to make sure they bought
what was needed.
85
4. Get together in a group with several of your colleagues and observe the image of the store below.
86
5. Check the set of words inside the box and complete the following exercises.
дом мебель собака тостер духовки

xолодильники чашка cковородка стакан cтоловая
книга кошка скатерть cтоловая Подушка ящиками
простыня комната кресло лампа дерево
cтул полотенце Зубная щетка кухня ванная cтол
 Choose the words that correspond to appliances, utensils and furniture from this set. Use the image of the
store, to make sure that your choice is correct.
 Make a list with the organized names of appliances, utensils, accessories and furniture according to the room
in which they are needed (bedroom, kitchen, bathroom, etc.). Use the original language in which they are
written.
List of home appliances, utensils, accessories and furniture

Table 2
Kitchen (кухня) Bedroom (спальня) Living room Dining room Bathroom (ванная)
(комната) (cтоловая)
87
 Underline which of the following options corresponds to the directionality of writing. The names of the
appliances, utensils and furniture are read and written:
► From left to right. ◄ From right to left. ▼ From top to bottom. ▲ From bottom to top.
 Discuss among yourselves the difficulties you encountered and the feelings you experienced from the last
exercise, in which you had to use a language that you don’t know.
 Discuss the difficulties and feelings that you think your students will experience when they use a language
they don’t know and what different strategies you could use to help them deal with the challenges of coping
with a foreign language.
6. Re-read the text “The community advertisements” with which this unit began and complete the following content
table using the information listed in the right column of table 1. Ask yourselves if any information might or might
not be repeated in more than one of the columns and why.
Table 3
Learning to do with the language Learning to know about the language Learning to be through the language
88
7. Look for the curricular contents in the 3rd grade of primary study programs from the familiar and community
environment of Unit 5 to verify the answers to the last exercises.
8. Go through the didactic sequence “The community advertisements” in the beginning of the unit, the real-life case
presented in table 1 and the specific purposes presented for Cycle 2 of the PNIEB to write down the answers to
the following questions.
 The sequence “The community advertisements” focuses on which one of the different types of content (learning to know,
learning to do or learning to be through the language)?_______________________________________________________
 Does the “The community advertisements” didactic sequence fulfill one of the specific purposes established for Cycle 2?
_________________
 If the teacher decided to design a communicative situation that implied actions like the ones done in the real-life case, who
would be the speech and writing model for the language that is being taught? _____________________________________
 Who knows the strategies that the speaker of the foreign language uses in several oral and written social practices?
____________________________________________________________________________________________
 Who knows the properties and types of oral and written texts with its phonic, syntactic and semantic aspects?
__________________________________________________________________________
 Who knows the writing system and the conventions of the foreign language?
__________________________________________________________________________
 Who should know how to formulate the knowledge from the linguistic system and the
resources from the oral and written texts of the foreign language?
__________________________________________________________________________
 According to a correspondent practice, who recognizes which and at what depth the different
topics from the past questions should be treated?
__________________________________________________________________________
89
9. Get together with a colleague to share and compare your answers. Check the section called Approach from the
Fundamentos curriculares document to verify them.
II. Content: Didactic considerations
1. Read the following characteristics and write on the line whether they correspond to: children from the city,
children from the countryside or both.
1. The desire to know what they don’t know*. ___ __________________
2. Pleasure for imitating. ___ __________________
3. A sense of corporal and gestural language. ___ __________________
4. A sense of rhythm. ___ __________________
5. Social abilities. ___ __________________
6. Attraction for sensorial, kinetic and auditory stimuli. ___ __________________
7. A tendency to prove what he knows and to share it. ___ __________________
8. Possession of assets conformed by values and skills. ___ __________________
9. The capacity to interpret social situations. ___ __________________
10. Good disposition for ludic activities. ___ __________________
 Discuss which of these characteristics must be taken into account while planning the class’ assignments, which
ones must not be taken into account and why.
* Source: Estaire (2006) y Rogoff (1993)
90
2. Read the following dialogue.

Look, don’t worry. The most important thing while preparing
your class is not to forget the fact that the children have had
experiences inside and outside school. You must have that in
This is it. Next year I get to be in front of a class.
mind and take advantage of it. Think for example on their
Please help me; you have much more experience everyday activities and use them.
than I do. Do you have any advice? What should I
know while preparing my class?
Yes, remember where they come

from, how they speak and what
they can learn. Fortunately, there
Oh! By the way. Don’t take on are a number of things that
children have in common. Think
the role of the controlling
about those things and what we
teacher. You are there to help
already told you and you’ll do fine.
and guide in the learning If you have any questions, just ask.
process. You have to build a
pleasant environment so that
children will be interested in I have that in mind. The
learning. That’s your true role. student has the leading
role in this whole deal. I
know that, if I watch them
closely, I can learn more
from them than they from
me. That’s the best way to
learn what to do with
This must be clear. No exams for this and questionnaires for that. Nor learn this
vocabulary list nor memorize the rules by heart. Nor write hundred times in your each and every one of
notebook nor repeat twenty times after me. That is last century education! You must them, right?
provide them with materials, and to pay attention whether the children are
communicating with each other and helping one another. You have to support them
because sometimes, it would seem they can learn without us!
91
3. Based on the content of the last dialogue and the reading of the presentation, the aims and the didactic
orientations of the study programs for Cycle 2, write down the desired profile for a PNIEB Cycle2 English
language teacher as well as the aspects and conditions necessary to plan their work and achieve the
curricular aims.
92
To conclude
Read and analyze the following table which summarises the contents worked throughout this unit.
The role of the teacher in relation to the student

The teacher*…
is does knows
 A counselor and a facilitator.  Plan the activities based on the  Which are the communicative
 A model of speech and writing in the foreign language. everyday life of their students, in strategies used in the various
 An observer of the characteristics of their students and he their interests and their necessity for social practices of oral and
knows that... development. written communication in a
They have…  Recognize which and at what depth,
foreign language.
• A desire to know what they don’t know. each topic from the social practices
• Pleasure for imitating. of the language must be treated.  The properties and types of
• A sense of corporal and gestural language.  Help students use their perception to oral and written texts along
• A sense for the rhythm. build up comprehension and with their phonic, syntactic
• Social abilities. expression strategies. and semantic aspects.
• An attraction for sensorial, kinetic and auditory stimuli.  Create environments that increase
 The writing system of the
• A tendency to prove what they know and share it. the pleasure for learning.
• A good disposition for ludic activities.  Encourage the interaction between foreign language and its
• The ability to interpret social situations. students. conventions.
 Assess while the children interact.  When to explicitly formulate
They are... the knowledge of the linguistic
• Different because they have diverse levels of development.
• Individuals who have diverse family contexts.
system and the resources of
• Children with different aptitudes for various things. the oral and written texts in
• Students with varied assets of values. the foreign language.
* Source: (Adaptation) Estaire, Goodman and Rogoff.
93
Unit 6
Unit 6
Factors that take part in the planning of work
in the classroom
Aims
I. Content: The educational materials
 To analyze the importance of recognizing time,
space and materials as components in the planning
1. To brainstorm about the various factors that are involved in of activities.
 To recognize the organization, distribution and
the planning of work in the classrooms for the grades
disposition of time, the physical space and the
corresponding to Cycle 2, do the following exercises: materials or educational resources as factors that
 Participate by expressing your ideas and contribute to are involved in the planning of activities in the
build a consensus. classroom.
 Take into consideration the ideas from other colleagues
that you think will aid this task.
 Make a list of the factors that, after the brainstorm, take
part in the work planning.
List of factors that are involved in the planning of activities in the classroom
95
2. Get together with a colleague and read the section Educational Guidelines from the study programs
from Cycle 2. Based on your revision, explain and write down why it is convenient to watch over the
time, the space, and the materials in the aspects that are presented below.
a) On the planning of communicative situations.

The time, because... The physical space, because... The educational materials, because...
b) On the type and quantity of program contents that will be dealt with in every communicative situation.
b) On the number of classes that will be assigned to the communicative situations.

96
3. Look at the hexagonal chart and do the following activities:

 Talk about the areas that surround the classroom, the type of materials that can be found in them
and what kinds of activities follow a schedule.
 Read the information surrounding the hexagon and discuss:
 In which areas can the English language be found? (e.g. archaeological sites where it is
possible to be in touch with spoken and written English).
 In what kind of materials can the English language be found? (e.g. in some envelopes or
wrappings).
 Arrange the information from the hexagon to classify it as the following table to the right
suggests.
TIME AREA MATERIAL
OUT-OF-
SCHOOL
ENVIRONMENT
SCHOOL
CLASSROOM
Source: Domènech y Viñas (1997)
97
4. Get together with several colleagues, choose one of the grades from Cycle 2 of the PNIEB and do the following
activities:
 Select a unit and a learning environment.
 Based on the program contents, comment and define the materials, areas and activities that are particular of
the classroom, school and out-of-school environments, which are to be taken into account in the planning of
work.
 Fill the following table with the information you found.
Cycle______ Grade________ Environment_______________

Social practice of the language ______________
TIME SPACE MATERIAL
OUT-OF-SCHOOL
ENVIRONMENT
SCHOOL
CLASSROOM
98
5. Read the following dialogues by children and, based on what they say, choose one of the two conclusions that
are presented for each case.
Yesterday, my granny and

I made a cake.
Don’t worry, Samuel.
Look, if you pull it from Nice!
here and here, the bag
opens very easy.
I beat the eggs and
Thank you, Juan. mixed all of the
I thought I had to ingredients.
ask the professor
for scissors.
a) Children learn from a) Children can only carry out activities according to
their peers only with the intervention of a the stage of development in which they are.
teacher b) Children can carry out more advanced activities
b) Children learn from their peers with or without than the ones suited to their stage of
the intervention of a teacher. development, with the help of others.
The film is called Los

cinco fantásticos. Yes. Fantastic Five
because there are
five of them.
Ah! Five
a) Children learn about a foreign language in places specifically designed to teach it.
b) Children learn about a foreign language in any place where they can interact with it.
99
6. Find out how to put together this jigsaw puzzle. Once you find the pieces that form a sentence, write in the
empty jigsaw puzzle the two pieces you chose to complete the sentence.
 Check the Educational Guidelines section in the study programs for Cycle 2 to confirm that you chose the correct pieces of
the puzzle.
100
7. Comment on the answers from the previous activities and share the points of view to improve and enrich them.
8. From the grades of Cycle 2, select the one you are most interested in, so that every group is working on a
different grade. Locate and go through the program content tables in the following manner: the Familiar and
community environment for3rd grade of primary, the Literary and ludic environment and the Formation and
academic environment for the 4th year of primary. Do the following activities:
 Based on the age and the place in which the students from the grade you selected live in, make a list with the
resources and materials that, in your opinion, are essential to work with in the contents of the to do, to know
and to be in order to create the products.
 Discuss the advantages in having children develop their own resources and materials — with the teacher’s help
— and how this supports the practice of knowledge, abilities and attitudes towards English.
 Look at the following photographs.
 Based on these photographs and by answering to the following questions, find out a way to develop
materials and resource banks and centers:
a) Which resources and materials on your list can be made by the students?
b) Which ones should be provided by the teacher and other members of the school community (parents)?
c) Which ones can be obtained through a third party or people outside the school?
101
 Fill the following table with that information. Don’t forget to write on the line the grade you are working with.
Observe the examples.
Materials and resources in English to develop the library for…

______________________
Made by students Made by different members of Made by a third party outside
the school community school
Example: from other groups (and - Parents or family members that are in - Radio stations.
school grades) contact with people in the U.S.A.
102
 Analyze which characteristics should the resource/materials center have in order to guarantee the student access
and contact to a vast variety of resources and materials in English. Share your proposals and fill the following
table:
Variety of resources and materials for

_________________________________
Format
Size and position
Types of text
Content
Languages
Grade of difficulty
103
 In the following wordsearch, find the words missing from the statements which describe the aspects
which should be considered for the selection of materials during planning.
A U T H E N T I C Q X D C
S D W A G I B Y L G K E O
Z P A R T N E R L E S S O
Y T O P I C R E A S C Y P
J L O D G L C E H T O D E
B V S S U U T E V U A A R
V A R I E D I L O D C S A
O E V L T E A C H E R D T
N D F E T K G S P N O T I
G R O U P I C H Q T E M V
H C Q S R E F E R E N C E
P R O G R A M I A N R U D
R I S T C L A S S R O O M
 The material should provide information on the subjects studied, interpret reality, and be models of ________ language.
 The choice of materials should enable the ________’s assessment process.
 Whenever possible, the materials used throughout the activities should ________ the use of the ICTs.
 The material should allow for the individual development of the ________ within the ________, as well as the group’s
development in general.
 The study ________ is the _________ for planning and, as such, is material crucial for the accomplishment of the subject’s
achievements.
 The materials should consider the students’ individual characteristics, as well as those of the ______ in general.
 The materials should be ________ as well as awaken the students’ enthusiasm regarding the _________.
 In the context of social practices of the language, the materials should consider both individual and _____________ work.
 The specific activities of the practices contemplate the elaboration and use of materials which lead to individual work, work with
a _________, and work as a group.
104
II. Content: Organization and distribution of space and time in the classroom
The distribution and organization of the areas and furniture of the classroom are factors that may, or may not,
generate a respectful environment and relationships among students, as well as promote opportunities where
knowledge is shared.
1. Get together with several of your colleagues, look at the following chart that displays the distribution and
organization that an English language teacher used in his classroom and locate the following elements in that
chart:
 The children’s location is marked

with numbers.
 The working tables are marked with
the capital letters that go from A to
K.
 The entrance door to the classroom.
 The carpeted area where the math
section, the flip charts with poems,
the flip chart for the Big book, the flip
chart for writing and a chair are
found.
 A table with a tape recorder and
audio-book tapes to listen to along
with their corresponding texts.
 The shelf for backpacks.
 The teacher’s desk and chair.
 The computer area which has two
computers.
105
2. Read the information that appears in the column entitled “Activities” and the one in the column named “Modality and
function of spatial distribution” in the following content table. Observe the images in the rightmost column, and based on
the information of the other two columns, assign a number that corresponds to each of them.
Activities Modality and function of spatial distribution*
1. Recognize topic, purpose, Pairs in a row. Used in activities that allow more freedom to the
and intended audience of a students, because it settles a distance between themselves and the
practice. teacher.
2. Complete a text with blank Teams arranged in an irregular alignment. Encourages both
spaces, with words that cooperative work and the union among the group. It establishes certain
rhyme. distance between the teams, the group and the professor. This mode
provides the teams some freedom.
3. Illustrate a poster with Horizontal rows. Used for independent tasks, such as responding to
children’s rhymes. questions and answers, which allow the teacher to monitor assessment
matters. The student remains in the same place and focuses attention
on the professor.
4. Practice the pronunciation of Teams arranged in a block. Encourages interaction between student
words that rhyme, and name as well as cooperative work. Allows the materials to remain in sight and
in order, the letters that form to be shared. Makes the teacher’s work easier and diminishes the
them. distance between him and the students.
5. Indicate, with an instrument, Horseshoe. Used in activities that encourage face-to-face interaction
applause or other physical between students so they can observe each other’s reactions.
activities, words that rhyme
while listening to a rhyme, or
a story in verse.
6. Write down the text or texts U (in 90°). It is useful in activities in which pair work is necessary, since
in the poster, following a information and instructions can be handed without losing the student’s
model. attention. U (en 90o).
* Source: Zabala Vidiella, A.1997. La práctica educativa. Cómo enseñar. Barcelona, Editorial Graó.
106
7. Identify the musical Circle. Useful for organizing debates and the narration of stories or
elements within the literary anecdotes. It generates a cozy environment and, at the same time,
language: rhymes, sounds, allows for children to work independently.
etc.
3. Taking the grade, unit and environment with which you have been working into account, and based on the most
appropriate methods for processing the program contents particular of a specific activity involved: a) discuss how
you would organize the space in the classroom to provide the most appropriate working conditions that allow you
to fulfill the purposes and b) make a chart that represents the organization and distribution of the classroom.
Chart for the organization and distribution of the classroom

recommended for unit_____________ environment, specific activity_____ from _______ grade
107
4. Get together with a colleague, go through the purposes of Cycle 2, observe figure 3 and revise the table “Time
and number of weekly sessions assigned to the English subject” which are in section 3 from the Fundamentos
curriculares document and reflect upon the following questions:
 Are the hours of exposure to the English language which a student is subjected to, enough to reach the
established purpose by the end of Cycle 2?
__________________________________________________________________________________________
__________________________________________________________________________________________
 Are the hours of exposure to the English language that a student of Cycle 2 experiences throughout the year
allowing them to familiarize and have contact with the language?
__________________________________________________________________________________________
__________________________________________________________________________________________
5. Get together with some of your colleagues, share the thoughts and answers that came out from the previous
activity and do the following tasks:
 Go through the program contents of the two environments that are contained in the unit from the grade you
have been working with and, considering the two and a half hours that the subject is assigned per week, decide
upon the number of weeks you would assign to the first specific activity with the language that appears in the
unit and do the same with the second. Write down the number of weeks in the following table.
108
School grade________________
Unit _____________
Social practice of the language: Social practice of the language:
Learning social environment: Learning social environment:
Specific activity with the language: Specific activity with the language:
Number of weeks assigned per bimester or unit: Number of weeks assigned per bimester or unit:
 Discuss, explain and share what aspects you took in consideration to choose the number of weeks and,
consequently, the number of hours that you assigned to the work with every specific activity of the language.
Write them down in the following space.
109
 Read the following information, compare it with the content of your list and analyze if the number of hours that
you assigned in the last table remains the same.
Aspects to take into consideration while organizing and distributing time while planning
the work in the classroom.
 The social and didactic purposes of communicative situations designed to provide an

articulated approach to the contents of a social practice of the language.
 The degree of difficulty that the contents of the social practices of the language and the
achievements have on the students.
 The student’s work pace.
 The students’ energy levels regarding time throughout the academic year (the beginning
of the year, before vacations, the end of the year, etc.)
 Students’ age and characteristics.
 The organization, distribution and availability of the classroom’s physical space and the
types of materials and resources required for the social practices of the language.
110
To conclude
Diagram 1
111
Diagram 2
Diagram 3
112
Bibliography
Bibliography
ANNANDALE, Kevlynn. et al. (2007) First Steps Second Edition: Linking Assessment, Teaching and Learning. Estados
Unidos, Steps.
ARNAU, Laia and Zabala, A. (2007). 11 ideas clave. Cómo aprender y enseñar competencias. Barcelona, Graó.
BIDDLE, Bruce. et al. (2000). La enseñanza y los profesores II. La enseñanza y sus contextos. Barcelona, Paidós.
Constitución Política de los Estados Unidos Mexicanos, disponible en: www.cddhcu.gob.mx/LeyesBiblio/pdf/1.pdf
DELORS, Jack. La educación encierra un tesoro. Informe a la UNESCO de la Comisión Internacional sobre la Educación para el siglo
XXI. Madrid, Santillana/UNESCO.
DOMENECH, Joan and Jesús Viñas. (1997). La organización del espacio y del tiempo en el centro educativo. Barcelona,
Graó.
ESTAIRE, Sheira (2006). “La aplicación del enfoque por tareas al aprendizaje de lenguas en Segundo y tercer ciclo de
primaria” en Las lenguas extranjeras en el aula. Reflexiones y Propuestas, Susanna Aránega (comp.) Barcelona, Graó.
GOODMAN, Kenneth (1998). El lenguaje integral, Buenos Aires, Aique.
LERNER, Delia. (2001). Leer y escribir en la escuela. México, FCE/SEP.
LOMAS, Carlos. (1999). Cómo enseñar a hacer cosas con las palabras. Teoría y práctica de la educación lingüística.
Vol. I. 2ª ed. Barcelona, Paidós.
ROGOFF, Bárbara (1993). Aprendices del pensamiento. El desarrollo cognitivo en el contexto social, Barcelona, Paidós.
ZABALA, Antoni. (1997). La práctica educativa. Cómo enseñar. Barcelona, Graó.
114
Annex
[Academic strengthening for English language teachers. Testing phase] ANNEX
ANNEX
What are the most efficient and valid ways to collect the information?*
 Formal: observations are planned and focus on predetermined criteria and

students.
Focused observation. Ability to
stop, look and listen.  Informal: observations are unplanned but often reveal what students can do
in a range of different contexts.
 Self-assessment Products: are a critical part of developing a student’s

Products. Further information responsibility for his or her own learning, and can provide teacher with
can be gathered from students’ insights into the student’s learning: Log formats and Journals.
oral, written or visual work
 Think-alouds: are articulations of thoughts before, during and after tasks.
products. The teachers can
assess student products that  Work Sample: is anything (oral, written or visual) completed by students in
have been created during the authentic communicative situations from which judgments about language
process of learning and not only learning can be made. Teacher need to be aware of level of support provided,
the final products that are a the processes and strategies used by individual student and the group
result of learning. dynamics involved, for all may influence the outcome of the product being
assessed.
* First Steps Second Edition: Linking Assessment, Teaching and Learning. United States, Steps.
116
[Academic strengthening for English language teachers. Testing phase] ANNEX
 Retells: are a simple activity that is flexible in its use and provides an
opportunity for students to transform a text into their own words after
reading, listening or viewing. Requires students to read, or listen to a text,
organize key information they understood form the text and then prepare to
share and compare their retell with others. Can be shared orally, in written
form, as a drawing or through drama.
 Surveys and Questionnaires: Consist of a series of statements or questions

about which students or parents are asked to express their agreement,
disagreement, or other response. Can be created to link to a particular
assessment focus; e.g. values, interest, emotions and attitudes, confidence,
or processes and products.
 Test: is another way of gathering data about a student’s development. Results

are of more value when used in conjunction with other assessment tools.
Conversations. One the most

important ways to assess  Conferences: there is a variety of conference formats involving different
students’ learning is through the audiences and groupings. These include: one-on-one conferences-teacher
use of talk. and student; peer conference- student and student; small-group conferences-
students; three-way conferences-student, teacher and parent.
 Interviews: Are a one-on-one question-and-answer conversation between a

teacher and student or teacher and parent. Depending on the type of
questions asked, conducting interviews can provide a wealth of useful
assessment information. Written responses to interview questions are useful,
as they can be taken away and analyzed at a later time.
117

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PROGRAMA NACIONAL DE INGLÉS PARA

EDUCACIÓN BÁSICA (PNIEB)

Guía de trabajo Ciclo 2

Dirección General de Desarrollo Curricular/ SEB/ SEP

Mtro. Alonso Lujambio Irazábal

Mtro. José Fernando González Sánchez

Mtro. Leopoldo Felipe Rodríguez Gutiérrez

Dr. Juan Manuel Martínez García

Unit 1 Guidelines and characteristics of the PNIEB …………………………………………….……………………………………. 10

Unit 2 Purposes and study subject of the PNIEB ……………………………………………………….………….…………… 27

Unit 4 Assessment ………………………………..……………………………...…………………………..………….…………………… 65

Unit 5 The function of English language teachers in the PNIEB ….………………………………..….………………. 83

Bibliography ………………………………………………………………………………………..…………………………………………… 114

Annex …………………………………………………………………………………..……….…………………………………………………… 116

* National English Program in Basic Education.

The Coordinación Nacional de Inglés de la Dirección General de Desarrollo Curricular de la Subsecretaría de

Work modes. Symbology.

Individually In pairs In groups Plenary meeting

2. Read the following information. According to

The students of grade _______________________

 Being in the initial literacy phase of their native language.

The students of grade _______________________

3rd grade primary, Unit 3, literary and ludic environment

4th grade primary, Unit 1, familiar and community environment

II. Content: General characteristics of the study programs of the PNIEB

Guidelines for the development of the PNIEB’s curricular proposal

______ Align secondary education with primary and preschool.

General purpose of the PNIEB:

Organization of the grades Cycle 1 Cycle 2 Cycle 3

Achievement indicators for

Types of program contents:

 Total amount of hours destined to the English subject in Cycle 2:

At the end of the school year, students will be able to:

2. Write down the advantages and disadvantages for you and

That the students learn: Advantages Disadvantages

2. The functional characteristics of

3. Locate the general objective of the

4. Read the following parts which

At the end of Cycle 2, students are expected to:

Express simple opinions and requests in

Recognize basic instructions, information

Identify basic aspects of pronunciation and

Use expressions to refer to personal

Respond to spoken and written language in

Use different strategies to solve everyday

Understand unfamiliar or unknown

Identify the most relevant similarities and

Establish a basic social contact with their

Tensions between curricular and extra-curricular aims1

II. Content: The object of study of the PNIEB

Native language Foreign language

___________________ ___________________ ___________________ ___________________

 Language is an activity   exchange and defend our ideas;

Attitudes and knowledge of language are what is important in social practices.

Social practices of language exist and are developed at school.

Participation in the social practices of the Cause of the problem

The letter he sent was sent back by the post office.

not help her.

was left talking to myself.

He asked his sister for a favor, but she didn’t do it.

He did the exact opposite of what I asked him to do.

He didn’t understand the reading aloud he was listening to.

Learning to do with the language Learning to know about the language

_________ _ _ _________

a)_ b)_ c)_ d)_ e)_ f)_ g) h)