NEPBE Professional Development Workshop

Purpose,curricular elements and planning of the NEPBE CYCLE 4

Welcome
What is NEPBE? National English Program for Basic Education. In 2009 Campeche Started to work with NEPBE. Cycle 4 started in 2011

Modifications
The aim of the program

Programa 2006

PNIEB 2011
MCER B1 CENNI 8

MCER A2

ORGANIZATION IN CYCLES

GRADES IN BASIC EDUCATION ARTICULATED IN CYCLES

FAMILIARIZATION

APPROXIMATION

ACQUISITION

CONSOLIDATION

PURPOSE OF ENGLISH LANGUAGE TEACHING IN BASIC EDUCATION Students to get the necessary knowledge to engage in social practices with written and oral language to interact with native and non-native English speakers by means of specific competencies with the language.

PURPOSE OF LANGUAGE TEACHING IN BASIC EDUCATION CYCLE 4 Students to consolidate their proficiency in English in basic communicative situations and develop specific Competencies particular to social practices of the language within a range of communicative situations, in which they understand and produce, in general way, oral and written texts about different topics.
6

DISTRIBUTION OF TIME FOR CYCLES

Importance of the English Language

TEAM A
What is language for

TEAM B
How important do

you?

you consider the

English language is

nowadays?
Why?

Definition of Language
Language is a communicative, cognitive, and reflective activity
through which we express, exchange, and defend our ideas; we establish and keep interpersonal relations and gain access to information; we participate in knowledge building, organize our thoughts, and reflect on our own discursive and intellectual creation.

Language shows a variety of forms

that depend on the communicative purposes, the interlocutors, the type of text or oral interaction, and on the medium by which the exchange is carried out.

 Language implies acquiring rules of socially imposed (implicit) use and the ways of using them in different social environments.

Includes the formal and the functional purposes of English. Not only take into account linguistic but also cultural learning.

Social practices of the Language

Are patterns or ways of interaction, which, include production and interpretation of oral and written texts and several activities linked through them.
Every social practice has a specific communicative purpose and a history linked to a particular cultural situation.
Explore syllabus p. 31

Specific competencies with the language Social practices of the language are presented in the NEPBE through specific competencies with the language
Explore syllabus p. 31-32.

Specific competencies are formed by integrating 3 types of learning: Doing with the language, knowing about the language and being through the language

TYPES OF LEARNING

Doing with the language:

Communicative actions carried out in concrete interactive situations. Teaching treatment: learn by doing Learn to listen by listening, to read by reading, to speak by speaking and to write by writing. Knowing about the language: Involves aspects, concepts and topics for reflection on features , characteristics and elements of the language. Learning vocabulary, grammar, writing conventions, structure of texts to complement the skills of the doing Depends on the Ss needs. Being through the language Role of intercultural education and language diversity Contents are transverse and permanent

Social Learning environments

Implement social environments in the classroom to create opportunities to learn the diverse communicative registers and formats necessary to participate successfully in social practices of the language. They help to preserve the social functions of the specific competences so they can become meaningful for the Ss. In each of the 3 social learning environments the language is used for an specific social purpose.

Familiar and Community: Approach English through situations that are close to them, known and familiar. Use of the language to interact in every-day life communication Helps to foster higher self- esteem and confidence in the capacity to learn of the Ss. Educational and academic environment: Emphasize the language strategies required to learn and study in situations where formal and academic language is used Ss learn how to participate in social practices of the language that include knowledge about other areas of knowledge. Literary and ludic environment: Approximation to literature through reading, writing, speaking and listening to activate Ss knowledge to contrast interpretations and opinions. Fosters a freer and more creative attitude to help Ss appreciate other cultures. It also encourages Ss to play with words and texts.

16

Mapa Curricular
Ciclo

Grado Bloque
Ambiente social de aprendizaje Aprendizajes esperados Ambiente social de aprendizaje Aprendizajes esperados

PSL/Competencia especfica
Producto

PSL/competencia especfica
Producto
17

18

Distribution of the social practices of the languages Cycle 4

19

Distribution of the social practice of the language by grade and environment

20

21

22

23

PLANNING
24

Form teams of 6 people. In each team, assign a time-keeper, a motivator, a spokesperson, a secretary, a reviser and a moderator. The role of the secretary is to take note of the answers. These notes will be needed for the next part of the activity. The role of the moderator is to ensure orderly participation. The role of the reviser is to ensure the quality of the final product. The role of the spokesperson is to share the teams responses with the whole group. Each person rolls the dice and answers a question corresponding to the number on the dice. If a number is repeated, a different question should be chosen.
25

In your teams, make a poster like the following chart:

Strengths

Weaknesses

Using the teams answers registered by the secretary, complete the chart with the teams strengths and weaknesses. Share (spokesperson) the teams chart identifying common areas of strengths and weaknesses with the whole group.
26

LESSON
SCHOOL: ZONE: PLANNING FROM: CURRICULAR STANDARD LANGUAGE AND COMMUNICATION SOCIAL PRACTICE OF THE LANGUAGE: SPECIFIC COMPETENCY: DOING WITH THE LANGUAGE: CONTENTS KNOWING ABOUT THE LANGUAGE: UNIT: ENVIROMENT: SECTOR: GRADE: GROUP:

PLAN

ACHIEVEMENT (S):

BEING THROUGH THE LANGUAGE:

ACTIVITIES

TOTAL TIME: 2 Hours

MATERIALS: (MEDIA, SOFTWARE, TEXT BOOK AND OTHER RESOURCES).

EVALUATION (Assessment) INSTRUMENTS: (PORTFOLIO, RUBRIC, HOMEWORK, EXAMS, QUIZ). PRODUCT:

27

Evaluacin
La evaluacin posee las mismas caractersticas.

Global

Formativa

Continua
28