first session articulacion2
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2011-2012
Direccin de Educacin Secundaria
August, 2011
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The NEPBE Syllabus
Cycle four
First session of the Articulation
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Purpose of the Session
Standardize the teaching/ learning process of English in basiceducation through the knowledge and implementation of the
contents of the NEPBE.
NEPBE
National English Program for Basic Education (PNIEB inSpanish: Programa Nacional de Ingls para la EducacinBsica); was established in 2009 in order to achieve thearticulation of English teaching from Preschool, Elementaryand Secondary schools in Mxico.
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Programe 2006 and NEPBE
Components Similarities Differences
2006 2011
Object of study SPL: Formal, functional
aspects.
SPL: Knowledge, skills and attitudes and
values.
Purpose Purpose of basic education of
the subject in each grade.
Purpose of Basic education , from the subject
of each cycle.
Approach From the SPL two componentsare derived: forrmal and
functional aspects.
Three components emerged from SPL:knowledge, skills and attitudes and values.
Assessment It concentrates in process and
products.
Ongoing, formative and global.
Materials With characteristics of real life With clear social and communicative
purposes, contextualized and responding
to authentic models of the language.
References of
evaluation
MCER MCER, CENNI
4
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NEPBECycle I Cycle II Cycle III Cycle IV
3 Of
preschool
1 Of
elementary
school
2 Of
elementary
school
3 Of
elementary
school
4 Of
elementary
school
5 Of
elementary
school
6 Of
elementary
school
1 Of
Secondary
school
2 Of
Secondary
school
3 Of
Secondary
school
300 hours
(100 hrs by grade)
Introduction
A1
200 hours
(100 hrs by grade)
Aproximation
A1
200 hours
(100 hrs by grade)
Acquisition
A2
360 hours
(120 hrs by grade)
Consolidation
B1-
The total hours in the NEPBE are 1,060
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Profile of English
TeachersPreschool Elementary school Secondary
Level
KET FCECambridge
3 1 2 53 4 6 1 2 3
- - - 547TOEFL
A2 B1 B2 C1MCER
PET
- - - 597
CAE
677
Proficiency
CENNI 8 9 10 11 12 13 14 15 16
Council of Europe (2001), The Common European Framework of Reference for
Languages.
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Purpose
Programe 2006
MCER A2
PNIEB 2011
MCER B1-
CENNI 8
The expected level of student achievement atthe end of Cycle 4 is higher in the NEPBE
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Purpose
The purpose of English language teaching in BasicEducation is for students to get the necessaryknowledge to engage in social practices with writtenand oral language to interact with native and non-
native English speakers by means of specificcompetencies with the language within a range ofcommunicative situations. This entails using activitiesthat involve the production and interpretation ofspoken and written texts of a familiar, academic and
literary natureso students will be able to satisfy basiccommunication needs in different every day, familiar,and known situations.
7 SEP (2006), Educacin bsica. Secundaria. Espaol. Programas de estudio 2006, Mxico, p. 9.
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Socialpractices
Environments
SpecificCompetencies
Achievements Contents Products
COMPONENT OF THE
UNIT
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Communicative
competence
developed
through
Social practices of
the language
Distributed in
Three learning environments
Familiar and community Academic and formation Literary and ludic
integrates 3 integrates 3 integrates 3
Specific competences /
Specific activity
with the language
Specific competences/
Specific activity
with the language
Specific competences /
Specific activity
with the language
developed through linking developed through linkingdeveloped through linking
Using as vehicle a
a
Using as vehicle
Co
mmunicativesit
uation
Co
mmunicativesit
uation
Using as vehicle a
Achievements
L to do with the
language
L to know about
the language
L to be through the
language
L to do with the
language
L to know about
the language
L to be through the
language
L to do with the
language
L to know about the
language
L to be through the
language
ofea
chunit
Product Product Product
Achievements
Achievements
ofeachunit
ofeachunit
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A general competence, such as thecommunicative competence, is a widecapability that can be broken down into more
precise skills, which also integrate attitudes,abilities and knowledge to be put into practicein a specific context.
For the case of the NEPBE, the specificcompetences relate to social practices of thelanguage in a particular learning environment.
Specific competence
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Types oflearning
Learning
to Know
Learning
to Do
Learning
to Be
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Knowing about the language
One of the three types of `learning that integrates a specific competencein the NEPBE.
This corresponds to the formal aspects of language. The purpose oflearning more about grammar, increasing vocabulary, getting acquaintedwith writing conventions is to improve the students skills in reading,writing, speaking and listening.
Teaching this type of content will depend on what the students need toknow to successfully overcome the challenges they will face whendeveloping the specific competences.
The main topics for this type of `learning are:
Features and types of oral and written texts
Phonic, syntactic, and semantic elements of texts
Knowledge of the writing system and basic mechanics of writingconventions
Mechanics of writing
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Doing with the language
This corresponds to the communicative actions carriedout in concrete interactive situations. They arenecessary to accomplish the communicative aimassociated with participating in specific activities withthe language along with the production andinterpretation of oral and written texts,. It aims for thestudent to know how to do to successfullyparticipate in activities with the language in thedifferent social spheres where he/she interacts.
The educational treatment for this type of contentsentails, on the part of the teacher, a planning thatguarantees that the students will learn by doing.
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Being through the language
This corresponds to aspects related to the role
of intercultural education in general and tolanguage diversity in particular. It also refers to
the multiple functions language users carry
out and the attitudes and values underlying
oral and written interaction.
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Language
A complex object by means of which the
individual understands the world and becomes
part of society; an object that not only serves
communicative purposes, but also cognitive and
reflective ones... using the language efficiently
means being able to interact with others via
production and interpretation of spoken andwritten texts in order to be part of society.
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Achievement Expected learning outcomes. They should be related to the purpose
of each unit and they can be used as assessment criteria. should be
characterized by being:
Global. Because it considers the students English language skills as a
whole and does not isolate or break them down into fragments.
Ongoing. Because it not only considers the final product but also the
work and performance students undertake throughout thedevelopment of the different stages of the communicative situation.
The vehicle through which the learning process is
activated. It represents a communicative situationthat should integrate the three types of `learning
and it is important not to consider it as a result, but
as a way to develop a specific competence.
Product
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Leveling guide
Most of the students of the Mexican publicbasic education system havent had
contact with English language before.
Thus, a NEPBE leveling guide has beendeveloped in order to provide students (in
a very short period of time) with the basic
knowledges of English.
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Leveling guide
Students with no English backgroundLeveling guide
Unrestrictive and flexiblecontent
Approach contents, classroom managementExperience of the teachers
Interests and likings, multiple intelligencesCharacteristics of students
AcquisitionListening and speaking
activities
learningReading and writing andactivities
Specific and generalReflection topics
Use the leveling guide effectivelyTeaching guidelines
At the end of the leveling periodStudents with basic knowledgeof English
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Teaching guidelines
To use this guide
effectively, thefollowingguidelines are
suggested:
Know the groupof students.
Check andcomprehend the
program whichcorrespond tothe cycle you
will work with.
Select the orderin which the
contents will betaught.
Review andanalize theexamplesprovided.
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Teaching guidelines
Choose from the list ofpermanent and specific
topics for reflection in thisguide, only those which
are relevant to the
contents.
Consider the convinience
of adopting thesuggestions to addressthe contents.
Assess the progress andachievements of
students.
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Distribution of time8 weeks to accomplish both products
Student level
Complexity of the product
2 Social practices per unit
Specific competencesEnvironments
Materials
Assessment
Planning in the NEPBE
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Assessmenttakes intoaccount
Studentsbackground
Studentsperformance
Studentsprogress
Assessment
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Assessment
Evaluation By cycle
Listening
Speaking
Reading
Writing
RubricsA+
A
B
C
Reporte deevaluacinen el aula
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Bibliography
(2006), Reforma de la Educacin Secundaria. Fundamentacin Curricular. Lengua
Extranjera. Ingls, Mxico.
(2006), Educacin bsica. Secundaria. Lengua Extranjera. Ingls. Programas deestudio 2006, Mxico.
12 SEP (2006), Educacin bsica. Secundaria, Espaol. Programas de estudio, 2006.
Mxico, p. 17. 2011), Programas de estudio 2011. Ingls en Educacin bsica. secundaria, Mxico.
Electronic sources Council of Europe (2001), The Common European Framework of Reference for
Languages.
http://www.coe.int/T/DG4/Linguistic/Source/Framework_
http://basica.sep.gob.mx/pnieb/
www.pnieb.net
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http://www.coe.int/T/DG4/Linguistic/Source/Framework_http://basica.sep.gob.mx/pnieb/http://www.pnieb.net/http://www.pnieb.net/http://www.pnieb.net/http://basica.sep.gob.mx/pnieb/http://www.coe.int/T/DG4/Linguistic/Source/Framework_http://basica.sep.gob.mx/pnieb/
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