1. PLANNING WITH PNIEB SYLLABUS A hands on presentation.

2. SUGGESTED LESSON PLAN FORMAT 3. AGAPITO GONZALEZ CAVAZOSII4th.4MORENO SANCHEZ MARIOListen to and express immediate and practical needsPOSTER WITH AN ILLUSTRATED DIALOGUEFamiliar and CommunityInterpret and produce expressions to offer help for the school year in a dialogueAskNow isbegin with the copy &decisions. yourself: to start making paste part Lets time How many sessions do my students have to accomplish the PRODUCT? What stage or stages of the product I want to achieve with this communicative situation? How many sessions do my students have to accomplish THE SELECTED STAGE OF THE PRODUCT? 4. Get and analyze the official school year calendar19 sessions for this social practice.According PNIEB and CENNI Unit 1 with We also havedeterminedin august; working(bloque 1 Therefore, wetwo weeks the period of first week is Now that weto begin in August 27th. the the social the o primer count how unit sessions you have 21th usedsocial practice ofmany1 up to September in that first for bimestre) is on SEPTEMBER AND OCTOBER practice ,administrative paperwork and diagnosis tests completing the 4 weeks. period. 5. AGAPITO GONZALEZ CAVAZOSII4th.4MORENO SANCHEZ MARIOListen to and express immediate and practical needsFamiliar and CommunityPOSTER WITH AN ILLUSTRATED DIALOGUE Suggest situations where it is convenient To offer and ask for helpInterpret and produce expressions to offer help for the school year in a dialogueNow read, analyze and determinesessions for sessions So far we know that there are 19 how many this your students will need to accomplish each STAGE OF Social Practice. THE PRODUCT. Select the stage of the product that you want your students to accomplish. 2 sessions3 sessions 3 sessions 2 sessions 3 sessions 6. The lets look lesson plan format, the suggested lesson Nowsuggestedat the bottom part ashas a section for the You can use: one, two, three or of many sections as communicative is where many decisions and 40 min. session) . plan format, heresituation (each for depending your teacher Neccesary (with another sheet); on the length of your creativity are needed. planning. communicative situation 7. Uses non-verbal language to offer and ask for help. POSTER WITH AN ILLUSTRATED DIALOGUESuggest situations where it is convenient To offer and ask for helpFor this presentation lets only use one section of the suggested lesson plan format.Choose the achievement that is related to the stage of the Product that you are going to develop in this communicative situation. 8. Uses non-verbal language to offer and ask for help.Identify every day life Situations (in a set of illustrations) in which it is suitable to offer or ask for help.Now finally read the Now look and read And look and read the CONTENTS the CONTENTS the CONTENTS of of Topic, purpose and participantsKnow in of the To Do the To Be the communicative (Doing (Knowing about the (Being with the situation. through language), that are language), that are language), that are Offer sincere help to others related, or help to related, or help to related, or help to Develop the Develop the Develop the selected selected selected ACHIEVEMENT ACHIEVEMENT ACHIEVEMENT 9. AGAPITO GONZALEZ CAVAZOSII4th.MORENO SANCHEZ MARIO POSTER WITH AN ILLUSTRATED DIALOGUE4Listen to and express immediate and practical needs Suggest situations where it is Familiar and Community convenient To offer and ask for help Interpret and produce expressions to offer help for the school year in a dialogueBy now, you have make your lesson plan getting information From the Syllabus, from here your creativity is needed. Uses non-verbal language to offer and ask for help.Identify every day life Situations (in a set of illustrations) in which it is suitable to offer or ask for help.Topic, purpose and participants in the communicative situation.Offer sincere help to othersLook and read again: Begin building a Didactic Sequence that 1. Achievement (MY practice and will help your studentsSTUDENTS GOAL) 2. To doACHIEVEMENT, and by my help (the communicative master theinteractive situation) actions carried outwill students in this concrete them reach the(my students raise the product. 3. To know stage of awareness about their knowledge, know aspects about the language they had not reflected on before, and develop greater confidence and versatility to use the language.)4. To be. (how my students carry out the attitudes and values underlying oral and written texts) 10. AGAPITO GONZALEZ CAVAZOSII4th.MORENO SANCHEZ MARIO POSTER WITH AN ILLUSTRATED DIALOGUE4Listen to and express immediate and practical needs Suggest situations where it is Familiar and Community convenient To offer and ask for help Interpret and produce expressions to offer help for the school year in a dialogue 1 2Uses non-verbal language to offer and ask for help.Remember how many session you determine for this stage of the productIdentify every day life Situations (in a set of illustrations) in which it is suitable to offer or ask for help.2 sessionsTopic, purpose and participants in the communicative situation.Offer sincere help to others 11. AGAPITO GONZALEZ CAVAZOSII4th.Uses non-verbal language to offer and ask for help.Identify every day life Situations (in a set of illustrations) in which it is suitable to offer or ask for help.4MORENO SANCHEZ MARIO POSTER WITH AN ILLUSTRATED DIALOGUEListen to and express immediate and practical needs Suggest situations where it is Familiar and Community convenient To offer and ask for help Interpret and produce expressions to offer help for the school year in a dialogue 1 2 5 min T shows a video or pictures of school situations where someone gives or gets help. (doubts, a dull pencil, a sick student in a wheel chair). Ask Ss to describe the context and brainstorm the problem and the solutions. Stick them on different parts of the classroom. 10 min T writes parts of short dialogues related to the pictures or video on cards and give them to Ss and let them look for their partners and stand in front of the picture. The team gathers their cards and orders the dialogue. Stick under the picture. Ask to the group if they are offering or asking for help.10 min Ss read aloud the dialogue and identify the words, structures or polite formulas used to ask and offer help, highlight them with different colors. Ss go to the board and classify on a word map.Topic, purpose and participants in the communicative situation.Offer sincere help to othersWARM UP / INITIAL PRESENTATIONPRACTICE DEVELOPMENT10 min T shows a new situation Ss brainstorm ideas to finish the dialogue using the models, asking teacher for help and using dictionary. T suggests corrections giving clues. Write the dialogue. Ss read aloud.APPLICATION5 min (Homework) T shows Ss an example of the final project they will do all along the unit and asks them to gather the material needed. (Cardboard, white paper, illustrations or cut outs) Think and choose a situation where they could give or get help. Draw on a draft paper.CLOSING ASSESSMENT 12. AGAPITO GONZALEZ CAVAZOSII4th.Uses non-verbal language to offer and ask for help.4MORENO SANCHEZ MARIO POSTER WITH AN ILLUSTRATED DIALOGUEListen to and express immediate and practical needs Suggest situations where it is Familiar and Community convenient To offer and ask for help Interpret and produce expressions to offer help for the school year in a dialogue 2 2 5 min One volunteer comes to the front to explain their situations. T asks model questions and help the volunteer to answer. Ss practice the questions and answers. What is the problem? Do you need to ask or offer help? nd Which words can you use?Or use the back of the LESSON PLANNING FORMAT that you Use another LESSON PLAN FORMAT, for the 2 DIDACTIC used for the 1st DIDACTIC SEQUENCE; keep the most SEQUENCE (session) of the COMMUNICATIVE SITUATION 10 min important information for reference.Identify every day life Situations (in a set of illustrations) in which it is suitable to offer or ask for help.10 min 10 min 5 min (Homework)Topic, purpose and participants in the communicative situation.Offer sincere help to others 13. AGAPITO GONZALEZ CAVAZOS4MORENO SANCHEZ MARIO POSTER WITH AN ILLUSTRATED DIALOGUENow write the material that you are going you will need Then determine the types of assessments to need for this didactic sequence. communicative situation. according with the II4th.Uses non-verbal language to offer and ask for help.Identify every day life Situations (in a set of illustrations) in which it is suitable to offer or ask for help.Listen to and express immediate and practical needs Suggest situations where it is Familiar and Community convenient To offer and ask for help Interpret and produce expressions to offer help for the school year in a dialogue 1 2 5 min T shows a video or pictures of school situations where someone gives or gets help. (doubts, a dull pencil, a sick student in a wheel chair). Ask Ss to describe the context and brainstorm the problem and the solutions. Stick them on different parts of the classroom. 10 min T writes parts of short dialogues related to the pictures or video on cards and give them to Ss and let them look for their partners and stand in front of the picture. The team gathers their cards and orders the dialogue. Stick under the picture. Ask to the group if they are offering or asking for help.10 min Ss read aloud the dialogue and identify the words, structures or polite formulas used to ask and offer help, highlight them with different colors. Ss go to the board and classify on a word map.Topic, purpose and participants in the communicative situation.Offer sincere help to others10 min T shows a new situation Ss brainstorm ideas to finish the dialogue using the models, asking teacher for help and using dictionary. T suggests corrections giving clues. Write the dialogue. Ss read aloud. 5 min (Homework) T shows Ss an example of the final project they will do all along the unit and asks them to gather the material needed. (Cardboard, white paper, illustrations or cut outs) Think and choose a situation where they could give or get help. Draw on a draft paper.Cards w/ model situations on big format. Blank cards Markers dictionary Classroom wall Example final p. (check list)The student identify situations to ASK FOR HELP Or OFFER HELP (rubric)The student distinguishes the expressions to offer and ask for help. (rubric)The student uses correctly the expressions to offer and ask for help. (portfolio)The students work on the final project 14. AGAPITO GONZALEZ CAVAZOSII4th.4MORENO SANCHEZ MARIO POSTER WITH AN ILLUSTRATED DIALOGUEListen to and express immediate and practical needs Suggest situations where it is Familiar and Community convenient To offer and ask for help Interpret and produce expressions to offer help for the school year in a dialogue 1 2You are almost done !!! Check your lesson plan with this questions: Uses non-verbal language 5 min Cards w/ model 1. Does the shows a video or pictures of school situations wheresequences) integrate the didactic sequence (or someone gives or gets help. to offer and ask for help. T situations on big (doubts, a dull pencil, a sick student in a wheel chair). Ask Ss to describe the context and to do, to know and the solutions. Stick them on different parts of the classroom. format. and to be? brainstorm the problem Blank cards Markers Identify every day life 2. Does the didactic sequence helps to develop the stage dictionary 10 min Situations (in a set of Classroom wall T writes parts of short dialogues related to the pictures or video on cards and give them to illustrations) in which Ss and let them look for their partners and stand in front of the picture. The team gathers Example final p. of the product? it is suitable to offer their cards and orders the dialogue. Stick under the picture. Ask to the group if they are or ask for help. offering or asking for 3. Does the didactic help. sequence involve pair or group work? 10 min Ss activities will help students the the words, structures or polite formulas used to the 4. Does the read aloudhelp,dialogue and identify different colors. Ss go to theto reachon a final ask and offer highlight them with board and classify project?word map. min Topic, purpose 5. participants the shows a new situation Ss brainstorm ideas to finish the dialogue usingCLEAR Does in 10 assessment instruments give the models, T and asking teacher for help and using dictionary. T suggests corrections giving clues. Write the the communicative dialogue. Ss read aloud. INFORMATION about the student achievment? situation. (check list)The student identify situations to ASK FOR HELP Or OFFER HELP(rubric)The student distinguishes the expressions to offer and ask for help.Offer sincere help to others5 min (Homework) T shows Ss an example of the final project they will do all along the unit and asks them to gather the material needed. (Cardboard, white paper, illustrations or cut outs) Think and choose a situation where they could give or get help. Draw on a draft paper.(rubric)The student uses correctly the expressions to offer and ask for help. (portfolio)The students work on the final project 15. And finally always consider this tips when planning a COMMUNICATIVE SITUATION. Guarantee foresee difficulties and possible solutions as well about, and being Allow to the development contents (doing with, knowing as to evaluate Articulate the curricular of routine activities that: each stage and the process as a that involves an initial, development and through language) in a process whole. closingthe way to approach unknown or particularly difficult contents that Ease phase. Are the product of consensus and continue with the process and obtain the requirecooperative work, i.e. distribute actions that involve responsibilities Foster an in-depth treatment to negotiation between teacher and students, instead of being previously determined.everyone participates, make intended product. among students, offer opportunities in which Foster confidence in studentsand and are awaregiveuse of English. sure couples exchange knowledge confidence in the what they need to learn. Boost students self-esteem in the classroom, of a sense of belonging to the class, extend learning, and allow the processes to be more efficient in this situation. 16. THANK YOU !!!.