First Session Articulacion2

8/13/2019 First Session Articulacion2

1/26

2011-2012

Direccin de Educacin Secundaria

August, 2011


2/26

The NEPBE Syllabus

Cycle four

First session of the Articulation

2


3/26

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.

3


4/26

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


5/26

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

5


6/26

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.

6


7/26

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

7


8/26

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.

8


9/26

Socialpractices

Environments

SpecificCompetencies

Achievements Contents Products

COMPONENT OF THE

UNIT

9


10/26

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

10


11/26

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

11


12/26

Types oflearning

Learning

to Know

Learning

to Do

Learning

to Be

12


13/26

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

13


14/26

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.

14


15/26

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.

15


16/26

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.

16


17/26

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

17


18/26

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.

18


19/26

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

19


20/26

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.

20


21/26

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.

21


22/26

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

22


23/26

Assessmenttakes intoaccount

Studentsbackground

Studentsperformance

Studentsprogress

Assessment

23


24/26

Assessment

Evaluation By cycle

Listening

Speaking

Reading

Writing

RubricsA+

A

B

C

Reporte deevaluacinen el aula

24


25/26

25


26/26

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

26
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/

First Session Articulacion2

Documents

Transcript of First Session Articulacion2