INITIAL TRAINING COURSE ENGLISH BASIC EDUCATION PROGRAM SEP DF

June/July 2011

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Plan de Estudios Secundaria 2006 Artculo 3 constitucional Plan Nacional de Desarrollo 2007-2012

CRITERIOS GENERALES

Lineamientos normativos del Programa Nacional de Ingls para Educacin Bsica (PNIEB)

Plan de Estudios Primaria 2009

Programa de Educacin Preescolar 2004

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GENERAL PURPOSE:
Familiarize participants with the guidelines and elements of the National English Program in Basic Education (NEPBE).

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ORGANIZATION
IN CYCLES AND PURPOSES

Primary 5th & 6th Primary 3rd & 4th Pre-school 3rd Primary 1st & 2nd Contact and Familiarization with the language Awareness of the language Language acquisition

Secondary 1st, 2nd & 3rd Use of the language

Expected achievement level: Primary B1 and Secondary B2 (CEFR)

SESSIONS PER WEEK AND TIME

Preschool 3 sessions 1 hour (each)

Primary 2 sessions 1 hour 30 minutes (each)

Primary 3 sessions 1 hour (each)

Secondary 3 sessions 45/50 minutes (each)

To reach our goals and objectives, we have to stick to the time schedule.
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COMMON EUROPEAN FRAMEWORK OF REFERENCE

A1
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

A2

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

COMMON EUROPEAN FRAMEWORK OF REFERENCE

B1
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B2

GENERAL PURPOSE OF ENGLISH LANGUAGE TEACHING IN BASIC EDUCATION

The purpose of foreign language teaching in basic education is for students to engage in social practices with spoken and written language, to interact with native and non-native English speakers.

ELEMENTS IN A CYCLE
BLOCK 1
SOCIAL PRACTICE 1A
Participate in social transactions.
FAMILIAR AND COMMUNITY ENVIRONMENT Specific Activity (Complexity)

SOCIAL PRACTICE 1B
Read legends of interest to students and stimulate creativity.
LITERARY AND LUDIC ENVIRONMENT Specific Activity (Complexity)

ARTICULATION OF THE THREE LEARNING CONTENTS

LEARNING TO DO

LEARNING TO KNOW

LEARNING TO BE

EXPECTED LEARNING OUTCOMES (ACHIEVEMENTS)

PRODUCT (guide)

ACTIVITIES TO DEVELOP THE SOCIAL PRACTICES

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SOCIAL PRACTICE OF THE LANGUAGE

SPECIFIC ACTIVTIES

SOCIAL LEARNING ENVIRONMENTS

They contribute to create Patterns of interaction, which foreign language learning include several activities linked to conditions, since they entail them. the development of collective activities that favour exchange among peers.

Their purpose is to preserve the formal aspects and the functions of the language within social life.

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LEARNING TO DO WITH THE LANGUAGE

LEARNING TO KNOW ABOUT THE LANGUAGE

LEARNING TO BE THROUGH THE LANGUAGE

Aspects on features, characteristics, and elements of the language, aiming at students to raise awareness about their knowledge.

Aspects related to the role of intercultural education in general, and the attitudes and values underlying interactions.

Communicative actions carried out in concrete interactive situations, which are necessary to accomplish the communicative aim.

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FAMILIAR AND COMMUNITY ENVIRONMENT FORMATION AND ACADEMIC ENVIRONMENT LITERARY AND LUDIC ENVIRONMENT

In this environment students approach the foreign language through situations close to them which favour high self-esteem and confidence in their own capacity to learn. It focuses on the approximation to literature through participating in reading, writing, and oral exchanges in order to activate students experiences and knowledge. It emphasizes the strategies required to learn and study in situations where students use formal and academic language both in oral and written texts.

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ACTIVITY 1
The secretary activity.

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Community and Familiar Environment

Specific activity with the language

4 Cycles

10 Social Practices of the Language

per cycle

Ludic and Literary Environment Formation and academic environment

Specific activity with the language

Specific activity with the language

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2.

SOCIAL PRACTICES
OF THE LANGUAGE

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ACTIVITY 2
Walk around and look at peoples clothes around you in the
classroom, look at the colors.

Share in pairs:
Which outfit did you look at first? Which one caught your attention? Did it remind you of anything?
Oral Text: Describe and explain.
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lol 4 u. C u in a b. thnx XOXOXOXO

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INTERACTION

SOCIAL LEARNING ENVIRONMENTS

SOCIAL PRACTICE

NEWS NOTICIAS

FORMATION AND ACADEMIC

TO BE THROUGH THE LANGUAGE

SER CON EL LGUAJE

UNIT 3. Social Practice of the language. Participate in a language game with expressive and aesthetic purposes. Literary and Ludic environment. Specific Activity: Discover words in a childrens song.
Learning to do with. Explore and identify the topic of songs with visual aids, no verbal language and teachers support. Listen to the reading aloud or singing of songs. Attend to the written lyrics of a song to follow their reading aloud with teachers help. Choose the name that corresponds to an illustration from a group of words.. Learning to know Features and types of oral and written text. Layout of songsTopic, purpose and intended audience of the text. Musical elements of literary language:rhyme,repeated sounds. Non-verbal language. Knowledge of the writing system and basic spelling conventions

ACHIEVEMENTS Can identify the name of the objects, animals, people. Can associate the writing of names with their images. Can join letters together to form words.
Learning to be. Appreciate towards cultural expressions particular to a foreign language.

Product: Memory game.

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T h e s o c i a l p ra c t i c e s o f t h e l a n g u a ge a re w r i tte n o r o ra l p atte r n s o r ways o f i nte ra c t i o n which h ave a specific co m m u n i cat i ve p u r p o s e a n d h a s a l i n k to a p a r t i c u l a r c u l t u ra l s i t u at i o n .

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PLANNING

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ELEMENTS OF PLANNING

Context

Place

Process Previous knowledge

Time

Materials Technology

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PLANNING BASED ON COMPETENCIES:

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THE IMPORTANCE OF PLANNING A LESSON

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Planning a lesson
Expected Learning Outcomes:
are what students are expected to know at the end of the class

Aims:
are what teachers want learners to learn or to be able to do at the end of the lesson

Procedures or sequences:
are what the teachers and learners will do at each stage of the lesson

Outcomes or Consolidation:
are when teachers see whether they have achieved their aims or succeeded in teaching what they have planned to teach.

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Elements of a lesson
Warm up Recycling Lead In High challenge (presentation) Low challenge (practice) Assessment (oral/written)

Timing

Wrap-up activity
Family task
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High Challenge, Warm Up, Low Challenge, Assessment, Family Task Lead in, Wrap Up, Recycling
BEGINNING DEVELOPMENT CLOSURE

Warm Up Recycling Lead in

High Challenge Low challenge

Assessment Wrap up Family Task

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BEGINNING
Warm Up

DEVELOPMENT
High Challenge

CLOSURE
Assessment Wrap up

Recycling
Lead in

Low challenge
Family Task

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BEGINNING
WARM UP
1, 3, 6 & 8
1) To call students attention 2) To gain confidence 3) Lasts 5 - 8 minutes 4) Recall what has been learned

RECYCLING
2, 4, 5 & 7 5) To link students to the previous class 6) Gets students into an English atmosphere 7) Lasts 10 - 15 minutes 8) To set a routine
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DEVELOPMENT
LEAD IN
3&6

HIGH CHALLENGE
1&8

LOW CHALLENGE
2, 4, 5 & 7

1. To introduce new language, structures or situations.

2. To practice what has been previously presented.

5. Exercising and practicing language.

6. Introduces students to the theme.

3. New and familiar language structures and vocabulary are shown in context.
4. To use the language in a meaningful way.
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7. To gain confidence.
8. To gain new knowledge.
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CLOSURE
ASESSMENT
2, 6 & 7
1. Activity to take home and helps as reinforcement 2. To get feedback of what has been learned 3. Integrate family to school's world

WRAP UP
4&8
4. To get students into closing all their activities 5. Reinforce learning 6. To check students understanding

FAMILY TASK
1, 3, 5 & 9
7. Evaluating the process to gain knowledge 8. To identify the end of the class 9. Share knowledge with family

ACTIVITY 3

Hands on activity!

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WARM UP

TYPES OF ACTIVITIES
WARM UP
Brain gym Set the date TPR activities Songs Games

RECYCLING
Drills Exercises Songs Dialogues Games (guessing, missing letters)

TYPES OF ACTIVITIES
LEAD IN
Comments Pictures Brainstorming Visual or oral cues Real life examples

HIGH CHALLENGE
Introduction of language from teacher Drills Stories Posters (image) work Rhymes Dialogues Audio visual material
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LOW CHALLENGE
Drills Role playing Games Creative activities Projects Dialogues Songs Workbook pages Real communication
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TYPES OF ACTIVITIES
ASSESSMENT
Exercises Workbook pages Games Tests Projects Creative activities Real communication

WRAP UP
Songs Short exercise Role play TPR Putting things away What did we learn? Chants

FAMILY TASK
Sharing what they have learned Cutting Drawing Coloring Pasting Singing

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Tell me, and Ill remember for a day.

Show me, and Ill remember for a week. Involve me, and Ill remember for a lifetime.
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LESSON PLAN

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TEACHERS ROLE

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CLASSROOM MANAGEMENT
Can you explain the difference between classroom control and classroom management? Classroom Management Deals with how things are done. It has to do with procedures, routines, classroom structure and It is the teachers responsibility

Classroom Control or DISCIPLINE Deals with how people behave. It is responsibility of the student

THEY ARE NOT SYNONYMOUS

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What kind of children do you expect to have in your classroom?

SUBJECT TO BE STUDIED

How to become the role of the mediator?

DO KNOW
BE SOCIALIZE OBJECT TO BE STUDIED
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FACILITATOR
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Eye Contact

Classroom arrangement

KEY FACTORS OF CLASSROOM MANAGEMENT

Gestures

Group work

Voice
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As you come into the clasroom remember to:

Be friendly, but firm. Smile, but demand order. Speak English all the time. Give clear short instructions. Greet students, write the date on the board. Make an agreement with your peer teacher to have students put away any material not belonging to the English Class. Set time limits for each sequence of the lesson planning. Get rid of distracters. Start the warm up activity as soon as possible. Set a routine.
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THE FIVE GOLDEN RULES

The Only REAL Classroom Management Solution: Rather than a plan, strategy or technique, the vital key to good classroom management comes from the teacher's attitude and decision to

earn the love and respect of students.

Think about it, if students like you and respect you they will naturally behave well and pay attention because they want to please you.

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So how can a teacher make this happen?

1. Be a mentor not a friend and earn the children's trust by being firm, fair and consistent. 2. Show your students that you care about them.

3. Get closer to your students.

4. Praise and encourage good behavior and work.

5. Make your teaching style interesting and varied.

Group work

Summary of the Golden Rules

These five golden rules will ensure that your students trust you because they know what your rules are and that you will apply them.
Your students will like you because you show them you care by taking time to talk to them and by getting close to them. They will like you because you make them feel good about themselves and learning English through your encouragement and enthusiasm. Finally they will respect you for your stimulating teaching through the use of games, stories, songs, plays, etc. tap into all learning styles.

www.teachingenglishgames.com/

Reflect and share why these resources are useful for classroom management:

Effective classroom management skills can take a long time to develop, but they are essential if you hope to have a long-lasting educational career.

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Curricular Curricular pedagogic pedagogic dimension dimension

Communicative social participation dimension

FACILITATOR

Organization dimension

Administrative Dimension

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ACTIVITY 4.
Write a personal commitment about your teachers rol.

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EVALUATION

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EXAMPLE

EXAMPLE

EXAMPLE

GLOBAL
Because it considers the students foreign language skills as a whole and does not isolate or break them down into fragments.

CONTINUOUS
Because it takes into consideration work and performance done throughout 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 evidence and qualitative data on the students performance so that positive and effective feedback among students and between them and the teacher is guaranteed.

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EVALUATION INSTRUMENTS
CHECKLIST OBSERVATION SELF-EVALUATION RUBRICS

TIME LINE
PORTFOLIO
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If children live with fear, they learn to be apprehensive

If children live with ridicule, they learn to feel shy If children live with encouragement, they learn confidence

If children live with tolerance, they learn patience

If children live with praise,

they learn to be appreciated

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If children live with acceptance, they learn to love

If children live with approval,

they learn to like themselves

If children live with recognition, they learn it is good to have a goal If children live sharing, they learn generosity If children live with kindness and consideration, they learn to respect

If children live with friendliness,

they learn that the world is a nice place to live in

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WHO I AM MAKES THE DIFFERENCE Anonymous

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