Presentacion ciclo 4.ppt

7/29/2019 Presentacion ciclo 4.ppt

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NEPBE Professional

Development Workshop

Purpose,curricular elements and

planning of the NEPBECYCLE 4


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Welcome

What is NEPBE?

National English Program for Basic

Education.

In 2009 Campeche Started to work with

NEPBE.Cycle 4 started in 2011


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Modifications

Programa 2006

MCER A2

PNIEB 2011

MCER B1- CENNI 8

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The aim of the program


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ORGANIZATION IN CYCLES

4


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GRADES IN BASIC EDUCATION ARTICULATED IN CYCLES

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FAMILIARIZATION APPROXIMATION ACQUISITION CONSOLIDATION


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PURPOSE OF ENGLISH LANGUAGETEACHING IN BASIC EDUCATION

Students to get the necessaryknowledge to engage in socialpractices with written and orallanguage to interact with nativeand non-native English speakersby means of specific

competencies with thelanguage.

PURPOSE OF LANGUAGETEACHING IN BASIC EDUCATION

CYCLE 4

Students to consolidate theirproficiency in English in basiccommunicative situations anddevelop specific Competenciesparticular to social practices ofthe language within a range of

communicative situations, inwhich they understand andproduce, in general way, oraland written texts aboutdifferent topics.


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DISTRIBUTION OF TIME FOR CYCLES


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Importance of the English LanguageTEAM A TEAM B

What is language foryou?

How important doyou consider the

English language is

nowadays?

Why?


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Definition of Language Language is a communicative, cognitive, and

reflective activity

through which we express, exchange, and defend ourideas; we establish and keep interpersonal relationsand gain access to information; we participate inknowledge building, organize our thoughts, andreflect on our own discursive and intellectual creation.

Language shows a variety of forms

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


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Language implies acquiring rules of sociallyimposed (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.


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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


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Specific competencies with the language

Social practices of the language are presentedin the NEPBE through specific competencies

with the language Explore syllabus p. 31-32.

Specific competencies are formed byintegrating 3 types of learning: Doing withthe language, knowing about the languageand being through the language


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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 speakingand 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 tocomplement 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

TYPES OF LEARNING


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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.


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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 communicationHelps 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 usedSs 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 andopinions.

Fosters a freer and more creative attitude to help Ss appreciate other

cultures.

It also encourages Ss to play with words and texts.


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Mapa Curricular

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Ciclo

Grado

Bloque

Ambiente social deaprendizaje

Aprendizajes esperados

PSL/Competenciaespecfica

Producto

Ambiente social deaprendizaje

Aprendizajes esperados

PSL/competenciaespecfica

Producto


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Distribution of the social practices of the languages

Cycle 4


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Distribution of the social practice of the language by

grade and environment

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PLANNING

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Form teams of 6 people. In each team, assign a time-keeper, amotivator, 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.

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

Using the teams answers registered by the secretary,

complete the chart with the teams strengths andweaknesses.

Share (spokesperson) the teams chart identifying common

areas of strengths and weaknesses with the whole group.

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Strengths Weaknesses


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LESSON PLAN

SCHOOL:

ZONE: SECTOR: GRADE: GROUP:

PLANNING FROM:

CURRICULAR STANDARDLANGUAGE AND COMMUNICATION

UNIT:

SOCIAL PRACTICE OF THE LANGUAGE: ENVIROMENT:

SPECIFIC COMPETENCY: ACHIEVEMENT (S):

CONTEN

TS

DOING WITH THE LANGUAGE:

KNOWING ABOUT THE LANGUAGE:

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:


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Evaluacin La evaluacin posee las mismas caractersticas.

Global

ContinuaFormativa

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