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INITIAL TRAINING COURSE
ENGLISH BASIC EDUCATION PROGRAM
SEP DF
June/July 2011
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TEACHER 2
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TEACHER 3
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TEACHER 4
CRITERIOS
GENERALES
Lineamientosnormativos del
Programa Nacional deIngls para Educacin
Bsica (PNIEB)
Plan de EstudiosSecundaria
2006
Plan Nacionalde Desarrollo
2007-2012
Programa deEducacinPreescolar
2004
Plan de EstudiosPrimaria 2009
Artculo 3constitucional
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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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1
1. ORGANIZATION
IN CYCLES AND PURPOSES
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Secondary1st, 2nd & 3rd
Pre-school 3rd
Primary 1st & 2nd
Contact
and
Familiarization
with the
language
Primary
3rd & 4th
Awareness
of the
language
Primary
5th & 6th
Languageacquisition
Use of the
language
Expected achievement level:
Primary B1 and Secondary B2
(CEFR)
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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 atthe 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 otherperson talks slowly and clearly and is prepared to help.
A2 Can understand sentences and frequently used expressions related to areas of mostimmediate 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 describein simple terms aspects of his/her background, immediate environment and matters in
areas of immediate need.
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COMMON EUROPEAN FRAMEWORK OF REFERENCE
B1 Can understand the main points of clear standard input on familiar matters regularlyencountered 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.
B2 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 speakersquite 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.
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The purpose of foreign language teaching in basic education is
for students to engage in social practices with spoken andwritten language, to interact with native and non-native English
speakers.
GENERAL PURPOSE
OF ENGLISH LANGUAGE TEACHING
IN BASIC EDUCATION
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ELEMENTS IN A CYCLE
BLOCK 1
SOCIAL PRACTICE 1A SOCIAL PRACTICE 1B
Participate in social transactions. Read legends of interest to students
and stimulate creativity.
FAMILIAR AND COMMUNITYENVIRONMENT
LITERARY AND LUDIC ENVIRONMENT
Specific Activity (Complexity) Specific Activity (Complexity)
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TEACHER 13
ACTIVITIES TO DEVELOP THESOCIAL PRACTICES
LEARNINGTO BE
LEARNINGTO DO
LEARNINGTO KNOW
ARTICULATION OF THE THREE LEARNING CONTENTS
PRODUCT
(guide)
EXPECTED LEARNING
OUTCOMES
(ACHIEVEMENTS)
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TEACHER 14
SOCIAL PRACTICE OF THE
LANGUAGE
SPECIFIC ACTIVTIES SOCIAL LEARNING
ENVIRONMENTS
They contribute to create
foreign language learning
conditions, since they entail
the development of collectiveactivities that favour exchange
among peers.
Patterns of interaction, which
include several activities linked to
them.
Their purpose is to
preserve the formal
aspects and the functions
of the language withinsocial life.
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TEACHER 15
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 awarenessabout their knowledge.
Aspects related to the role
of intercultural education
in general, and the
attitudes and valuesunderlying interactions.
Communicative actions
carried out in concrete
interactive situations, which
are necessary to accomplishthe communicative aim.
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TEACHER 16
FAMILIAR AND
COMMUNITY
ENVIRONMENT
FORMATION ANDACADEMIC
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 participatingin 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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TEACHER 17
ACTIVITY 1
The secretary activity.
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TEACHER 18
4 Cycles10 Social Practices
of the Language
per cycle
Community andFamiliar
Environment
Specific activitywith the language
Ludic and LiteraryEnvironment
Specific activitywith the language
Formation andacademic
environment
Specific activity
with the language
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TEACHER 19
2. SOCIAL PRACTICES
OF THE LANGUAGE
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TEACHER 20
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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TEACHER 21
lol 4 u.
C u in a b.thnx
XOXOXOXO
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NOTICIAS
SER CON EL LGUAJE
NEWS
SOCIAL LEARNING ENVIRONMENTS
FORMATION AND
ACADEMIC
SOCIAL PRACTICE
TO BE THROUGH THE LANGUAGE
INTERACTION
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TEACHER 23
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..
Literary and Ludic environment.
Specific Activity:
Discover words in a childrens song.
UNIT 3.
Social Practice of the language.Participate in a language game with expressive and aesthetic
purposes.
Learning to knowFeatures and types of oral and
written text.
Layout of songs-
Topic, 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
Learning to be.
Appreciate towards cultural
expressions particular to a foreign
language.
Product: Memory game.
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.
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TEACHER 24
The soc ia l pract ices of the language are
w ri tten or ora l patterns or ways of interact ion w hich have a spec i f i c
communicat ive purpose and has a l ink to
a part icu lar cul tura l s i tuat ion .
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TEACHER 25
PLANNING
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TEACHER 26
ELEMENTS OF PLANNING
Context PlaceProcess
Previous
knowledge
Time Materials
Technology
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TEACHER 27
PLANNING BASED ON COMPETENCIES:
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TEACHER 28
THE IMPORTANCE OF PLANNING A LESSON
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TEACHER 29
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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TEACHER 30
Elements of a lesson Timing
Warm up
Recycling
Lead In
High challenge (presentation)
Low challenge (practice)
Assessment (oral/written)Wrap-up activity
Family task
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TEACHER 31
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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TEACHER 32
BEGINNING
Warm Up
Recycling
Lead in
DEVELOPMENT
High Challenge
Low challenge
CLOSURE
Assessment
Wrap up
Family Task
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TEACHER 33
BEGINNING
WARM UP RECYCLING
1) To call students attention 5) To link students to the previous class
2) To gain confidence 6) Gets students into an English
atmosphere
3) Lasts 5 - 8 minutes 7) Lasts 10 - 15 minutes
4) Recall what has been learned 8) To set a routine
1, 3, 6 & 8 2, 4, 5 & 7
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TEACHER 34
DEVELOPMENT
LEAD INHIGH
CHALLENGELOW
CHALLENGE
1. To introduce new language, structures or
situations.
5. Exercising and practicing language.
2. To practice what has been previously
presented.
6. Introduces students to the theme.
3. New and familiar language structures and
vocabulary are shown in context.
7. To gain confidence.
4. To use the language in a meaningful way. 8. To gain new knowledge.
3 & 6 1 & 8 2, 4, 5 & 7
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CLOSURE
ASESSMENT WRAP UP FAMILY TASK
1. Activity to take home
and helps as reinforcement
4. To get students into
closing all their activities
7. Evaluating the process to
gain knowledge
2. To get feedback of what
has been learned
5. Reinforce learning 8. To identify the end of the
class
3. Integrate family to
school's world
6. To check students
understanding
9. Share knowledge with
family
2, 6 & 7 4 & 8 1, 3, 5 & 9
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TEACHER 36
ACTIVITY 3
Hands on activity!
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WARM UP
TYPES OF ACTIVITIES
WARM UP RECYCLING
Brain gymSet the date
TPR activities
Songs
Games
DrillsExercises
Songs
Dialogues
Games (guessing,
missing letters)
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TEACHER 38
TYPES OF ACTIVITIES
LEAD IN HIGH CHALLENGE LOW CHALLENGE
Comments
Pictures
Brainstorming
Visual or oral
cues
Real life
examples
Introduction of
language from
teacher
Drills
Stories
Posters (image) work
Rhymes
Dialogues
Audio visual material
Drills
Role playing
Games
Creative activities
Projects
Dialogues
Songs
Workbook pages
Real communication
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TEACHER 39
TYPES OF ACTIVITIES
ASSESSMENT WRAP UP FAMILY TASK
ExercisesWorkbook pages
Games
Tests
Projects
Creative activitiesReal communication
SongsShort exercise
Role play
TPR
Putting things away
What did we learn?Chants
Sharing what theyhave learned
Cutting
Drawing
Coloring Pasting
Singing
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22
Tell me,
and Ill remember for a day.
Show me,
and Ill remember for a week.
Involve me,
and Ill remember for a lifetime.
http://pnieb_etc_primary_1_grade_block_1_a_b_22_29.xls/ -
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TEACHER 41
LESSON PLAN
http://pnieb_etc_primary_1_grade_block_1_a_b_22_29.xls/http://pnieb_etc_primary_1_grade_block_1_a_b_22_29.xls/http://pnieb_etc_primary_1_grade_block_1_a_b_22_29.xls/ -
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TEACHER 42
TEACHERS ROLE
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26
CLASSROOM MANAGEMENTCan you explain the difference between classroom control and
classroom management?
Classroom
Control or
DISCIPLINE
Deals with how people
behave.
It is responsibility of thestudent
Classroom
Management
Deals with how things
are done. It has to do
with procedures,
routines, classroom
structure andIt is the teachers
responsibility
THEY ARE NOT
SYNONYMOUS
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What kind of children
do you expect to have in your classroom?
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TEACHER 45
How to become therole of the
mediator?
FACILITATOROBJECT TO BE
STUDIED
SUBJECT TO BE
STUDIED
BE
DOKNOW
SOCIALIZE
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14
KEY FACTORSOF
CLASSROOMMANAGEMENT
EyeContact
Gestures
Voice
Classroomarrangement
Group work
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12
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.
As you come into the clasroom remember to:
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16
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 naturallybehave 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 andearn the children's trust by beingfirm, fair and consistent.
2. Show your students that youcare about them.
3. Get closer to yourstudents.
4. Praise andencourage goodbehavior and work.
5. Make your teaching styleinteresting and varied.
Group work
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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 themand 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 throughthe use ofgames, stories, songs, plays, etc. tap into all learning styles.
www.teachingenglishgames.com/
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Reflect and share why these resourcesare useful for classroom management:
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24
Effective classroom management skills
can take a long time to develop, but
they are essential if you hope to have along-lasting educational career.
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TEACHER 53
Curricular
pedagogic
dimension
FACILITATOR
Curricularpedagogicdimension
Organizationdimension
AdministrativeDimension
Communicativesocial
participationdimension
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TEACHER 54
ACTIVITY 4.
Write a personal commitmentabout your teachers rol.
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TEACHER 55
EVALUATION
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TEACHER 56
GLOBAL CONTINUOUS FORMATIVE
EXAMPLE EXAMPLE EXAMPLE
Because it considers
the students foreign
language skills as a
whole and does not
isolate or break them
down into fragments.
Because it takes into
consideration work and
performance done
throughout development of
the stages and phases ofthe communicative situation,
not only the final product.
Because it is a continuous
process of uninterrupted
gathering of evidence and
qualitative data on the students
performance so that positive andeffective feedback among
students and between them and
the teacher is guaranteed.
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TEACHER 57
EVALUATION INSTRUMENTS
CHECKLIST
OBSERVATION
SELF-EVALUATION
RUBRICS
TIME LINE
PORTFOLIO
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58
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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WHO I AM MAKES THE
DIFFERENCE
Anonymous