planning hints
TRANSCRIPT
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Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
PLANNING HINTS
Workshop
Booklet
February April, 2013
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Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
DIRECTORY
Dr. Luis Ignacio Snchez Gmez
Administrador Federal de Servicios Educativos en el Distrito Federal
Jenny Taboada Coblentz
Coordinadora del Programa de Ingls en el Distrito Federal
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Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
PURPOSE
Familiarize English teachers with the general planning guidelines according to the National English Program in
Basic Education, so that they identify the components to develop a Social Practice and are able to articulate the
contents according to the stages of the product and accomplish the Expected Learning Outcomes.
CONTENTS
1 General Purpose of the NEPBE: Purposes for English language teaching for Cycles 1, 2, 3 and 4Curricularelements
3 Teaching GuidelinesDidactic Suggestions4.1 Development of Products4.2Articulation of contents4.3 Didactic sequence4.4 Design of activities
5 Annex6 Bibliography
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Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
1. GENERAL PURPOSE OF THE NEPBE: PURPOSES FOR ENGLISH LANGUAGE
TEACHING FOR CYCLES 1, 2, 3 AND 4
The purpose of English language teaching in Basic Education is for students to get the necessary
knowledge to engage in oral and written social practices of the language to interact with native and non-
native English speakers by means of specific competencies. This is to say, through competencies that
involve production and interpretation of oral and written texts of familiar, academic and literary nature
students will be able to satisfy basic communication needs in different every-day, known, and familiar
situations.
Thus, children need to learn to use language to organize their thoughts and their speech; analyze and solve
problems; and gain access to different cultural expressions from their own and other countries. Besides, it
is essential that they identify the role language plays in the construction of knowledge and cultural values.
Furthermore, children should develop an analytical and responsible attitude to face the problems that
affect our world. Competence in the English language does not stem from mere repetition or exposure to
it for a long time. Most importantly, it is necessary to have a variety of individual and collective
experiences that include different ways to participate in oral exchanges and in text reading and writing.
School whose responsibility is higher in the case of students that come from communities with low
literacy and scarce or non-existent contact with the English language should provide the necessary
conditions for students to participate in such experiences, to reach gradual autonomy in their intellectual
work, and to be able to transfer what they have learnt in the classroom context to out-of-classroom
communicative situations.1
Purpose of English language teaching for Cycle 1.The purpose of English language teaching forCycle 1 in Basic Education (3rd grade Preschool, and 1st and 2nd grades of Elementary school) is
to raise students awareness about the existence of a language different from their own and to get
them acquainted with English by developing specific competenciesparticular to routine and familiar
social practices of the language, through the interaction among students and spoken and written texts
belonging to various social environments.
1 NEPBE. Curricular Foundations.
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Therefore, at the end of this cycle, students are expected to:
o Acknowledge the existence of other cultures and languages.o Acquire motivation and a positive attitude towards the English language.o Begin developing basic communication skills, especially the receptive ones.o Reflect on how the writing system works.o Get acquainted with different types of texts.o Start exploring childrens literature.o Use some linguistic and non-linguistic resources to give information about themselves and
their surroundings.
Purpose of English language teaching for Cycle 2.The purpose of English language teaching forCycle 2 in Basic Education (3rd and 4th grades of Elementary school) is for students to acquire the
necessary knowledge to understand and use English in order to recognize, understand, and use
common expressions through the development ofspecific competenciesparticular to social practices of
the languagerelated to the production and interpretation of oral and written texts pertaining to the
Familiar and community, Literary and ludic, and Academic and educational environments. At the
end of this cycle, students are expected to:
o Express simple opinions and requests in familiar contextso Recognize basic instructions, information, and advertisements.o Identify basic aspects of pronunciation and vocabulary used in everyday life contexts.o Use expressions to refer to personal aspects and needs.o Respond to spoken and written language in different linguistic and non-linguistic ways.o Use different strategies to solve everyday problems, as well as to look for information
about concrete topics.
o Identify similarities and differences between their own cultural expressions and those ofthe English language.
o Establish basic social contact by means of their linguistic repertoire.
Purpose of English language teaching for Cycle 3.The purpose of English language teaching forCycle 3 in Basic Education (5th and 6th grades of Elementary school) is for students to develop
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specific competencies particular to social practices of the language that enable them, through the
interaction with oral and written texts, to understand and use English to carry out simple,
everyday communicative activities about Familiar and community, Literary and ludic, and
Academic and educational environments. At the end of this cycle, students are expected to:
o Understand and produce everyday or routine information and its general meaning.o Begin or participate in some conversations or transactions using verbal and nonverbal
strategies.
o Recognize similarities and differences in the form and social use between their mothertongue and English.
o Use strategies to present information, understand academic texts, and solve simpleproblems.
o Express opinions and provide short descriptions.o Produce comprehensible messages, adapting their linguistic forms and pronunciation.o Use strategies to recognize form and understand content in a variety of simple literary
texts.
o Interact with oral and written texts for specific purposes, and use them as a basis forfurther interaction.
o Socialize by means of common expressions.
Purpose of English language teaching for Cycle 4. The purpose of English language teaching forCycle 4 in Basic Education (1st, 2nd and 3rd grades of Secondary school) is for students to
consolidate their proficiency in English in basic communicative situations and develop specific
competenciesparticular to social practices of the languagewithin a range of communicative situations,
in which they understand and produce, in general way, oral and written texts about different
topics. At the end of this cycle, students are expected to:
o Identify the main idea and some details from a variety of short oral and written texts,using their knowledge of the world.
o Understand and use information from different textual sources.o Produce short, conventional texts that respond to personal, creative, social, and academic
purposes.
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o Adapt their language to unexpected communicative needs.o Recognize and respect differences between their own culture and the cultures of English-
speaking countries.
o Express some judgments and opinions about issues that are interesting to them orresemble their everyday reality.
o Use appropriate registers in a variety of communicative situations.o Master linguistic resources to understand the relationship between the parts of a
statement or text.
o Edit their own or their classmates writings.o Use grammar, spelling, and punctuation conventions.o Participate in formal communicative situations.o Keep communication flowing, identify breakdowns and use strategic resources to repair it
when necessary.
Activity 1.1 Game
2. CURRICULAR ELEMENTS
According to the Curriculum 2011, the following curricular elements are defined in order to cover the
corresponding contents:
Social practices of the language Learning environments Communicative Competency Specific competencies Doing with the language Being through the language Knowing about the language Achievements Communicative situation Product
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Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
3. TEACHING GUIDELINES
According to the social practices of the language, the work carried out within the classroom implies
assignments and tasks which promote reflection, both on formal aspects of the language and the uses
which give them meaning considering didactic observations such as the following:
a) Consider students as active participants in the construction of learning, which means that, byusing their own knowledge and experiences, students will be able to:
Take part in real-life or life-like communicative activities as language users and learners at thesame time.
Develop their own ideas and questions about the relation between linguistic forms andcommunicative functions of the language, based on the analysis of language use that students and
people around them have in different social environments.
Make decisions, accept responsibilities, and have an opinion about the activities related to the useand analysis of the English language, as well as, the creation of products developed in the different
social learning environments along the five units included in each grade in the four cycles of the
NEPBE.
b) Consider teaching as a process that fosters and encourages use (meaning) and reflection (form) onlanguage through specific communicative situations or tasks, which challenge students and
involves to:
Develop, expand, and apply the necessary knowledge and strategies to respond successfully indifferent communicative situations.
Analyze their own communicative practices and those of the people around them in order tounderstand, explain, question, adapt, and correct them depending on the social sphere where they
are and the intentions they have.
Face new and unfamiliar communicative situations, which enhance the students ability to solveproblems and deal with questions related to language use and form and the behavior and attitude
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in specific activities with the language.
Work the activities with the English language as a means of promoting cooperative work in orderto deal with oral interaction and writing problems based on negotiations, feedback, and
Analysis of knowledge, strategies, and problem solving. It is also necessary that teachers define, along with their students, the tasks (or projects) that will
give meaning to the contents of the program and at the same time, take into account the following
criteria:
Use previous knowledge, experiences, and interests that students have and know about thepractices of the language, both in their mother tongue and in English.
Choose real-life or semi-real life tasks the students are familiar with in order to pose a challengethat involves creating a product, solving a problem or reaching a goal.
Consider the level of complexity of the contents derived from the specific competencies with theEnglish language, so that they are both challenging and feasible for students.
Guarantee that the tasks (or project stages) are organized as a recurrent cycle for the students to beable to work on aspects or topics for reflection about English in the three social learning
environments.
It is convenient to take into account that the point is not to go over the same contents repeatedly, but to
establish teaching sequences that allow a suitable and adequate work in different levels of depth and
complexity.
4. DIDACTIC SUGGESTIONS
According to the approach established in the Curriculum 2011, lesson planning implies developing
learning activities taking as a basis didactic situations, didactic sequences, or projects, among others, which
allow the accomplishment of contents and/or purposes stated in the Curriculum. This process requires
from teachers to be familiar with developmental stages and learning theories, since it is necessary to create
appropriate learning environments, to apply teaching strategies and to design assessment instruments
according to the expected learning outcomes.
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4.1 Development of products
Products are included in each of the social practices of the language. A product is considered as a vehicle
through which the learning process is activated. It represents a communicative situation that should
Integrate the three types of content. It is important that is should not be considered as a result, but as a
way to develop a specific competence.
The product should be elaborated through a series of stages in which the curricular contents are articulated
and integrated. Through the creation of the product it is guaranteed that the purposes and expected
learning outcomes are achieved.
For the NEPBE, the type ofsocial practice, learning environmentand the specific competence should be
taken as guidelines and a frame for the planning of each didactic sequence or session, since they represent
the purpose of the unit. It is also important that the activities are always linked in a communicative
situation that provides a meaningful context for the students.
In addition, in order to develop a product it is important to consider the following guidelines:
Purpose of the information (to inform, to persuade, etc.) Intended audience (children, young adults, etc.) Sources of information (books, newspapers, specialized texts, etc.) Strategies to look for information
4.2 Articulation of curricular contents
The curricular contents of the NEPBE are defined by two main elements:
Social practices of the language, and Specific competencies with the language.
These are the core elements that reflect the focus on language, since it is expected that students are able to
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apply in real communicative situations what they learn within a school context. As a consequence, the
contents proposed are open and flexible, so that teachers are able to make adjustments and adaptations
according to their students needs. In addition, contents should be covered in terms of the characteristics
of the communicative situations proposed by the teacher.
It is important to mention that grammar and formal aspects of the language are not left aside in the
curriculum. Knowledge about vocabulary, writing conventions, spelling, and grammar rules are necessary,
and will be of use for students to interact orally and in written in real communicative situations. The
creation of products and solution of problems make it possible for students to reflect on their use of
language aiming at communication. When necessary, teachers should explicitly talk about the formal
aspects of language. From this perspective, students own needs and difficulties will let the teacher
determine which contents ofknowing about the languagewill require an specific teaching treatment and to
what extent, as this will allow students to progress and be successful in the tasks prepared for each stage of
the process. Overall, it is considered that these contents are planned and taught within a communicative
situation. Also, they should always be aimed at developing communicative competency.
The contents are not presented with a numerical order, since it is the teacher who determines depending
on students needs and characteristics, which ones to use, to what extent and in what order to plan their
teaching and learning. In the case of these contents and the ones for being through the language, it is
necessary to emphasize that the list is neither restrictive (different contents can be approached), nor
exhaustive (since their treatment follows similar guidelines to the doing with contents).
Teachers should be able to organize and present the contents of the program according to the social
practices, considering their use in the classroom, but also out-of-school contexts. From the types of
contents proposed, the one that corresponds to the doing with the language is paramount, due to the fact
that it is proposed that students are able to learn once they are within a communicative situation and find
themselves interacting and collaborating with others.
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The Program states that:
The teaching treatment for this type of contents entails, on the part of the teacher, a planning that
guarantees that students will learn by doing, that is to say, they learn to listen by listening, to
speak by speaking, to read by reading, and to write by writing in real communicative situations
and with different purposes.
(NEPBE Curricular Foundations, 2011:74)
Nevertheless, the contents of doing with the language do not represent the activities themselves. These
contents represent what a competent speaker is able to do in order to participate in communicative
activities in different contexts.
In cycle 4, the contents ofdoing with language are organized in a sequence that articulates the other two
types of contents in a cyclic way. In this form, teachers are able to plan the necessary stages to create a
product and adapt them to the more specific contents.
For this purpose, teachers should plan taking into account the situation where specific language is used, as
well as students experiences and interests when participating in these communicative situations. Thus, we
can number the following considerations for articulating the types of contents:
Linguistic use and functions for a communicative situation Students current and target linguistic competence Values students give to events and interactions
4.3 Didactic sequence
A didactic sequence is a series of activities well organized with the aim of accomplishing specific learning
outcomes. A sequence is divided into three main stages:a) Beginning. In this stage students previous background and knowledge are activated, and the
purpose of the lesson and activities are set up.
b) Development. In this stage the main activities to achieve the purpose of the lesson are carried out.c) Closure. The expected learning outcomes and purposes of the lesson and/or activities are verified
in this stage.
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4.3 DESIGN OF ACTIVITIES
In order to plan activities according to the NEPBE it is important to consider the following elements:
Developmental stages. It is convenient to consider students cognitive and social development inorder to design suitable and meaningful activities when planning. Our knowledge about these
Stages serves as a general reference to know what students are able to perform or what their maininterests are. However, it is also important to bear in mind that students vary in their personality
traits and contexts.
Methodology of the NEPBE. As it was mentioned in the teaching guidelines (section 3), theNEBPE program states the kinds of activities are suitable and convenient to achieve the purposes
established.
Learning styles. Another element that should be taken into account is the one related to studentspreferred way of learning. These styles can be useful when selecting a variety of activities where all
students have the opportunity to participate in equal terms. In this form, we can assure that
students take advantage of every learning situation. The most common learning styles are:
kinesthetic (students like to include physical activities in the learning process), auditory (students
like receiving information by listening and responding), and visual (students like working with
visual information when learning).
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Activity 1.3
Discuss in pairs:
What other planning components should we take into account?
____________________________
____________________________
____________________________
____________________________
Activity 1.4
Present your planning to another team. Give peer-assessment by filling out the following checklist:
Planning Criteria Yes No
1. Planning considers the purposes and features of the cycle.
2. Activities follow a didactic sequence.3. Activities are appropriate for students developmental stage.
4. Activities imply collaborative, instructed and imitative learning as required.
5. Activities comply with the methodology established in the Program.
6. Activities guarantee equal opportunities for all students learning styles.
7. Curricular elements are taken into account thoroughly across the plan.
8. The stages on the plan guarantee the development of the product and the
accomplishment of the specific competency.
9. The three types of contents are articulated in the different stages of the product.10. The achievements are reached through the development of the social practice.
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ANNEX 1
PURPOSES OF EACH CYCLE AND CHARACTERISTICS OF STUDENTS
*Important note: The information presented here reflects some general characteristics children have at
different ages; teachers should be aware that individual children might have different needs and qualities.
CYCLE 1 / 3rd Pre-school, 1st & 2nd grade Primary / 5 8 years of age
Physical
Development
They show development of permanent teeth.
They are developing good use of large muscles and of smaller muscles; so they enjoy testing muscle
strength and skills.
They are developing hand-eye coordination, may not be ready for some close work without eyestrain.
They are skilled at using scissors and small tools.
They enjoy copying designs, shapes, letters and numbers.
Cognitive, Social
and Emotional
Development
Short attention spans (20 min) make "hands-on" activities a must for these grade levels.
Activities divided into small pieces or steps with physical activity in between work best.
Very concrete thinkers and do best with activities in which they are both doing and seeing things.
Both boys and girls are usually more concerned with the "doing of a project" rather than the completion
and/or comparison of a project. Activities that can be completed successfully by the child are a must.
They are easily upset by changes in routine.
They desire repetition of favorite activities and experiences.
They are able to assume responsibility.
They begin to see things from other childrens point of view, but still very self-centered.
They have a strong need to feel accepted and have adult approval. Adults should provide lots of praise and
encouragement for even small successes.
They cannot separate themselves from the project or activities and view any evaluation as a reflection on
themselves. Therefore, avoid competition or activities that select a single winner or best person.
They seek a sense of security in groups and organized play and enjoy working in small groups with plenty
of adult attention.Early school-agers are now ready for a steady pace of growing and learning, one in which real life tasks
and activities overtake pretend and fantasy.
Being with friends becomes increasingly important.
They show interest in rules and rituals.
They want to play more with similar friendsgirls with girls, boys with boys.
They may have a best friend and enemy.
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CYCLE 2 / 3rd & 4th grade Primary / 8-10 years of age.Physical
Development
Their growth is slow and steady; arms are lengthening, hands are growing. Girls are growing faster.
Eyes are ready for both near and far vision. Nearsightedness may develop.
Permanent teeth are continuing to appear.
Their attention span is getting longer. Manipulative skills with small muscles are improving.
Eye hand coordination is good. Eyes are almost adult size. Ready for close work with less strain.
Girls: are generally as much as 2 years ahead of boys in physical maturity, and may begin to menstruate.
Active, full of energy, and anything but quiet. Activities should encourage physical involvement.
Cognitive, Social
and Emotional
Development
Fairly concrete thinkers and tend to be more attentive if they have an opportunity for hands-on learning
(seeing and doing, rather than just listening).
They are just beginning to think logically and symbolically and are beginning to understand abstract
ideas.
Activities divided into small pieces or steps work best.
They become more product and goal oriented.
Interests may change often, jumping from one thing to another.
Beginning to move out of the stage in which the satisfaction of completing a project often comes from
pleasing the teacher or parent rather than from the value of the activity itself.
They are more responsible and need reminders of that responsibility.
They enjoy games with more complex rules.
They need wise guidance and channeling of interests and enthusiasms, rather than domination or
unreasonable standards.
They look for adult approval and have a strong need to feel accepted and worthwhile. Adults should
provide lots of encouragement and recognize even small successes.
Individual evaluation is preferred over group competition. Instead of comparing success with others,
youngsters prefer to know how much they have improved and what they should do to be better next time.
They are easily embarrassed about doing either better or worse than their friends.
They tend to see things as right or wrong, with no room for difference of opinion
They have a new awareness of individual differences, and have the capacity for self-evaluation.
Clicks of friends are beginning to form, mostly of the same sex and of short duration and changing
membership.
They have better control of anger.
They show interest in the opposite sex by teasing, joking, showing off.
They may sometimes be verbally cruel to classmates with harsh put downs and snide remarks.
Have considerable interest in sex information and bodily functions. Tell sex and bodily function jokes.
They are fond of team games, comics, television, movies, adventure stories, and collections.
They enjoy activities that involve manual dexterity and fine muscle coordination.
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CYCLE 3 / 5th & 6th Primary / 10-12 years of age.Physical
Development
Growth spurts may begin at this age. Sexual development is more rapid, with girls being more advanced
than boys and may be developing secondary sex characteristics such as breast development and menstrual
periods.
Many 10-12 year olds experience a plateau in growth followed by a large growth spurt, or sporadic growth
spurts, accompanied by the onset of puberty and hormonal changes, leaving many young adolescents
feeling awkward and uncoordinated, presenting a major challenge to a young person's self-perception.
Boys mature as much as two years later than the girls. Girls are usually taller and heavier than boys. For
girls, growth spurts usually begin at age 10 and peak about 12. For boys, the spurts usually begin at 11
and peak about 14.
They undergo rapid muscular growth, and uneven growth of different parts of the body. These rapidchanges may make some teens uncomfortable with their changing body images.
Their activity level seems to increase noticeably and they have trouble sitting still or being quiet. They are
as likely to experience periods of high energy and activity, as they are to loll about in a state of dreamy
lethargy.
They have an enormous, but often-capricious appetite.
Cognitive, Social
and Emotional
Development
Young adolescents are beginning to move from the concrete thinking into the abstract realm which Piaget
called "formal operations". They gradually gain the ability to reflect and imagine the possibilities of "what
might be" in a situation rather than holding to preconceived notions of "what is" based solely on the
specifics of their own previous experience.
They have an increasing ability to understand metaphors, abstract mathematical concepts, and ideas like
justice and love.
Since changes in thinking ability occur slowly, it is common for youth to think abstractly and reflectively
in one area, but think concretely in another situation.
They need the opportunities to develop the skills and competencies, which will enable them to move most
productively into the "real" adult world.
Moving from concrete to more abstract thinking. Ready-made solutions from adults are often rejected in
favor of finding their own solutions. Small groups provide an opportunity to test ideas.
Young adolescents begin to question formerly accepted rules and beliefs. Although frustrating for
teachers, this shows an ability to use their new cognitive abilities, and therefore an opportunity for adults
to facilitate the true internalization of positive values, and to find personal meaning and relevancy in the
rules and beliefs of society.
Adults should continue to avoid comparing young people with each other, being careful not to embarrass
them.
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Desiring a sense of independence from parents, opinions of peers become more important than opinions
of parents and other adults in the areas of dress, music, and activities.
In their enthusiasm, they often forget about their manners, and are loud, rude and physical. Because of
their constant activity and carelessness, they are often being disciplined and may develop a belligerent
attitude. They often forget that others may get hurt as they push and shove each other in fun.
Boys tend to move in large, loosely organized groups with a few closer friends within the group, which
may change from time to time. Girls tend to move in smaller groups and are more likely to have intense
friendships with serious periods of being mad at each other and getting back together.
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BIBLIOGRAPHY
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