Super Presentación 2013

NATIONAL ENGLISH PROGRAM IN BASIC EDUCATION P U E B L A LESSON PLANNING: ELEMENTS TO PLAN YOUR LESSONS
Created by:
Ivonne Dinhey Garca Fuentes Silvina Olivares Romero Mnica Luna Martnez Janet Ramrez Quiroz
First modification by: Ivonne Dinhey Garca Fuentes Silvina Olivares Romero Janet Ramrez Quiroz Jarumi Elizabeth Vargas Baez Maria Merino Cid Gisela Roldan Colex Lilia Hernandez Juarez Elisa Gutierrez Ramirez Jose Manuel Rosas Ros Gabriel Mendoza Herrera Guiedana Lopez Romero Jose Luis Rodriguez Zamora Ma. Guadalupe Moreno Bautista Mireli Corte Cortes Pedro de Jesus Alvarez Hdz
Second modification by DIRECTORES DE CIRCUITO:
Ivonne Dinhey Garca Fuentes Silvina Olivares Romero Janet Ramrez Quiroz Jos Manuel Rosas Ros Gabriel Morales Galindo Gabriel Mendoza Herrera Elizabeth Andrea Bueno Prez Mireli Corte Corts Pamela Mireya Esparragoza Barragn Minerva Hernndez Aguilar
Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher Parker J. Palmer
Education is not preparation for life; education is life itself John Dewey
INTRODUCTION
The following presentation work has the purpose of supporting teachers to create a didactic sequence based on the curricular foundations of the National English Program in Basic Education (NEPBE, or PNIEB: Programa Nacional de Ingls en Educacin Bsica), the National Workshops presented by ITESO, and
complementary bibliography.
In order to clarify some questions that English teachers might have when creating a didactic sequence, there is attached a sample format in which are
included all the elements that take part in the planning process with links that
provide information and samples of each one of the elements of the didactic sequence.
How to manage this presentation?

1. Read, check and analyze the example format below. 2. Click in the elements that you want to revise carefully or that you have some questions. 3. You will be linked to the information you selected. Use the links to go to the next and previous slides and to go back to the example format.
PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA (NOMBRE DE LA ESCUELA) (C.C.T.) PLANIFICACIN DIDCTICA PARA EL () GRADO, GRUPO (S) ()
INGLS
Social Practice of the Language: Give and receive instructions to make objects and record information. Learning Environment: Academic and Educational Specific Competency: Interpret and record information on a calendar Product: Annual calendar Achievements: *Identifies the different uses given to calendars, * Says and writes the names of months and days.
Cycle: 2 Unit: 2 Product: 1 Week: 1
WARM UP
CONTENT
PRODUCT STAGES Design a calendar with all time units. Write the name of time units constituting a calendar. Write the appropriate number of days for each month in the corresponding paces.
DESCRIPTION OF DIDACTIC STRATEGIES, TECHNIQUES, ACTIVITIES AND/OR GAMES WITH THE LANGUAGE TO DEVELOP THE CONTENT * Prior organizers: Write the days of the week on the board. Ss point to each word and read it aloud. Ask children to repeat after you. Then, guide children to realize the differences in pronunciation of letters between their mother tongue and the foreign language. Odd one out: mix vocabulary (days and months) by writing on the board and the Ss will identify the odd one. * Illustrations: Ss will come out to the front and with a relia calendar Ss will point to the correct textual components. Unscramble the components of days and months wich are going to be given to small groups.
DIDACTIC RESOURCES
* Write on the board, Monday, Tuesday, Wednesday, I have to study. Thursday and Friday, Im in a hurry. Saturday and Sunday, my days are sunny Drill . Ask Ss to identify what is a rhyme. * Draw a building on the board and write the number of each floor: first, second, third, fourth, fifth, Then, divide each floor in 3 blocks and indicate each department With 1, 2,3,11,12,13,21,22 ,23.. Point at an apartment and say, Pedro lives on the 2nd. floor in apartment 2 make Ss notice the difference between 2nd., and 2, 4th. and 4. OBSERVATIONS:
KNOWING ABOUT THE LANGUAGE: * Identify graphic and textual components in various calendars * Identify months, ordinal numbers, and days based on questions and on the order they follow.
DOING WITH THE LANGUAGE: * Graphic distribution of time units on calendars.
* Board * Pencil * pen * A calendar * Cards with days of the week, names of months, years and ordinal numbers.
ASSESSMENT (INSTRUMENT OR TOOL) * Monitoring
BEING THROUGH THE LANGUAGE: * Use language as a means of planning and remembering activities and events.
VOCABULARY AND GRAMMAR NECESSARY FOR THE SOCIAL PRACTICE OF THE LANGUAGE: Days of the week, months of the year, linking words and ordinal numbers (first, second, third, fourth, fifth,)
DOCENTE ____________________________ PROFR (A
DIRECTOR DE CIRCUITO ____________________________ PROFR (A
COORDINADOR ACADMICO __________________________ PROFR (A
Vo. Bo. DIRECTOR (A) DE LA ESCUELA ____________________________ PROFR (A
SOCIAL PRACTICE OF THE LANGUAGE
What are social practices of the language?

Social practices of the language are patterns or ways of interaction.
Each practice has a specific communicative purpose and a history linked to a particular cultural situation.
For instance, a dialogue is established or kept according to social and communicative conventions of the culture where the exchange takes place.
NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p. 25 ,37 )
Social Practices of the Language in the NEPBE

Social practices of the language represent the core referent in the definition of the NEPBEs contents. This decision complies with the approach for language teaching adopted by SEP, as stated in the syllabuses of subjects, such as Spanish and Indigenous Language.
Definition
Content distribution
Social practices of the language are patterns or ways of interaction, which, in addition to the production and interpretation of spoken and written texts, include several activities linked to them. Each practice has a specific communicative purpose and a history linked to a particular cultural situation.
Each cycle includes ten social practices of the language distributed along five units that correspond to the five two-month periods of the school year but each social practice has a different specific competency. See figure 1
NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p. 25 ,37 )
Social practices of the language for 5th and 6th grade

1.2.3.4.Participate in commercial transactions
Specific competencies
5th grade Familiar and communicative environment
Identify and interpret transaction-related expressions in Comprehend and produce expressions classified ads purchasing of basic need items about the
6th grade
Listen to, read, and record information from Identify and comprehend the topic and general idea of Identify and comprehend the main idea on news reports diverse media news in audio format of interest to the community Read and write notes and letters Follow and give directions to go to places Interpret and write notes about everyday life Comprehend and respond to invitations through letters
Comprehend and ask for directions to walk from one Follow and give directions for commuting using public place to another transport
Literary and ludic environment

5.- Read stories and legends aloud Read legends of interest to students and stimulate Interpret fantasy stories and exercise imagination creativity Discriminate stress of specific words in language games
6.- Participate in language games with expressive Identify and practice specific sounds in language games and aesthetic purposes 7.-
Read and compare aspects of Mexico and Read a short travel story (travelogues) in order to Interpret historical chronicles to compare cultural aspects English-speaking countries discover aspects of nature and cultural expressions of Mexico and English-speaking countries particular to English-speaking countries
Academic and educational environment

8.Participate in formal communicative events Look for and select information about a topic of interest Classify and interpret information about a topic of to make cards and set up an exhibition interest to present a report
9.10.-
Read and record information to solve a Identify and classify information from an illustrated guide Check and select information in order ti solve a problem problem to solve a specific problem of interest to students Read and record information to design Record information questionnaires and reports. questionnaire about a topic to design a Record information to make a report on activities related to a job or occupation
Figure 1. As you can see the 10 Social Practices of the Language are the same for 5th and 6th grade, but the specific competencies vary in each school grade. It is the same in the 3 cycles.
Social practice
Social practices can be understood as what we do with language. For example:
The purpose of English language teaching in basic education is for students to get the necessary knowledge to engage in social practices with spoken and written language to interact with native and non-native English speakers by means of specific competences.
To talk and write to participate in everyday dialogues. To give and receive information about ones self and others. To formulate questions about a specific topic. Read and sing songs. Read and record information to solve a problem. Read and write notes and letters. Interpret and express everyday life instructions, or Read and understand different types of literary texts from English-speaking countries.
SEP-ITESO (2012). NEPBE- Professional Development Workshop Strengthening NEPBE at State Level. Cycles 1, 2 and 3
COMMUNICATIVE COMPETENCY
developed through
Social practices of the language
distributed in
3 Learning environments
Familiar and community

integrates 4
Academic and educational

integrates 3
Literary and ludic

integrates 3
Communicative situation
Specific competencies / Specific activity with the language
Communicative situation
developed through linking
Doing
with the language
Knowing about the

language
Being
through the language
Doing
with the language
Knowing about the

language
Being
Doing
with the language
Knowing about the

language
Being
Achievements of each unit
PRODUCT
PRODUCT
Using as vehicle a
Using as vehicle a
Using as vehicle a
PRODUCT
LEARNING ENVIRONMENT
Social Learning Environments
What for?
To create social learning environments that compensate the absence of English in the out-of-school context To provide opportunities to learn the diverse communicative registers necessary to participate successfully and with autonomy in everyday practices of the language in social life.
Purpose
The purpose of the social learning environments is to preserve the social functions of the specific competencies carried out with the language, so that they become meaningful to students and can participate actively in reading and writing activities as well in oral exchanges.
Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion (p. 78) NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p. 31)
What is the Familiar and Community Environment?

Students should approach English through situations that are close to them, known, and familiar in order to foster a higher self-esteem and confidence in their own capacity to learn
Thus, the basis and necessary conditions are set so that by means of the doing with the language students can activate knowledge and values, as well as build and generate meaning in oral and written communication, real or semi-real situations within a known context.
NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p-80)
What is the Academic and Educational Environment?

The Academic and Educational Environment emphasize the strategies required to learn and study in situations where students use formal and academic language both in oral and written texts. In this environment the emphasis is on the learning strategies in order to identify meanings and solve problems that arise to fulfill the aimed goals.
In this environment, students are expected to learn how to participate in social practices of the language that include knowledge about different areas of knowledge.
The purpose of this environment is for students to participate in oral and written situations that imply acting in and out of the classroom and continue learning to successfully face the challenges of our present world.
NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p.80)
What is the Literary and Ludic Environment?
This environment focuses on the approximation to literature through participating in reading, writing, and oral exchanges The students get an opportunity to play with words (by speaking and writing), using either their own or others literary texts of interest
It intends to foster a freer and more creative attitude
This environment encourages students to appreciate and value other cultures, to go beyond their immediate environment
SPECIFIC COMPETENCY
Communicative Competence
This is a broad goal that can be understood as a persons ability to act appropriately and effectively in a determined language community.
It is to know when to speak, when not, and as to what to talk about with whom, when, where, in what manner (D. Hymes, 1972:60).
It is the possibility to construct and interpret oral and written texts that are not only grammatically correct, but also socially appropriate. In order to achieve this purpose, these programs have as their core the notion of social practices of the language.
There is not an actual definition of communicative competence in the NEPBE documents. This definition was written by the ITESO team based on the Curricular Foundations (SEP, 20011:75, 96) and the text: Hymes, D. (1972) On communicative competence in J.B. Pride and J. Holmes (Eds.): Sociolinguistics, Harmondsworth, Mifflesez: Penguin Education.
Definition
General competence (communicative competence)
NEPBE The specific competencies relate to social practices of the language in a particular learning environment, and they are appropriate for the stage of psychosocial development of the student in the different school grades.
Can be broken down into more precise skills, which also integrate attitudes, abilities and knowledge to be put into practice in a specific context.
NEPBE Professional Development Workshop Strengthening NEPBE at State Level (p. 40)
Definition Purpose Content organization
The specific competencies Students will be able to The social practices of the are conceived as complex satisfy basic communication language and specific and articulated needs in different everyday, competencies with the configurations of the doing familiar, language have been with, knowing about, and and known situations distributed and organized in being through the language, through the use of three ample social learning whose purpose is to competencies that involve environments: Familiar and preserve the formal aspects the production and community, Literary and and functions of the interpretation of various ludic, and Academic and language within social life. spoken and written texts educational. of familiar, literary, and See figure 1 academic nature.
Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion (p. 17, 27 35)
Example: Going to the cinema (social practice)
PRODUCT
What is the product?
Content distribution What is the product?

The vehicle through which the learning process is activated. It represents a communicative situation that should integrate the three types of content and it is important not to consider it as a result, but as a way to develop a specific competence.
Why is it important?
It is important to mention that it is not expected that students create language products identical to those of a proficient user of the language or a native speaker; they are expected to acquire in a sequenced way, the linguistic and written resources given by different texts provided to fulfill communicative purposes
On the right column of the charts (content chart) there are suggestions of actions to make a product. In order to do that, it is necessary to articulate all curricular contents shown in the midsection column of the chart. However, the teacher can use other methodological strategies (e.g., the solution of a problem or the achievement of a goal); as long as they guarantee to reach the purposes and achievements that correspond to the cycle.
Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion (p.36)
NEPBE-ITESO (2012). Professional Development Workshop Strengthening NEPBE at State Level
NEPBE-Curricular foundationsPreschool-Elementary SchoolSecondary School (p.40)
ACHIEVEMENTS
What are achievements?

They provide a synthetic description of the knowledge, skills, attitudes, and values students can achieve after having studied one or more content units in a subjects curriculum
Curricular achievements
They indicate progress made by students;
They express the expected competency level of development
SEP (2011), Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Fundamentos curriculares. Preescolar. Primaria. Secundaria., SEP, Mxico, p. 57, 113
What are achievements in the NEPBE?

The proposal of achievements presented in the left column of the charts is intended to provide teachers with performance evidences about the learning of knowledge, actions, values, and attitudes that students are expected to acquire, in order to assess their progress and performance in their competence in English.
Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion
Achievements
APRENDIZAJES ESPERADOS
Curricular achievements indicate progress made by students; they express the expected competency level of development, and they provide a synthetic description of the knowledge, skills, attitudes, and values students can achieve after having studied one or more content units in a subjects curriculum.
Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion
In other words
SEP-ITESO (2012). Professional Development Workshop Strengthening NEPBE at State Level
PRODUCT (PRODUCTO FINAL)
Product
What is the product? Content or distribution
The vehicle through the learning process is activated.
it is necessary to articulate all curricular contents shown in the midsection column of the chart.
It represents a communicative situation and It develop a specific competence.
The teacher can use other methodological strategies as long as they guarantee to reach the purposes and achievements that correspond to the cycle.
NEPBE-ITESO (2012). Professional Development Workshop Strengthening NEPBE at State Level
CYCLE
ORGANIZATION OF THE PRODUCT

It is organized by cycles which guarantees continuity and articulation in the different grades and levels in Basic Education.
Cycle 1 Comprises 3rd grade of Preschool. 1st of primary. 2nd. Grade of primary.
Cycle 2 Comprises 3rd and 4th grades of primary.
Cycle 3 Comprise s 5th and 6th grades primary
Cycle 4 Comprises 1st and 2nd. and 3rd grade of Secondary school.
Cycle 1 It is to raise students awareness about the existence of a language different from their own.
Purposes of the Cycles

Cycle 2 It is to acquire the necessary knowledge to understand and use English in order to recognize, understand, and use common expressions through the development of specific competencies. Cycle 2 It is for students to develop 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.
UNIT
Includes ten social practices of the language
Distributed along five units that correspond to the five two-month periods of the school year,
Unit
Include a social practice of the language and a specific competency with the language for each social learning environment
Figure 2
1 Social Practice of the Language
Specific competencies Specific competencies Specific competencies Specific competencies
1 month
1 Unit
1 month
1 month
2 Unit
2 Social Practice of the Language 1 Social Practice of the Language 2 Social Practice of the Language 1 Social Practice of the Language 2 Social Practice of the Language 1 Social Practice of the Language 2 Social Practice of the Language
1 month
School grade
3 Unit
Specific competencies Specific competencies Specific competencies Specific competencies Specific competencies
1 month
1 month
1 month
4 Unit
1 month
1 month
5 Unit
1 month
WEEK
There are 5 units in each grade
Each unit has 2 social practices or 2 products to develop.
Period
The curricular content is designed in a very FLEXIBLE way that you can adapt it to your needs and mainly to your students needs..
How do I set the time for each Social Practice?
Teacher covers a total of 2.5 weeky per group. The teacher can divide the time into sessions as it is indicated below:
1 hour and 15 minutes each session.
2 sessions
3 sessions
50 minutes each session.
5 sesisions
30 minutes each session.
National English Coordination
42
PRODUCT STAGES
What is the meaning of a product?

The product can be understood as the suggested vehicle through which the learning process is activated in PNIEB. It represents a communicative situation that should integrate the three types of content (doing, knowing and being) and it is important not to consider it as a result, but as a way to develop a specific competence. For NEPBE it is fundamental to introduce students to the challenge of oral or written interaction in a real communicative situation such as creating a product, reaching a goal or solving a problem where they want to succeed and have a purpose for communication, so that reflection on the language processes makes sense and stimulates interest and motivation to learn.
*There is not an actual definitionof product in the PNIEB documents. This definition was written by the ITESO team based on the Curricular Foundations (SEP, 20011:75, 96)
It is necessary that teachers define, along with their students, the 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 the practices of the language, both in their mother tongue and in English. Choose real-life or semi-real life tasks that students are familiar with, in order to pose a challenge that 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 the English language, so that they are both challenging and feasible for students. Guarantee that the project stages are organized as a recurrent cycle for the students to be able to work on aspects or topics for reflection about English in the three social learning environments.
*There is not an actual definitionof product in the PNIEB documents. This definition was written by the ITESO team based on the Curricular Foundations (SEP, 20011:75, 96)

The product can be perceived as a vehicle to develop the competencies of the students in each social practice. Teacher can use the product as evidence to asses the student as well.
Why is it important?
It is important to mention that it is not expected that students create language products identical to those of a proficient user of the language or a native speaker; they are expected to acquire in a sequenced way, the linguistic and written resources given by different texts provided to fulfill communicative purposes
Content distribution
On the right column of the charts (content chart) there are suggestions of actions to make a product. In order to do that, it is necessary to articulate all curricular contents shown in the midsection column of the chart. However, the teacher can use other methodological strategies (e.g., the solution of a problem or the achievement of a goal); as long as they guarantee to reach the purposes and achievements that correspond to the cycle. Real-world topics and topics of interest to students can become central to projects).
NEPBE-Curricular foundations- PreschoolElementary School- Secondary School (p.40)
Product stages
Every single product is organized into stages. The product stages are clear and logical and reflect an appropriate opening, development and closing sequence. Especify in the didactic planning wich material is going to be used to keep the Ss motivated and how you as a teacher going to reach that stage of the product. The sequence of activities in the product stages must be congruent communicative situations which involve the following three aspects:
The specific competence The social learning environment The types of content
The types of content (Knowing about the language, doing with the language and being through the language) are evident is the development of the product and they are appropriately integrated.
Achievement is the result among the product, its stages and activities.
Note: See relationship between elements.
How many Stages exist?

As many as you consider necesary depending on the difficulty of the product.
The division of Stages Consider in your planning the previous knowledge and work done.
Which product will require more time in order to be accomplished?

It depends on the difficulty of the Social practice and the proficiency level of the Ss, among other factors.
Academic and educational learning environments are usually more complex.
SEP-TEC. PNIEB Workshop: August 2011
Important Note: Your final product, does not necessarily have to be the one suggested in the Syllabus. You can substitute for something similar as long as your specific competency is covered.
Example:
ETAPAS DEL PRODUCTO
- Choose a classmate and decide how many sentences the dialogue will contain. - Decide on the turns of intervention.
- Write on the cards the sentences in the order that corresponds to each turn. - Check that the writing of sentences is complete and complies with spelling conventions.
-Practice the dialogue by reading the sentences aloud. -Exchange cards with other pairs to find out other classmates expectations and practice the pronunciation and intonation of expressions in a dialogue.
NEPBE-Syllabus 2010
PRODUCT
Stages
opening
development
Closing
Activities focused on
Specific competence Social learning environment Types of content
A C H I V E M E N T
DIDACTIC RESOURCES
What are didactic resources?

Permanent resources: whiteboard, eraser, books, notebooks, pens, pencils, charts, flashcards, puppets, markers, etc.
Audio visual aids: Computers, television, CD player,DVDs, projectors, cartoon strips, realia, ipad, etc.
Didactic Resources are any instruments that help us to achieve any goal; that is, auxiliary material with which the students develop the learning process (Gavilnez, R. 2011).
Information and communication technologies (ICT)"ICT" is used as a general term for all kinds of technologies which enable users to create access and manipulate information.
Gavilnez, Raquel . (2011). Workshop about Didactic Resources. Retrieved January 13, 2012. From http://www.slideshare.net/naragm7/didactic-resources
What is the role of the didactic resources ?

To assist S/ T in the TeachingLearning Process
To increase students motivation and participation toward language
To make learning more accessible understandable , and creative.
To promote ideological attitudes and values
To stimulate and develop students' linguistics skills
To develop more critical thinking
To attract the attention of the students
Araya, Karla. (2007). Teaching Material: A critical Position about the role they play in the language classroom. Retrieved August 4, 2012. From http://redalyc.uaemex.mx/pdf/447/44770302.pdf
In these websites you can find material to use in your English classes
http:// www.agendaweb.org http:// www.kids-scienceexperiments.com http:// www.freshforkids.com.au http:// www.nhm.ac.uk/kids-only/fungames/ http://www.enchantedlearning.com/Ho me.html http:// www.enchantedlearning.com/crafts http:// www.salonhogar.com http:// www.literacycenter.net http:// www.starfall.com http:// www.colorincolorado.org http:// www.onestopenglish.com
http:// www.teachingenglish.org.uk/try/ http://kids.nationalgeographic.com/Ani mals/ http://kids.nationalgeographic.com/Ga mes/IggyGames http://kids.nationalgeographic.com/kids /places/find http://kids.yahoo.com/reference/worldfactbook http://www.factmonster.com/ipka/A077 0414.html http://www.guidetoonlineschools.com/li brary/geography-for-students http://en.childrenslibrary.org http://www.woodlandsjunior.kent.sch.uk/interactive/onlinestor y.htm http://www.magickeys.com/books
http://www.sundhagen.com/babboks http://www.funandgames.org/ http://www2.scholastic.com/browse/ho me.jsp http:// www.britishcounsil.org/kidsstories.htm http://www.educationworld.com http:// www.love-poems.me.uk http://www.kids-scienceexperiments.com http://www.nutritionexplorations.org http://nces.ed.gov/nceskids/graphing/cl assic/bar.asp http://www.nga.gov/kids/zone/zone.ht m http://kidshealth.org/kid/ http://kidzone.ws/
http://www.mywonderfulworld.org http://www.creativekidsathome.com http://www.dreamenglish.com http:// www.youteacher.com http:// www.mes-english.com http:// www.abcfrog.com http:// www.english4kids.com http:// www.eslkidslab.com http:// www.bogglesworldesl.com http://math.about.com http://a4esl.org http://ala.org/greatsites
Professional Associations www.tesol.org; http//www.iatefl.org; http//www.mextesol.com Reading/ Digital Library http//www.icdlbooks.org; www.regandlellow.com/series1stories.htm
Readerss Theater- www.teachingheart.net/readerstheater
Songs- http// www.songsforteaching.com; www.supersimplesongs.com Writing www.writingproject.org
DESCRIPTION OF DIDACTIC STRATEGIES, TECHNIQUES, ACTIVITIES AND/OR GAMES WITH THE LANGUAGE TO DEVELOP THE CONTENT
TEMPO MANAGEMENT, DIDACTIC SEQUENCE AND LINKAGE AMONG ACTIVITIES
Tempo management, didactic sequence and linkage among activities
Why is tempo management so significant?

Tempo management let you turn the English class into an active and enjoyable place where students can learn what they need and want to learn. Keeping students focus are a daily concerned for many teachers. Dont let your students get bored or lose their attention in the class.. Dont forget variety is very important. Learning should always be fun. Avoid always doing the same kinds of things and in the same order.
http://www.teachingideas.co.uk/more/mana gement/contents.htm
Using a variety of drilling methods will help us to make the class more interesting. If we have a good tempo management we will support our students to develop a positive attitude toward language learning, provide students with a successful experience in language learning, encourage students to work productively and cooperatively and give students control over their own learning.
http://www.teachingideas.co.uk/more/management/contents.htm
What is a didactic sequence?

A didactic sequence is a group of activities created in order to reach an objective. Those
activities must follow an order and an organization. That
means that each activity has its own purpose and all of them work together in order to reach a bigger objective
(Marin, P. 2011).
Marn, P.(2011). Didactic Sequence. Retrieved January 13, 2012. From http://ecepattymarin-ensep.blogspot.com/2011/06/didactic-sequence.html
In other words.
Planning in a didactic way refers to a process of designing a didactic sequence through the appropriate activities in order to achieve a specific purpose or objective. It is necessary to specify the objective, the activities to be carried out, the materials needed, the way the students will be organized and the way the learning process will be assessed.
SEP-ITESO (2011). NEPBE- Professional Development Workshop Strengthening NEPBE at State Level Cycles 1, 2 and 3.
Linkage among activities

It is important to think about the connection between the activities in order to achieve our goals. In this way our students will find the activities meaningful, they wont get lost and they will feel self confident about what they are learning. And something important, they will feel Motivated about the language, and have the desire for further learning.
Mary S., Alan P. and Melanie W. (2010). The teaching Knowledge Test Course. Cambridge Universitty Press .
The activities in a lesson often follows this pattern: Introductory activities: an introduction to the topic of the text and activities focusing on the language of the text. Main activities: a series of activities developing different skills and subskills. Post activities: activities which ask learners to talk about how a topic in the text relates to their own lives. These activities also require learners to use some of the language they have met in the text.
Mary S., Alan P. and Melanie W. (2010). The teaching Knowledge Test Course. Cambridge Universitty Press .
DIDACTIC STRATEGIES
Didactic strategies
Teaching strategies
Didactic strategies
Learning strategies
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Teaching strategies
Some background to take into account
Fosters and encourages use (gives meaning) English
Challenges students to get involved
Teaching
Reflection (gives form) upon English as a language
Through specific communicative situations or tasks
Teaching strategies
In this section we will present some of the teaching strategies that teachers can use to facilitate meaningful learning in their
students. Different studies have shown the strategies highlighted

here to be highly effective when introduced as supports either in academic textbooks or in the dynamics of the teaching-learning
process in schools. You will find a brief definition and general

conceptualization of some of the most representative teaching strategies.
Objectives Statements that set conditions, type of activity and way to evaluate students learning. As teaching stategies shared with students, they generate apropriate expectations.
Summaries Synthesis and abstraction of the relevant information from oral to written discourse. They emphasize key concepts, principles and the central argument.
Prior organizers Introductory and contextual information. They build a cognitive bridge between new and previous information.
Illustrations Visual representations of objects or situations concerning a specific theory or topic (photographs, drawings, dramatizations, etc.)
Graphic organizers Visual representations of concepts, explanations or information patterns (outlines, C-Q, A tables).
Analogies
Propositions that indicate that one thing or event (concrete and familiar) is similar to another (unknown and abstract or complex)
Embedded questions Questions inserted in the teaching situation or in a text. They maintain attention and promote the practice, retention and gathering of relevant information.
Highlighting Marks inserted in a text or teaching situation to emphasize or organize relevant information within the learning content.
Concept maps and webs Graphic representations of knowledge frameworks (indicating concepts, propositions and explanations).
Textual organizers
Rhetorical organization of a discourse to facilitate understanding and recall.
Didactic strategies
Didactic Strategies
Didactic strategies are steps taken by teachers to promote the development of learning strategies that lead to effective learning by students. In your NEPBE didactic sequence you can use teaching and learning strategies combined.
Learning strategies
Some background to take into account

Active participants in the construction of learning
Make decisions, accept responsibilities, and have an opinion
Students
Users and learners in real-life or lifelike communicative activities
Use their own knowledge and experiences
Develop their own ideas and questions about English
Learning Strategies
Learning strategies are steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. Appropriate language learning strategies result in improved proficiency and greater self-confidence (Oxford, 2005:1).
Learning strategies are operations employed by the learner to aid the acquisition, storage, retrieval, and use of information. This definition, while helpful, does not fully convey the excitement or richness of learning strategies. It is useful to expand this definition by saying that learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more selfdirected, more effective, and more transferrable to new situations (Oxford, 2005: 8).
Oxford, R. (2005). Language learning strategies: what every teacher should know. Heinle & Heinle.
Main characteristics of learning strategies

1. 2. 3. 4. 5. 6. 7. 8. Contribute to the main goal, communicative competence. Allow learners to become more self-directed. Expand the role of the teacher. Are problem-oriented. Are specific actions taken by the learner. Involve many aspects of the learner, not just cognitive. Support learning both directly and indirectly. Are not always observable.
9.
Are often conscious.
10. Can be taught. 11. Are flexible. 12. Are influenced by a variety of factors.
Classification of learning strategies

Direct Strategies
Language Learning Strategies Memory Strategies Cognitive Strategies Compensation Strategies
Indirect Strategies
MetacognitiveStrategies
Affective Strategies Social Strategies
Direct Learning Strategies

A. Creating mental linkages B. Applying images and sounds C. Reviewing well
A. Practicing B. Receiving and sending messages C. Analysing and reasoning D. Creating structure for input and output
A. Guessing intelligently
I. Memory strategies
II. Cognitive strategies
D. Employing action
III. Compensation strategies B. Overcoming limitations in speaking and writing

For remembering and retrieving new information (Oxford. 1990).
Oxford, Rebecca L. (1990).Language learning strategies: what every teacher should know. USA: Heinle & Heinle Publishers
1. Grouping
A. Creating mental linkages
2. Association/ elaborating
3. Placing new words into a context
1. Using imagery
B. Applying images and sounds 1.Memory strategies
2. Semantic mapping
3. Using keywords
4. Representing sounds in memory
C. Reviewing well
1. Structured reviewing
1.Using physical response or sensation D. Employing action
2. Using mechanical techniques
Figure:1.2 Diagram of the Memory Strategies. (Source: Oxford , 1990)
A. Creating Mental Linkages
1. Grouping
2. Associating/elaborating Relating new information to concepts already in memory. E.g. Association can be between two things, such as monkey and banana.
3. Placing New Words into a Context Placing a phrase or a word in a meaningful sentence, conversation, or story , in order to remember it.
Classifying language material into meaningful units. E.g., Type of words (nouns, verbs), topic (the farm, fruit), opposition (cold/hot), and so on.
B. Applying images and sounds

Creating a meaningful, sound-based association between the new material and already known material.
It can be used to remember abstract words by linking such words with a visual symbol or a picture.
It visually shows how certain groups of words relate to each other.
To remember something abstract, such as a name, associating it with a picture of something concrete that sounds like the new word.
4. Representing Sounds in Memory
2. Semantic Mapping
3. Using Key words
1.Using imagery
C. Reviewing Well
Review 10 minutes after the initial learning
Then 20 minutes later
1. Structured Reviewing Looking at new language information once is not enough; it must be reviewed in order to be remembered.
A week , and so on.
An hour or two later
A day later
D. Employing action
1. Using Physical Response or Sensation
Relating a new expression to a meaningful movement or action. For instance, going to the door.
2. Using Mechanical Techniques

Using tangible techniques, involving moving or changing something which is concrete, in order to remember new target language information.
What are compensation strategies?

Compensation strategies enable learners to use the new language for either comprehension or production despite limitations in knowledge. Ten compensation strategies exist, clustered into two sets. See figure 3
Oxford, Rebeca L. (2009), Language learning strategies, Boston: Heinle Publishers (p. 47).
1.- Using linguistic clues
1.- Switching to the mother tongue

2.- Using other clues
2.- Guetting help

3.- Using mime or gesture 4.- Avoiding communication partially or totally
Compensation strategies
B. Overcomming limitations in speaking and writing Language learners can GO far with compensation strategies
5.- Selecting the topic 6.- Adjusting or approximating the message 7.- Coining words
8.- Using a circumlocution or synonym
Why to use compensation strategies?

There are some reasons to use compensation strategies, some of these are: Guessing strategies, sometimes called inferencing, involve using a wide variety of clues---linguistic and nonlinguistic---to guess the meaning when the learner does not know all the words. Good language learners, when confronted with unknown expressions, make educated guesses. On the other hand, less adept language learners often panic, tune out, or grab the dogeared dictionary and try to look up every unfamiliar word---harmful responses which impede progress toward proficiency. Compensation strategies allow learners to produce spoken or written expressions in the new language without complete knowledge .
Oxford, Rebeca L. (2009), Language learning strategies, Boston: Heinle Publishers. (p. 47-49)
Using linguistic clues
Using other clues
Seeking and using language-based clues in order to guess the meaning of what is heard or read in the target language, in the absence of complete knowledge of vocabulary, grammar, or other language target elements.
Nonlanguage clues may come from a wide variety of sources: knowledge of context, situation, text structure, personal relationships, topic, or general world knowledge.
B. Overcoming limitations in speaking and writing

Eight strategies are used for overcoming limitations in speaking and writing. Some of these are dedicated solely to speaking, but some can be used for writing, as well
1.- Switching to the Mother Tongue
Using the mother tongue for an expression without translation it, as in Ich bin eine girl. This strategy may also include adding word endings from the new language onto words from the mother tongue.
2.- Getting Help

Asking someone for help by hesitating or explicitly asking for the person to provide the missing expressions in the target language.
3.- Using Mime or Gesture

Using physical motion, such as mime or gesture, in place of an expression to indicate the meaning.
4.- Avoiding Communication Partially or Totally

Partially or totally avoiding communication when difficulties are anticipated. This strategy may involve avoiding communication in general, avoiding certain topics, avoiding specific expressions, or abandoning communication in mid-utterance.
5.- Selecting the topic

Choosing the topic of conversation in order to direct the communication to ones own interests and make sure the topic is one in which the learner has sufficient vocabulary and grammar to converse.
6.- Adjusting or Approximation the Message

Altering the message by omitting some items of information, making ideas simpler or less precise, or saying something slightly different that means almost the same thing, such as saying pencil for pen.
7.- Coining Words

Making up new words to communicate the desired idea, such as paper-holder for notebook.
8.- Using a Circumlocution or Synonym

Getting the meaning across by describing the concept (circumlocution) or using a word that means the same thing (synonym); for example, what you use to wash dishes with as a description for dishrag.
COGNITIVE STRATEGIES
Cognitive theory
A cognitive theory of learning sees second language acquisition as a conscious and reasoned thinking process, involving the deliberate use of learning strategies. Learning strategies are special ways of processing information that enhance comprehension, learning or retention of information. This explanation of language learning contrasts strongly with the behaviorist account of language learning, which sees language learning as an unconscious, automatic process.
Example This view leads to a classroom focus on using learning strategies that have been observed in successful language learners and to a view of the learner as an 'information-processor', with limitations as to how much new information can be retained, and who needs strategies to be able to transfer information into memory.
Oxfoord, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers
Repeating Formally practicing with sounds and writting system Recognizing and using formulas and patterns
Practicing
Recombining
Practicing naturalistically
Receiving and sending messages
Getting the idea quickly
Using resources for receiving and sending messages
II. Cognitive Strategies

Reasoning deductively
Analyzing and reasoning
Analyzing expressions Analyzing contrastively (across languages) Translating Transferring
Creating structure for input and output
Taking notes Summarizing
Oxfoord, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers
Highlighting
Repeating
Saying or doing, listening to something several times; rehearsing, imitating a native speaker.
Formally Practicing with sounds and writting systems
Practicing sounds in a variety of ways: The student create their own phonetic spelling : through = thru . Listening audios Practicing the new writing system of the target language : copying letters, words.
A. Practicing
Recognizing and using formulas and patterns
Being aware and using routine formulas such as Hello, how are you? Its time to_________.
Recombining
Combining new elements in new ways to produce a longer sequence. Linking one phrase with another in a whole sentence.
Practicing naturalistically
Practicing the new language in natural realistic settings. Participating in a conversation, reading a book or article, listening to a lecture or writing a letter. Movies, audio, role-plays etc
Oxford, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers
Getting the idea quickly (used for extracting ideas)
Using the idea quickly to determine the main ideas or scanning to find specific details of interest .
B. Receiving and sending message

Using print or non print resources such as: dictionaries, Google, word lists, etc. Tapes, TV, cds museums, exhibitions.
Using resources for receiving and sending messages (involves using a variety of resources for understanding or producing meaning)
Reasoning deductively
Using general rules and applying them to new language situations. Grammatical structures, tenses, etc.
Determining the meaning of a new expression by breaking it into parts. Analyzing Expressions C. Analyzing and reasoning These strategies concern logical analysis and reasoning as applied to various target language skills. Ss can use these to understand the meaning of a new expression or to create a new expression.
Comparing elements of the new language with elements of ones own language to determine similarities and differences. Mango=mango Actually= act Excited= emocionado
Analyzing contrastively (across languages)
Converting a target language expression into the native language at various levels: words, phrases, whole texts. Converting the native language into target language. You use one language as the basis for understanding or producing another. Translating
Directly applying knowledge of words, concepts or structures from one language to another in order to understand or produce an expression in the new language. Weekend in English and weekend in French is the same. Bon weekend.
Transferring
Taking notes:
Writing down the main idea or specific points. Raw notes or a more systematic form of note taking such as shopping list format, semantic map, etc.
D. Creating structure for input and output These strategies are ways to create structure, necessary for both comprehension and production.
Summarizing
Making a summary or abstract of a longer passage.
Highlighting:
Variety of emphasis techniques (underlining, starring, color coding.
Oxford, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers
TECHNIQUES, GAMES AND ACTIVITIES WITH THE LANGUAGE
Plan communicative situations that:

Articulate the curricular contents (doing with, knowing about, and being through language) in a process that involves an initial, development and closing phase. Foster cooperative work, i.e. distribute actions that involve responsibilities among students, offer opportunities in which everyone participates, make sure couples exchange knowledge and are aware of what they need to learn. Allow to foresee difficulties and possible solutions as well as to evaluate each stage and the process as a whole. Ease the way to approach unknown or particularly difficult contents that require an in-depth treatment to continue with the process and obtain the intended product. Boost students self-esteem and confidence in the use of English. Guarantee the development of routine activities that: Are the product of consensus and negotiation between teacher and students, instead of being previously determined. Foster confidence in students in the classroom, give a sense of belonging tohe class, extend learning, and allow the processes to be more efficient in this situation.
SEP (2011), Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Fundamentos curriculares. Preescolar. Primaria. Secundaria., SEP, Mxico, p. 75.
Role play
Role plays are typically very short, seldom more than fifteen minutes. In a role play, two or more students improvise a specific, assigned scenario. These roles may be familiar (for example, introducing a new student to a friend) or beyond their realm of experience (for example, a world war II resistance fighter). The actors receive only a sketchy outline of the scenario. Role plays may be set in the past, present or future. The directive may be no more than a sentence or two. For example, two students in a French class may role play a job interview or order a meal from a menu (Partin, 2009: 225).
Partin, R (2009). The classroom teachers survival guide: practical strategies, management techniques and reproducibles for new and experienced teachers. John and Wiley and Sons.
Pictionary
Put students into two or more teams and then have a student come up to the front and show him or her a flashcard. That student should then draw the flashcard picture on the board. The first student to guess the picture gets a point. It is beneficial to ask students to make full sentences (depending on the grammar point) when guessing the picture.
eslkidsworld.com
Basketball Bonanza
Students will ask questions in a clockwise manner. The grammar or vocabulary point can be anything. For
example: What do you do in the morning?
I have my
breakfast. The first student to answer the question after the teacher says begin gets to stand up and throw the ball into the basket. They can answer a further question to attain an extra throw of the ball, but if they are wrong they lose both these chances.
eslkidsworld.com
Charades
Divide the class into two (or more) teams. One student from each team comes to the front of the classroom. The teacher whispers a word/sentence or shows a flashcard to the two students and they act it out. The first team to say the correct word gets a point. For example: cat, dog, sheep...
eslkidsworld.com
Vocabulary Bingo
Students randomly write down all the vocabulary
words for a unit or class, one word per box. Read the definition of each word aloud. Students then cover the matching word on the Bingo sheet with a small square of paper, dried bean, or other marker. Once they get a consecutive row, they yell Bingo or another word you chose. Pick a word that relates to the unit the class is studying.
Scavo, M. (2002). Creative classroom ideas.
Action Vocabulary
Give a set of partners one word from the unit or class. They are to learn the definition and then come up with a simple charade-type action associated with the word. The action should be a clue to the meaning of the word. Once practiced, students share their word, definition, and action with the class. The class repeats the action. After every two words, go back and review actions and definitions of the previously learned words. The action will help secure the meaning in their minds.
Scavo, M. (2002). Creative classroom ideas.
Echo Reading The teacher reads a sentence and students repeat it, following along with their books.
Caldern, M. & Rowe, L. (2003). Designing and implementing two-way bilingual programs.
Shadow reading
A more fluent reader reads a sentence and the partner repeats it, following along in his or her book. After a few pages, the new reader attempts to read each sentence on his or her own, and the partner helps only when necessary.
Sentence elaboration
Writing complete and elaborate sentences can be practiced through activities for defining, identifying negative and positive examples, using webbing words and phrases to develop meaningful correct sentences.
Word Banks
Words generated from the prior activity can be written on color-coded cards to represent the different groups. These cards can also become the word bank of the student. The cards can be used for peer-learning activities in which students drill each other for meaning, concept mastery, or spelling. These cards can also be kept in envelopes or in a key-ring binder, or they can be hung on strings from the ceiling for easy consultation during writing activities.
Mapping and graphic organizers

Semantic maps are very effective in building vocabulary. Using semantic maps, webs, diagrams, or any cognitive (graphic) organizer engages students in a mental activity that activates prior knowledge and provides multidimensional contextual clues to the new vocabulary and concepts. It also gives students more vocabulary for talking about new knowledge or new words. First, model on the board techniques for mapping.
Second, have small groups of students work on their maps. This

preliminary practice will provide the students with patterns to replicate. Encourage students to use drawings for those words not yet in their
repertoire.
Spelling Bee
Spelling Bees help students improve their spelling, increase their vocabularies, learn concepts, and develop correct English usage that will help them all their lives. The rules you set will depend on the age and level of your students. We recommend keeping the rules very simple. Here are some basic rules for classroom spelling bees. 1The teacher announces the word to be spelled. He speaks slowly and clearly, without changing the normal pronunciation of the word. He uses the word in a sentence and says the word again. 2. The students listens carefully to the teacher and asks for the word to be repeated if necessary. 3. When the student is sure she understands the word, she pronounces it, spells it and then says the word again. She must say it loudly enough for the teacher to hear it. 4. The teacher determines whether or not the word was spelled correctly. 5. If the correct spelling was given, the students remains in the game. 6. If the spelling was incorrect, that student is eliminated from the game. The teacher gives the correct spelling of that word and reads a new word to the next student. 7.When there are only two students left, if one player misspells a word, the other player must spell that word correctly, plus one more word to be declared the winner of the spelling bee.
http://www.spelling-words-well.com/spelling-bee-rules.html
Odd One Out

Odd one out is a strategy that supports classification by asking students to identify similarities and differences between items. It is also a strategy that helps to develop an understanding of key concepts and vocabulary. The students are presented with three pictures, artefacts or names of people, items, stories or activities and asked, in pairs or small groups, to identify similarities and differences between the three items and to choose which they think is the odd one out with a reason.
http/www.funenglishtechniques.com
Word Scramble Game

A scramble is a brain teaser you can use for fun or educational purposes. Using sentences makes the scramble more challenging and thus you reinforce grammar besides vocabulary. To play, split the class into groups of around 4 to 6 students. Once you have given them the scrambled word, the teams have around 1 minute to come up with the answer. If you use sentences give them 2 minutes. The team that gets the most words unscrambled in the shortest amount of time wins the game.
Word Scramble Bridal Shower Games | eHow.com http://www.ehow.com/info_7956988_word-scramble-bridalshower-games.html#ixzz23OMpqw9N
Hangman
Hangman is a classic activity that can act as a quick time filler or a chance to reinforce key words for students in the process of learning English. Choose a word and draw lines on the blackboard to represent each of the letters that makes up the word. Ask a student to guess a letter, if they are correct then write the letter in the corresponding space on the black board and if they are wrong then draw another part of the hangman picture. Keep asking students to guess letters until they know the word or the hangman picture is completed. If they successfully guess the word they win but if the hangman picture is completed then you win, easy but fun.
http://www.hangmangame.net/
Cat Dog Counting Game

If you've got a few minutes to spare then this counting game is always a good time filler. It might sound easy but once you get the speed up it can be easy to make a mistake.
Explain to the class that they will simply be counting from 1 to 40. The only catch is that they must replace some numbers. For example they must replace any number that has number 5 (5,15,25,35) with the word 'cat' and any number that has number 7 (7,17,27,37) with the word 'dog. You can change the numbers if you want. You can also try eliminating students that make a mistake in order to find your classroom's Cat Dog Counting champion!
http://www.funenglishgames.com/activities/catdogcounting.html
Alphabet Boxes
You need: 26 baby wipe boxes / tissue boxes, various items to go with each letter (e.g. apple magnet for the letter A) & permanent marker. Write the upper and lower case letter on each wipe box, one letter of the alphabet for each box. Get your Ss to fill each box with items that begin with that letter. Some can even be pictures of items (this can be done slowly over a matter of weeks/months). Each class show the items to the children and pass them around, this captivates the children! One box is used at a time. You don't even have to fill all the boxes at once but fill them as you go through the year. This hands-on experience is a big hit!
http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3kGEVOS8
Alphabet Line-up
Give each S an alphabet flashcard. Play the ABC song and have the Ss skip around in a circle singing along to the song. Stop the tape at random points and the Ss have to line up in the correct alphabetical order according to their cards.
Alphabet Sentences
One S says a letter (for example 'A') and his/her teammate says a word that starts with that letter (like 'Ant'). Then you go on to a sentence that uses the letter A word ('or example 'A nice person would not smash an ant'). This way the children will learn their letters and words that start with the letter. (Submitted by Sierra) http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3kG EVOS8
Alphabet Soup:
Place plastic letters in a bowl. Divide flashcards by their beginning letters. Each student draws a letter from the bowl and then finds the flashcards associated with that letter. (Submitted by Lori Supernaw).
http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3k GEVOS8
Alphabet Wave
Divide the a-z flashcards among all your students. Put Ss in a line and play the ABC song. As it plays each student must hold up their corresponding alphabet flashcard.
Alphabet whispers
The children split up into groups of three, one is at the blackboard, one is sitting down and one is running between the two. The student sitting down has a sheet with the alphabet printed out in a disordered manner - s/he whispers the first letter to their team mate who in their turn runs to the board and whispers the letter to their other team member. If the letter is understood s/he writes it on the board. The first team to write it correctly gets a point. This can also be adapted to spelling words. The teams can change positions and get maximum benefit from this game. (Submitted by Katie McCarthy).
Balloon Alphabet
This is a great game that everyone loves. You need a balloon, this is your timing device evoking the alphabet from the Ss unpredictably. This game can get a bit out of hand if the T isn't careful in his/her method of control. T starts and is A, next S is B, then C and so on. Each S touches the balloon and says their letter - this goes round and round until Z. This can be random or in a circle or line, but the balloon goes anywhere, control is essential so the littlies don't trample each other. This can also be used for subject review such as colors, or animals. I usually touch it a few times to gain control e.g. "B B B B" and then pass it on to C. (Submitted by Laura Gravity).
http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3kGEVOS 8
Board Scramble
T puts the whole alphabet on the blackboard in a scramble of letters here and there, but low enough that the Ss can reach it. Have two teams and call out a letter. The person that is able to find and circle it first wins a point for their team. To make things harder have capitol and small letters. Even more challenging- have four teams all looking for the same letter. The kids just love it. You can do it with numbers and also words. (Submitted by Susie).
Chalkboard Fun
Give each student a small chalkboard, rag and a piece of chalk (chalkboards can be purchased at a discount store). Call out a letter and have students draw that letter and then hold up the chalkboard when finished. This makes writing practice more fun! Small whiteboards can also be used. (Submitted by Tania Bibbo).
http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3kGE VOS8
Dominoes
You need a large piece of Tag board & one permanent Black magic marker. Cut the tag board into 1" by 2" pieces. On each Piece print 2 letters, make the pieces look like dominos, but with letters. Use all upper case, or lower case. If the children are ready for a challenge use both upper and lower. Play as you would with regular dominos!!! Have fun. You can also make these using shapes, colors, animals, etc.
http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3k GEVOS8
Find it
T holds up a letter flashcard and the Ss search around the room for an object beginning with that letter. (e.g. A - arm, B - book, C - clock). You can also do this activity by spreading picture flashcards around the classroom and having Ss find the picture that has the correct first letter.
Last Letter, First Letter
(A popular Japanese game called Shiri Tori). Have the Ss sit in a circle with you. T starts by saying a word, then the S to the T's right must make a word that starts with the last letter of the word that the T said (e.g. bus --- steak --- key --- yellow --etc.). Continue around the circle until someone makes a mistake. http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3k GEVOS8
Letter Sculptures
Either print the alphabet on the board or use alphabet flashcards. Divide the class into teams of 3. Model that each team must work together and use their bodies to make a letter. Then start with: "Make the letter (H) ... Go!" Ss can make the letter shape either by standing or lying on the floor. A points can be allocated for: (1) the team that is the first to make the letter shape, or (2) the team that makes the best letter shape.
http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3kG EVOS8
Letter Shape Race
Alphabet blocks or shapes are great for this activity. Scatter all the alphabet shapes randomly around the classroom floor. Line up all the Ss against the front wall and have them race to find the first letter: 'a'. The first S to find it stamps on it and shouts "A". The S then wins the 'a' flashcard. Ss then have to race to find 'b' and once again the first S to stamp on it and shout "B" wins the 'b' flashcard. Continue until 'z' is reached. The S with the most flashcards is the winner. http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3 kGEVOS8
Magic Finger
This is a good activity to use before going on to printing practice. Go through your routine of teaching a letter using an alphabet flashcard. Then hold the flashcard letter up in front of each S and let them trace the letter on the card with their 'magic' finger. Then the T, using his/her magic finger, traces the letter in the air and the Ss follow suit. The T and the Ss can then use their magic fingers to trace the letter on all sorts of fun places. E.g. T: "Draw 'P' on your hand. Now on the floor. Now on your partner's back. Now on your cheek. Now on the wall. Now on your foot" etc. Finally, if you have posters on the walls get the Ss to find examples of the letter in the posters. http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3k GEVOS8
Make an Alphabet Book:
For this you need: Ring binder folder, white paper & old magazines. Each week we choose a new letter to work on. Write the upper and lower case letter on a piece of white paper, then go through old magazines with your Ss to find pictures that begin with that letter. Let them cut them out and glue them on the paper, which helps them improve their cutting skills too! Use a hole punch and put it into a folder to make a book. The Ss love to look at it over and over. http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk 3kGEVOS8
Musical Chair Alphabet
Place chairs in the form of musical chairs with alphabet flashcards placed on them. Start the music when the music stops the students pick up their flashcards and have to read the sound on the flashcard. The child who is unable to read is out of the game. (Submitted by Farah Najam)
http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3kGEV OS8
Pass
Sit with your Ss in a circle. T holds up a flashcard letter and says the letter (e.g. "A"). T passes it on to the next S who also says it and passes it on to the next S. Variations: change directions, speed rounds, have many flashcard letters going round at the same time.
Scrapbook
You need an old scrapbook or photo album, old magazines & scissors. Take a scrapbook or photo album and on each page write a letter of the alphabet starting at A through to Z. Then with your Ss look through magazines for pictures of things and put them on the pages with the same first letter. An example would be a picture of an airplane for A, etc. Use photo albums with the cling plastic covering so no gluing is involved. Afterward your Ss have their very own class alphabet book that they helped to make.
http://www.eslkidstuff.com/Alphabetgamescontent.htm#.UQk3kGEVO S8
Window game
You can only do this if your classroom has a window that you can stand outside of and look into the classroom (don't try this on the 10th floor!). Model first: stand the Ss in front of the window and go out of the room. Wave to them through the window and silently mouth some words (so it seems like they can't hear you through the glass). Look at an alphabet flashcard and then mouth the letter a few times. Go back in and the S who first tells you the letter you were saying can have a turn.
Yell it
Have your Ss close their eyes and turn their backs so they can't see what you are doing. Take a letter flashcard, letter block or letter shape and hide it somewhere in the classroom (behind a curtain, on a chair seat, under a book, etc). Then shout "Go!" and Ss race around the classroom looking for that letter. The S that finds it yells it out and wins a point. This can be done a letter at a time, or with a number of letters at the same time".
CONTENT
What is articulation?
The curriculum contents (doing with, knowing about, and being through the language) are displayed in the central column of the charts.
DOING WITH THE LANGUAGE

The contents are in bold, since it is the teacher who determines, depending on the students needs and characteristics, which ones to use, to what extent and in what order to plan their teaching and learning.
KNOWING ABOUT THE LANGUAGE

The list is neither restrictive (different contents can be approached), nor exhaustive (since their treatment follows similar guidelines to the doing with contents)
BEING THROUGH THE LANGUAGE

The list is neither restrictive (different contents can be approached), nor exhaustive (since their treatment follows similar guidelines to the doing with contents)
SEP (2011), Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Fundamentos curriculares. Preescolar. Primaria. Secundaria., SEP, Mxico, p. 77
Learning TO DO..
Learning TO KNOW..
Learning TO BE..
Articulation In a process that involves an initial, development and closing phase.
Integrating or articulating contents
Doing with the language

It corresponds to the communicative actions carried out in concrete interactive situations which, besides the production and interpretation of oral and written texts, are necessary to accomplish the communicative aim associated with participating in specific competencies with the language.
Therefore, 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.
The contents of doing with language are organized in a sequence that articulates the rest of the contents (knowing about language and being through language) in a cyclic and recurrent way in order to: Help teachers to plan the necessary stages to create a product. Solve a problem Attain a specific goal Decide when and how to address the knowledge about language
required to develop the previously planned stages.
Knowing about the language
This type of contents involves to raise awareness about students knowledge, know aspects of the language they had not reflected on before, and develop greater confidence and versatility to the use of the language. The purpose of learning more about grammar, increasing vocabulary, getting acquainted with writing conventions is to improve the students skills for reading, writing, speaking, and listening.
Being through the language

These contents refer to aspects related to the role of intercultural education in general and to language diversity in particular, as well as the multiple functions they carry out and the attitudes and values underlying oral and written interaction. Its goals are: Increasing the opportunities for students to share their knowledge and experiences with English through socializing the different products obtained during the work through tasks in and out of school Appreciating the importance of fostering a harmonious, effective, tolerant, and inclusive atmosphere of communication.
It is necessary to articulate the curricular contents shown in the central column of the syllabus.
CONTENT (SABER, SABER HACER Y SER ) INICIO
Currently, the stages will be not mentioned in the lesson plan but they will be in an implicit way in it.
DESARROLLO
The articulation consists of three stages.

CIERRE
NEPBE - Professional Development Workshop, Didactic Strategies and Class Planning SEP, ITESO
ASSESSMENT
http://www.bhsu.edu/FacultyStaff/AcademicServices/Assessment/tabid/6923/Default.aspx
A group of actions
aimed at getting information about the students performance
assessment
in order to intervene at different moments (before, during and after)
The teaching purposes
The program contents
Assessment takes into account
The social and

communicative
practices
The activities with the English language
What is assessment?
Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.
(Education Queensland 2001, Years 1-10 Curriculum Framework for Education Qld Schools, Department of Education, p.13)
Why is assessment important?
Everyone needs information to plan. Doctors need information about patients to plan treatments. Investors need information to help you invest your money. And educators need information about students achievement to help them learn. They need to collect evidence of the students learning. That evidence may focus on individuals or groups of students, and it may come from different sources (Chappuis & Chappuis 2002:17). In conclusion, assessment increases achievement, helps students meet more standards and supports ongoing students growth.
Chappuis, J. & Chappuis, S. (2002). Understanding school assessment: a parent and community guide to help students learn. Assessment Training Institute.
Why assessing?
Diagnose students strengths and needs Provide feedback on student progress Provide a basis for instructional placement Inform and guide instruction Communicate learning expectations Motivate and focus students attention and effort Provide practice applying knowledge and skills Promote, assist and improve students learning Inform teaching and learning Provide data that can be communicated to a range of people about the progress and achievements of individual students or groups of students.
Brown, H.(2004) Language Assessment: Principles and Classroom Practices.. Longman; Chappuis, J. & Chappuis, S. (2002). Understanding school assessment: a parent and community guide to help students learn. Assessment Training Institute (p.19).
Assessment for learning

Focus of assessment: Specific achievement targets selected by teachers that enable students to build toward standards. Driving force: Improvement . Place in time: Process during learning. Primary users: Students and teachers in partnership . Typical uses: Help students see the target and how to hit it; help teachers diagnose and respond to students needs; help parents see progress over time. Teachers role: Transform standards into classroom targets; inform students of targets; build assessments; adjust instruction based on results; involve students in assessment. Students role: Strive to understand the target; act on classroom assessment results to be able to do better next time.
Chappuis, J. & Chappuis, S. (2002). Understanding school assessment: a parent and community guide to help students learn. Assessment Training Institute (p. 17-18).
What is the NEPBE assessment approach?

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 the development of the stages 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; that is, their strong and weak points, so that positive and effective feedback among students and between them and the teacher is guaranteed.
SEP (2010). Syllabus 2010. Cycle 2. 3rd and 4th grade. Elementary school. Mxico: SEP
When do teachers use assessment information formatively?

Pretest before a unit of study and adjust instruction for individuals or for the entire group. Identify which students need more help. Revise instruction based on assessment results. Reflect on the effectiveness of their own teaching practices. Confer with students regarding their strengths and areas needing improvement.
Chappuis, J. & Chappuis, S. (2002). Understanding school assessment: a parent and community guide to help students learn. Assessment Training Institute (p.19).
Are tests, portfolios, rubrics and checklists the only sources of assessment?
Fortunately, there exist many different instruments and strategies to support you in the assessment process. Assessment strategies: such as interviews, observations (stories, games, oral presentations, songs, individual work, team work) or products. Assessment instruments: such as checklists, self- assessment instruments, time lines, peer assessment instruments, portfolio assessment, rubrics and tests. However, some authors identify some assessment strategies as assessment instruments and vice versa; the classification depends on each author and context.
Which assessment instrument or strategy is best?
Every assessment instrument or strategy has potential value. Which are best for your particular situation depends primarily on the purpose of your assessment and the learning outcomes you are assessing. Other factors, such as resource availability, culture, and context can also affect your decision.
Which is which?
Assessment ongoing process generally encompasses a wide domain subconscious impression Incidental judgment implicit evaluation Testing administrative procedure specific times curriculum referenced peak performance measured and evaluated
Brown, H.(2004) Language Assessment: Principles and Classroom Practices.. Longman
Traditional vs alternative/authentic SL assessment

Tradicional Assessment
Evaluations that include standardized and classroom achievement tests with different types of exercises Alternative /authentic assessment
New method to assess that reflects student learning, achievement, motivation, and attitudes on instructionally-relevant classroom activities
One-shot, standardized Timed, multiple choice Descontextualized Scores only Norm-referenced Focus on right answer Summative Oriented to product Non-interactive Fosters extrinsic motivation
Continuous long-term Untimed, free-response Contextualized Individualized feedback Criterion-referenced Open-ended, creative Formative Oriented to process Interactive performance Fosters intrinsic motivation
Brown, H.D. Language Assessment: Principles and Classroom Practices. (2004). Longman
Assessment instruments and strategies
Do you agree?
Assessment instrument
Mechanisms to gather information about the students learning development. The different instruments provide different types of information, for this reason, a variety of instruments is recommended.
SEP-ITESO (2012). Professional Development Workshop Strengthening NEPBE at State Level
Classroom tests
A formal classroom test is one of the many options available if you want to assess your learners progress and achievement. In many institutions, formal tests are highly valued and everyone expects that teachers will use them. Some recommendations when designing classroom tests: Make your test representative rather than exhaustive. Use activities that you use in class. Avoid unfamiliar question formats. Get a colleague to check your question paper. Make your test criterion-referenced. Give detailed feedback, promptly. (Wharton & Race, 1999:108-109)
Wharton, S. & Race, P. (1999). 500 tips for TESOL: teaching English to speakers of other languages. USA: Routledge.
Types of tests
Diagnostic test - identify learners' strengths and weaknesses. Helps teachers to make decisions on what needs to be taught Objective test - scored according to 'right' or 'wrong' answers, i.e., non-judgmental on part of examiners Subjective test - compared to objective tests, the examiner judges learners' answers Placement test - used before the beginning of courses, to determine learners' language levels' and based on this information 'place' them in the classes most appropriate for them Oral test - measures learners' speaking abilities Proficiency test - measures language ability and based on what is needed for a particular purpose, e.g., English for secretaries, English for car mechanics etc Progress test - measure learners' progress during a language course Achievement test - measure what learners have learnt on a language course - usually given at the end of the course Summative test - end of year/end of course test measuring learners' overall achievement of course objectives
Brown, H.(2004) Language Assessment: Principles and Classroom Practices.. Longman
Rubrics
Rubrics provide detailed descriptions of performance at different levels. These criteriabased assessment tools can be used to assess the acquisition and application of knowledge, skills, and professional behaviors.
Sylvia, L. & Barr, J. (2011). Pharmacy education: what matters in learning and teaching. Jones & Bartlett Publishers
Checklists
The most common way of recording the observations of childrens performance is through a checklist on which the teacher simply ticks when a pupil has achieved a goal. They are easily managed and convenient, they limit the amount of information that can be recorded.
Portfolio assessment
Portfolio assessment provides a purposeful collection of the students work that was gathered over time, thereby offering a longitudinal depiction of the students journey to professional competence. The portfolio should provide evidence of competence relative to specific outcomes (Sylvia & Barr 2011:218). Keep the following points in mind when using portfolios: The portfolio belongs to the student. Encourage students to take pride in their work. Add samples regularly, but not too often. Add a variety of samples documenting various phases of the learning process. Review portfolios frequently. Be sure to include times to look through the portfolios. Note the progress of each student. Be sure to set up times to meet individually with each student. Share with parents. Allow parents to review the portfolio. Allow time for students to write or dictate a reflection about their knowledge and abilities. These reflections will show progression and growth as well (Overend, 2010:220).
Overend, J. (2010) Jumbo book of writing lessons. Teacher Created Resources. Sylvia, L. & Barr, J. (2011). Pharmacy education: what matters in learning and teaching. Jones & Bartlett Publishers
Anecdotal records
Anecdotal records are written accounts of events and behaviors the teacher has observed in the classroom (Airasian, 1997). Teachers daily observations give them a wealth of information regarding their students learning and achievement. For example, Ed does not seem to be paying attention during shared literacy, and Sydney is not using punctuation correctly in her writing. Such daily observations have special evaluative significance in that they allow teachers to assess how students perform in many different situations and at many different times. It allows them to develop a profile of student learning that, in many ways, is more valid than a one-shot test or assessment. These observations should be written down on a daily basis and used as a supplement to support data obtained from other assessments. In some instances, anecdotal records may be the primary means of assessment for determining specific literacy outcomes, such as increasing the frequency and quality of using conversational English for an ELL (Cohen & Cowan, 2007: 380)
Cohen, V. & Cowan, J. (2007). Literacy for children in an information age: teaching, reading, writing and thinking. Canada: Thomson
Running records
The running record is used as the basic guided reading assessment tool. Running records provide a systematic way to observe and monitor individual student reading behavior, by recording and collecting pertinent data and by analyzing these data to make strategic instructional decisions. According to Clay (1993), the running record is more than an assessment instrument used to collect and analyze data; it is integral to teaching, in that it sharpens the teachers observation skills and gives a deeper insight and understanding into the reading process. While the child is reading a familiar text, the teacher records patterns of reading behaviors, stressing how the child uses strategies of self-monitoring, searching for cues, and self-correcting. The teacher also observes and records how the child uses sources of information, which, according to Clays analysis, are related to the three cue systems: graphophonic (grapheme-phoneme), syntax (grammar and sentence structure), and semantic (meaning). The running record is an assessment tool that helps teachers identify how a child is using these sources of information, and that will, ultimately, determine his or her future reading growth (Fountas & Pinnell, 1996). The running record analyzes samples of individual students reading errors during oral reading. The teacher listens to the childs oral reading, keeping a running record of each word read correctly by use of a checkmark, or as Clay calls them, ticks and notes reading errors by use of a symbol or by noting the mistaken word. Coding a running record is done systematically, so that when a students running records are forwarded to the next grade level. Cohen & Cowan, 2007: 380) Cohen, V. & Cowan, J. (2007). Literacy for children in an information age: teaching, reading, writing and thinking. Canada: Thomson
Rating scales
A rating scale rubric resembles a checklist but has one exception. Instead of only one column to check, there are several, and they include a scale from high to low. They allow the teacher to show gradations in the level of performance. To score accurately and effectively using the rating scale, show students examples of previously scored products and the reasons why they received a particular score. This approach helps them to understand the difference between an excellent, good, fair, or poor score. Students may also use this rubric to score peer performances (Canolly, 2010: 76).
Connolly, M. (2010). Skills based health education. USA. Jones & Bartlett learning
Structured observation guides
In a structured observation guide, the teacher lists the performance criteria required in the performance task, and rather than develop a rating scale, simply leaves room for notes. This tool is subjective and qualitative but it is also direct and valid (Canolly, 2010: 76).
Connolly, M. (2010). Skills based health education. USA. Jones & Bartlett learning
Toy box
Attractive concrete physical objects to motivate children to talk more readily. Questions and commands requiring only comprehension (Is there a truck? Put the rabbit in the truck) move on to questions requiring language production responses (Which is bigger, the boat or the airplane).
McKay, P. (2006) Assessing young language learners. USA: Cambridge University Press.
Poster presentations
Posters serve as a source of information a conversation starter a summary of your work an advertisement of your work Poster presentations are often used to assess student learning from student individual and group research projects.
Hess, George R. 2010. Effective Scientific Posters: Quick Reference (Version 3)
Example of the criteria to assess poster presentation

Appearance
1. Display attracts viewer's attention. 2. Words are easy to read from an appropriate distance (3-5 feet). 3. Poster is well organized and easy to follow. 4. Graphics and other visuals enhance presentation. 5. The poster is neat and appealing to look at.
Content 6. Content is clear and easy to understand.
7. Purpose of model (question being addressed) is stated clearly.

8. I understand why someone might be interested in the model results. 9. Key simplifying assumptions are identified. 10. There is enough detail about methods (e.g., deriving rate equations and parameter values) for me to understand the model and results. 11. The approach taken is appropriate for the problem and technically sound. 12. Poster is free of unnecessary detail. 13. Conclusions are stated clearly. 14. Conclusions are supported by model results.
Presentation
15. Presenter's response to questions demonstrated knowledge of subject matter and project. 16. Overall, this was a really good poster presentation.
Written Products
Students are asked to write an original selection. There are many written forms that teachers can use to get students to write. In addition, students may be asked to write about a previous activity such as a field trip or guest speaker. Students may also be asked to create a piece of persuasive writing or a reflection about their learning experience. A rubric, checklist, or other form of scoring guide should accompany this type of assessment.
Best of Bilash. Improving Second Language Education. Olenka Bilash May 2009
K-W-L Charts
Many teachers have success using K-W-L charts (what I
know/what I want to know/what I've learned) to begin and end a unit of study, particularly in social studies and science. Before the unit, this strategy enables teachers to gain an awareness of students' background knowledge and interests. Afterward, it helps teachers assess the content material learned. K-W-L charts can be developed as a class activity or
on an individual basis. For students with limited English

proficiency, the chart can be completed in the first language or with illustrations.
Jo-Ellen Tannenbaum. Practical Ideas on Alternative Assessment for ESL Students
Sample K-W-L Chart

K
W Lincoln was important. His face is on a penny. He's dead now. I think Lincoln was a President.

L Why is Lincoln famous? Was he a good President? Why is he on a penny? Did he have a family? How did he die?
Lincoln was President of the U.S. He was the 16th President. There was a war in America when Lincoln was President.
He let the slaves go free.

Two of his sons died while he was still alive.
Physical Demonstrations
It is a nonverbal assessment strategy used to express academic concepts without speech, students can point or use other gestures. They can also be asked to perform hands-on tasks or to act out vocabulary, concepts, or events. As a comprehension check in a unit on Native Americans, for example, teachers can ask students to respond with thumbs up, thumbs down, or other nonverbal signs to true or false statements or to indicate whether the teacher has grouped illustrations (of homes, food, environment, clothing, etc.) under the correct tribe name. The teacher can use a checklist to record student responses over time.
Pictorial Products
It is a nonverbal assessment strategy used to elicit
content knowledge without requiring students to speak or write, teachers can ask students to produce and manipulate drawings, dioramas, models, graphs, and
charts. When studying Colonial America, for example, teachers can give students a map of the colonies and labels with the names of the colonies. Students can then attempt to place the labels in the appropriate locations. This labeling activity can be used across the curriculum with diagrams, webs, and illustrations.
Journals
Interactive diaries of ones feelings, thoughts, assessments, ideas, progress towards goals, among others, collecting information for evaluation Pedagogical purpose: Communication student-teacher Important role in the teaching-learning process: teacher feedback
(Brown :260, Genesse :119)
Brown, H.(2004) Language Assessment: Principles and Classroom Practices.. Longman; Genesee, F. & Upshur, J. A. (1996). Classroom-based Evaluation in Second Language Education. CUP
Learning logs
Learning logs usually consist of short, objective entries under specific heading such as problem solving, observations, questions about content, lists of outside readings, homework assignments, or other categories designed to facilitate recordkeeping.
John Scott. Authentic Assessment Tools. The University of Georgia
Types of assessment
Do you agree?
Types of evaluation
Self-assessment
It is performed by the student in order to test the degree of learning in relation to the objectives and expected achievements in his performance. Establish the process and criteria of evaluation and qualitative or quantitative scale to be applied. Detect their own areas of improvement. Self-assessment principles: Autonomy (ability to set ones own goals) and Intrinsic motivation (desire to excel)
Peer-assessment
It is carried out when students evaluate their peers and evaluate each other. It is very important to teach students to properly evaluate their peers because it could lead to belittle the work of others, if it is not properly taught on how to do it. The teacher must observe and help students to gradually develop this skill, and that the benefits are enriching for who evaluates and the evaluated. Peer-assessment principles Cooperative learning (collaboration in learning among the students teaching and helping each other)
instituto Tecnolgico y de Estudios Superiores de Monterrey(2009) Calidad educativa y competencias docentes, Mxico pp.12-13 Brown, H.(2004) Language Assessment: Principles and Classroom Practices.. Longman
Types of evaluation
Hetero-assessment
This is perhaps the best known type of assessment use in the classroom. The teacher is responsible for checking the learning obtained of students and therefore properly design the tests to demonstrate the knowledge, skills and attitudes acquired in certain time period. In order to properly develop assessment tools, we have consider these steps or stages: Planning: This stage determines the purpose, processes and results that will be evaluated. Preparation: Prepare the questions, indicators or behaviors to observe, the instructions are written and final presentation is performed to apply the instrument. The aspects to assess must be written in terms of the objective to be achieved and the level of the students. Administration: the test is applied in the estimated time. Qualification: A number is given or a range is assigned according to a qualitative scale. Analysis of results: the information is interpreted to guide later learning and to develop future tests. Instituto Tecnolgico y de Estudios Superiores de Monterrey(2009) Calidad educativa y
competencias docentes, Mxico pp.12-13 Brown, H.(2004) Language Assessment: Principles and Classroom Practices.. Longman
Stages of assessment
Do you agree?
Stages and functions of the assesment

Types of evaluation A. Diagnostic Stage of the process In the Beginning of a school year, a program, a topic or an didactic unit. It is applied continuously During the teachinglearning process. It is also called processual. Purpose Identify previous knowlege, attitudes, habilities and expectations. Give feedback of the teaching and learning process. Identify achievements, strengths and weaknesses. Improve the performance of the teacher and student. Improve the performance entire schools faculty. Make decisions about teaching and learning. Design strategies to support students who need reinforcement. Accreditation.
B. Formative
C. Summative
It is performed at the end of a unit, a topic, a program or a school year .
This type of testing/evalutation

Pre-assessment (diagnostic)
Pretests Observations Journals/logs Discussions Questionnaires Interviews
Formative (ongoing)
Quizzes Discussions Assignments Projects Observations Portfolios Journals/logs Standardized tests
Summative (final)
Teacher-made test Portfolios Projects Standardized tests
WARM UP AND LEAD- IN
The introductory stage of a lesson helps students to settle into the lesson and focus on its content. There are two kinds of introductory activities: warm ups and leadins. Warm ups are often used to raise studentsenergy levels or to make them feel comfortable. They are not always connected to the topic of the lesson. A warm up is a short and fun activity which a teacher can use with students. The purpose of a warm up is to encourage the students, prepare them to learn by stimulating their minds, wake them upspecially in the morning and after lunch. Warm ups and lead-ins should last from 3 to 5 minutes.
Warm-up
Lead-in
Lead-ins focus on the topic or new language of the lesson. They can also focus and motivate students and make a link with the topic of the lesson. For example, if in the lesson students are going to read a text about the internet, rather than giving them the text inmediately, they can do a lead-in activity such as talking about their favorite websites, how often they use the internet, what they use it for, etc.
Here there are some examples of activities that you can use as warm ups or lead ins. You can adapt them according to your studentss background, characteristics, needs, the number of students and according to the topic of your lessons.
Front to front
Children stand in pairs. The teacher calls out "front to front" and the children have to get into a pair and stand 'front to front', i.e. face each other. After about 5 different instructions, the teacher shouts "change" and the children have to quickly find a new partner and stand in the manner of the teacher's last instruction. Other instructions will be: back to back, elbow to elbow, side to side, toe to toe, finger to finger, knee to knee, hand to hand, shoulder to shoulder. Mix them up too, e.g. finger to shoulder, knee to hip, front to back etc
Hoop
Spread 4 different color hoops around the floor space. Children move around the space (run, skip, crawl etc.) until teacher shouts "hoop". The adult covers their eyes and counts slowly to 3. Children have this time to run to a hoop. The adult says the color of one hoop. Everyone in this hoop is out. Repeat until you have a winner. Children who are out can close their eyes and select the hoop colour.
Broken Telephone
This is a listening and pronunciation activity that always gets people laughing. The leader first must think of a sentence or phrase and whisper it to the person beside her. That person will then whisper what she heard to the next person. Each person can only say, "Can you please repeat that?" one time. When the message reaches the end of the chain that person must speak out loud. Oftentimes the message will be completely different when it reaches the end. Try to find out where the chain broke! In a big group you can send the message two ways and find out which team comes closest to the real message. (A famous example is the army message that started as "Send reinforcements, we're going to advance" and ended as "Send three and fourpence, we're going to a dance.")
Who am I?
In this game, the leader prepares cards with famous people's names on them. The leader tapes one card on the back of each member. Then everyone pretends they are at a party and asks each other questions to find out their own identities. When someone guesses their own name correctly, the name-tag gets taped to their front and they continue to chat with the party guests until everyone is wearing the name tag on the front.
Kim's game 1. The teacher or trainer collects 15-20 small objects, eg, a pencil, a leaf, a rubber, a book, a paper clip, a stone, etc. 2. The teacher picks one object up at a time and holds them up and the students call out what it is. 3. When the teacher has shown all the objects he/she cover them with a cloth. 4. The students must write down all the objects they can remember. The one who has remembered the most objects is the winner.
http://www.teindia.nic.in/Files/Teacher_Trg_Module/17_Cambodia%20Module.pdf
Change places
1. Get all the students to sit in chairs in a circle except one person who does not have a chair. This person stands in the middle of the circle. 2. The person in the middle calls out one instruction. eg, Change if you are wearing a white shirt. 3. All the people wearing a white shirt must stand up and change places. The last person left standing without a chair, calls out another instruction. eg, Change if you live in Phnom Penh. 4. All the people living in Phnom Penh now change places and the person left standing calls out another instruction. eg, Change if you are married. 5. Keep playing for a few minutes.
Memory game: Shopping bag

1. Put the students in groups of 8-10 people. 2. The first person in the group starts by saying the following sentence: Yesterday I went to the market and I bought some fish. 3. The next person in the group repeats the first sentences and adds another thing that they bought. eg,Yesterday I went to the market and I bought some fish and some bananas. 4. Each person in turn repeats the sentence and adds another item. The students have to concentrate hard to remember all the things in the correct order.
Get ready for school

This is a fun warm up activity. Tell the children to copy all your actions. Pretend you are asleep and suddenly wake up and are late for school. Everything you do is done on the spot but in a hurry. Brush your teeth, wash your face, put your clothes on run downstairs, run back up (forgot to put trousers / skirt on) back down stairs, eat breakfast, pick up your bag, open front door, shut door, run down the street, jump over a hedge, look both ways, cross the road etc. Finally arrive at school slowing down panting and puffing then suddenly stop at the closed gates. Its Saturday!!
Draw the Picture

In this activity members split up into pairs or small groups. One person looks at a scene from a magazine or book (the leader should cut out enough pictures, or bring in enough magazines for the club). The other person has a pencil and a blank piece of paper. The person with the picture will try to describe everything he sees to the drawer. This is good practice for using prepositions of place. When the describer is finished, compare the drawings to the real thing! Whose is the closest to the original?
Fact or Fiction
In this game, the teacher tells a short story about herself/himself or someone they know or heard about. Usually it is something funny or crazy. It can be a true story, or something made up. Everyone around the room has to say whether they think the story is fact (true) or fiction (made up).They also can imagine the end of the story.
Hot Seat
In this game, the club is split up into two teams. One member from each team sits facing the group. The leader holds up a word (or writes it on the board if you are in a classroom) for all of the team members to see except for the two players in the hot seats. The teams must try to get the person in the hot seat to guess the word or phrase. The first person to guess correctly gets to stand up and a new member from their team takes the hot seat. The person on the other team has to remain in the hot seat until she gets an answer first. You can keep score or just play for fun. This game can also be played in pairs. One pair member closes their eyes while the leader shows the word to the other pair members. The first pair to get the word right gets a point. Warning! This is a loud game because people tend to get excited and yell!

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NATIONAL ENGLISH PROGRAM IN BASIC EDUCATION P U E B L A LESSON PLANNING: ELEMENTS TO PLAN YOUR LESSONS

Second modification by DIRECTORES DE CIRCUITO:

How to manage this presentation?

Cycle: 2 Unit: 2 Product: 1 Week: 1

DOING WITH THE LANGUAGE: * Graphic distribution of time units on calendars.

ASSESSMENT (INSTRUMENT OR TOOL) * Monitoring

DOCENTE ____________________________ PROFR (A

DIRECTOR DE CIRCUITO ____________________________ PROFR (A

COORDINADOR ACADMICO __________________________ PROFR (A

Vo. Bo. DIRECTOR (A) DE LA ESCUELA ____________________________ PROFR (A

SOCIAL PRACTICE OF THE LANGUAGE

What are social practices of the language?

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p. 25 ,37 )

Social Practices of the Language in the NEPBE

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p. 25 ,37 )

Social practices of the language for 5th and 6th grade

Literary and ludic environment

Academic and educational environment

Social practices of the language

Familiar and community

Academic and educational

Literary and ludic

Specific competencies / Specific activity with the language

Specific competencies / Specific activity with the language

Specific competencies / Specific activity with the language

developed through linking

developed through linking

developed through linking

Knowing about the

Knowing about the

Knowing about the

Achievements of each unit

Achievements of each unit

Achievements of each unit

Social Learning Environments

What is the Familiar and Community Environment?

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p-80)

What is the Academic and Educational Environment?

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p.80)

What is the Literary and Ludic Environment?

It intends to foster a freer and more creative attitude

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p.81)

Example: Going to the cinema (social practice)

What is the product?

Content distribution What is the product?

NEPBE-ITESO (2012). Professional Development Workshop Strengthening NEPBE at State Level

NEPBE-Curricular foundationsPreschool-Elementary SchoolSecondary School (p.40)

What are achievements?

They indicate progress made by students;

They express the expected competency level of development

What are achievements in the NEPBE?

SEP-ITESO (2012). Professional Development Workshop Strengthening NEPBE at State Level

PRODUCT (PRODUCTO FINAL)

The vehicle through the learning process is activated.

It represents a communicative situation and It develop a specific competence.

NEPBE-ITESO (2012). Professional Development Workshop Strengthening NEPBE at State Level

ORGANIZATION OF THE PRODUCT

Cycle 2 Comprises 3rd and 4th grades of primary.

Cycle 3 Comprise s 5th and 6th grades primary

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p.10)

Purposes of the Cycles

NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p.68)