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Direccin de Educacin Secundaria

Fifth session of the NEPBE in cycle 4 2011-2012

April, 2012

General Characteristics of the NEPBE SYLLABUS.

Purpose of the workshop


Curricular Foundations Curricular Elements Evaluation report. Planning a Social Practice of the Language. Development of a lesson plan.

General purpose of the NEPBE


The purpose of English language teaching in basic education is for students to get the necessary knowledge to engaged in social practices with spoken and oral language to interact with native and nonnative English speakers by means of specific competencies with the language.

Organization of the grades that correspond to the three educational stages into the cycles

Cycle 4

1st , 2nd and 3 rd grades


Five units Ten social practices per grade two social practices per unit. From 4 to 5 Social practice Doing with the language Knowing with language Being through the language

Content distribution throght the school year Achiviment indicators for each unit Object of study Types of program contents

Social environments

There are three Familiar and community Educational and academic Literary and ludic

COMPONENT OF THE UNIT


Social practices Environments Specific Competencies
Achievements Contents

Products

FAMILIAR AND COMMUNITY LITERARY AND LUDIC EDUCATIONAL AND ACADEMIC

ENVIRONMENTS

Types of learning

Learning to Know

Learning to Do

Learning to Be

developed through Communicative competence

Social practices of the language


Distributed in

Three learning environments Familiar and community Communicative situation


integrates 3 Specific competences / Specific activity with the language
developed through linking

Academic and formation


integrates 3 Specific competences/ Specific activity with the language
developed through linking

Literary and ludic Communicative situation


integrates 3 Specific competences / Specific activity with the language
developed through linking

Achievements

Using as vehicle a

Using as vehicle a

Achievements of each unit

of each unit

Using as vehicle

Product

Product

Product

Achievements of each unit

L to do with the language L to know about the language L to be through the language

L to do with the language L to know about the language L to be through the language

L to do with the language L to knowa about the language L to be through the language

Leveling guide
Leveling guide
Students with no English background Unrestrictive and flexible

content

Experience of the teachers Approach contents, classroom management


Characteristics of students Interests and likings, multiple intelligences
Listening and speaking activities Acquisition

Reading and writing activities

learning Specific and general Use the leveling guide effectively

Reflection topics
Teaching guidelines

Students with basic knowledge At the end of the leveling period of English

First grade cycle 4


Unit: 1 Unit:2 Social practice of the language: . Understand and use information Social practice of the language: about goods and services. Understand and write instructions. Unit: 4 . Social practice of the language: Understand and produce oral exchanges related to leisure situations.. Environment: Familiar and Environment: Academic and Environment: Literary and ludic. Environment: Familiar and community educational. community. Specific competency: Give and . Specific competency: Write Specific competency: Participate Specific competency: Exchange receive information for instructions to use a bilingual in language games to recognize likes and dislikes in a dialogue. performing community service dictionary and comprehend future tense in forecasts Product: Acting-out a dialogue. Product: Instruction manual to .Product: Forecasts. Product: Interview. Choose a classmate to actlearn how to use a bilingual Establish which kind of Select a leisure activity. out a dialogue about providing dictionary. descriptions are allowed and Decide time, place, and services. Select and explore bilingual which are not to write the length of the interview. Choose the community dictionaries. forecast. Structure questions about service about which information Determine the words, Choose a subject to write a likes and dislikes. is to be exchanged. definitions and abbreviations the current description: one-self, a Check that the questions are Decide roles and turns of instruction manual will refer to. classmate, the community, etc. appropriate regarding the topic, participation. Write instructions. (e.g., Maria is now in secondary the purpose and intended Write sentences to give and Order the sequence of school, in the future she will audience. receive information. instructions. study, in a 15 year time she Invite the person or Check that sentences are Edit the instructions and will be) classmates to be interviewed. understood when spoken and make a clean copy as the final Write the current description. Assign the roles of interviewer listened to. version of the instruction Foretell the current and interviewee. Practice sentences. manual. description and write it in the Practice the formulation of Perform the dialogue. Display the instruction future verb tense in order to questions and their answers. manuals on a visible place, so write the forecast. Carry out the interview they can be read. Read the forecasts out loud . and place them in a visible spot of the classroom. Unit: 3 Social practice of the language: Participate in language games to work with specific linguistic aspects Unit: 5 Social practice of the language: Produce texts to participate in academic events. Environment: Academic and educational Specific competency: Rewrite information to explain a graphic exhibition. Product: Exhibition about a Science topic. Choose a scientific topic to present a graphic exhibition. Read texts and classify the information. Rewrite the classified information to make notes for the presentation. Produce posters with illustrations (photographs, maps, drawings, charts, etc.) to support the notes contents. Edit the notes and rewrite them on a card taking into account the font size so the content can be easily read. Decide the order in which every chart will be presented with its respective informative card. Display the exhibition to a selected audience in a previously agreed place.

First grade cycle 4


Unit: 1.1 Social practice of the language: Read and understand different types of literary texts of Englishspeaking countries Unit: 2.1 Unit: 3.1 Social practice of the language: Social practice of the language: Interpret and express Read and rewrite informative information published in diverse texts from a particular field media. Unit: 4.1 Social practice of the language: Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries Environment: Literary and ludic. Specific competency: Read and sing songs in order to identify human values in Englishspeaking countries and Mexico. Unit: 5.1 Social practice of the language: Interpret and express everyday life instructions.

Environment: Literary and ludic Specific competency: Read classic tales and write a short story based on them

Environment: Familiar and community. opinions regarding the contents of a radio program Specific competency: Exchange Product: Plenary. Select a radio program. Decide on the plenary length. Structure sentences to express opinions about the radio program. Check that sentences are understood when spoken and listened to. Establish turns and each participation length. Practice : expressing opinions. Carry out the plenary and pay attention to the participation of others. Formulate questions to obtain further information, ask for something to be repeated, clarified or said slower.

Product: Big book. Select and read a classic story. Determine which the key events are. Write and arrange the sentences based on key events. Check that the sentences comply with grammar, spelling and punctuation conventions. Put together and illustrate the big book. Rehearse the oral reading out loud of the text and practice pronunciation. Read the book out loud and donate it to students from basic education lower grades.

Environment: Academic and educational Specific competency: Write notes to describe the components of different human body systems in a chart. Product: Charts of human body systems. Select a system of the human body. Search and choose information of the selected human body system from various sources. Write notes to explain the components of the human body system and include them in a chart. Use graphic resources in the chart to link the components to the notes. Edit the notes of the chart to write the final version. Display charts in a visible place in the classroom for exhibition.

Environment: Familiar and community. Specific competency: Understand and express specific warnings of public places. Product: Recital. Product: Oral warnings. Select the songs. Select a situation or event in Understand content of songs. which it is convenient to convey Locate key words in verses a warning to prevent a problem. and chorus. Structure the sentences to Read lyrics along with the convey warnings appropriate to music. the selected place. Listen to the song in order to Organize sentences to state a follow rhythm. warning. Intonate the song at the Create a notice with the speed of music. warning. Check intonation in English Practice the announcement of while singing. the notice. Determine place, date and Publish the announcement. audience for which the songs will be interpreted. Perform recital to the selected audience at the planned place and date.

Second grade cycle 4


First grade Unit: 1 Social practice of the language: Understand and express information related to goods and services. Environment: Familiar and community. Specific competency: Offer and understand suggestions in order to buy or sell a product. Product: Goods catalogue. Select the goods to be included in the catalogue. Design the catalogue format and illustrate its products. Write suggestions about the products included in the catalogue. Check that the suggestions comply with grammar, spelling and punctuation conventions. Practice the enunciation of suggestions, using the catalogue as a guide. Present the catalogue to a previously selected audience. Unit:2 . Social practice of the language: Understand and write instructions. Environment: Academic and educational. Specific competency: Understand and write instructions to face an environmental emergency. Product: Instruction manual to face an environmental emergency. Read emergency instruction manuals. Choose an environmental emergency and look for information on how to face it. Write instructions on how to face an environmental emergency. Order the sequence of instructions and illustrate them. Edit the instructions to write the final version of the instruction manual. Agree on a design to display the instruction manuals in a bulletin board. Set up a bulletin board to disseminate the manuals among the school community. Unit: 3 Social practice of the language: Participate in language games to work with specific linguistic aspects. Unit: 4 Social practice of the language: Understand and produce oral exchanges related to leisure situations. Unit: 5 Social practice of the language: Produce texts to participate in academic events, Environment: Academic and educational. Specific competency: Write points of view to participate in a round table. Product: Round table. Choose a Civic and Ethical topic to participate in a round table. Read texts from various sources. Contrast different personal points of view with information from the text. Write personal points of view. Edit personal points of view and make a clean version in a notebook or a card. Organize turns and times of participation. Decide the place and date the round table of each team will take place. Read the points of view to participate in the round table.

Environment: Literary and ludic. Environment: Familiar and community. Specific competency: Participate in language games in order to identify sentence rhythm, stress, and intonation. Product: Hangman game. Determine number of teams, players, and turns of participation. Establish rules for the Hangman game using sentences. Propose and select, secretly within each team, a list of sentences with different rhythms, intonations, stress, and with/without contractions. Write the sentences. Revise that sentences comply with grammar, spelling, and punctuation conventions. Play Hangman. Read the sentences aloud at the end of each round to practice their rhythm, stress, and intonation. . Specific competency: Share personal experiences in a conversation. Product: Autobiographical anecdote. Select some personal experiences. Write sentences to express the personal experiences. Check that sentences are understood when said and heard. Organize sentences into a text to put together the autobiographical anecdote. Practice the enunciation of autobiographical anecdotes. Establish turns of participation. Have a conversation about autobiographical anecdotes. .

Second grade cycle 4


Second grade Unit: 1.1 Social practice of the language: Read and understand different types of literary texts from English-speaking Countries. . Environment: Literary and ludic. Specific competency: Read fantasy literature and describe characters Unit: 4.1 .Social practice of the language: Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries. Environment: Familiar and Environment: Academic and Environment: Literary and ludic. community. educational. Specific competency: Read short Specific competency: Write Specific competency: Rewrite literary essays in order to dialogues and interventions for a information to explain how a compare cultural aspects from silent short film machine or device works English-speaking countries and Mexico. Product: Comic strip. Product: Script for the dubbing of Product: Poster about the Product: Comparative chart. Select and read a fantasy a silent short film. operation of a machine or Select a cultural aspect to narrative. Select a silent short film. device. compare between an EnglishDetermine the episode/s to be Watch the scenes and choose Choose a machine or device. speaking country and Mexico. included in the comic strip. one. Search and select information Consult different literary Design the format for the Suggest and write dialogues from various sources. essays and other sources to get comic strip, defining spaces for and/or interventions for each Write explanations about its information about the selected dialogues and descriptions. character. operation. cultural aspect. Adjust the information to write Organize dialogues and/or Add illustrations to the Choose information about the the dialogues. interventions for the scene. explanations. selected cultural aspect for both Write brief descriptions for Check that structure of Edit the explanations and countries. the characters and the events. dialogues and interventions write a clean copy on a poster. Compare differences and Check that the writing of comply with grammar, spelling Ask for permission to display similarities about the cultural dialogues and descriptions and punctuation conventions. the posters in different places of aspect from the selected comply with grammar, spelling Put together a script which the school. information. and punctuation conventions. contains dialogues and/or Rewrite the information to Incorporate the dialogues and interventions corresponding to complete the comparative chart. descriptions in the corresponding the short film scene. Make a comparative chart and spaces of the comic book and Associate the writing with include the information. illustrate them. dialogues and/or interventions. Check that writing is complete Rehearse the dramatized Practice the reading aloud of and complies with grammar, reading of comic books tom the script. spelling, and punctuation check understanding. Perform the dubbing. conventions. Perform a dramatized reading Display the comparative chart of the comic book. in an exhibition Unit: 2.1 Unit: 3.1 Social practice of the language: Social practice of the language: Interpret and express information Read and rewrite informative published in diverse media. texts from a particular field. Unit: 5.1 Social practice of the language: Interpret and express everyday life instructions,

Environment: Familiar and community. Specific competency: Understand and give instructions to perform everyday life activities Product: Poster with instructions to perform an everyday activity. Select an everyday activity. Prepare instructions for the selected activity. Write the instructions. Check that instructions are understood when said and heard. Practice the enunciation of instructions. Display the poster on a visible place to use it whenever it is necessary to give and receive instructions.

Third grade cycle 4


Unit: 1 Social practice of the language: Understand and express information related to goods and services. Environment: Familiar and community. Specific competency: Express oral complaints about a health service. Product: Telephonic complaint voice mail. Produce telephonic complaints. Select and consult information to make a complaint. Determine the topic or reason to make a complaint. Create the statements to express the complaint. Check that the complaint is understood when said and heard. Practice the enunciation of the complaint. Make the complaint. Unit:2 Social practice of the language: Understand and write instructions. Environment: Academic and educational. Specific competency: Interpret and write instructions to perform a simple experiment. Product: Set of instructions album. Make a set of instructions album. Choose an experiment and search for information about it. Write the instructions to perform the experiment. Arrange the instructions in a sequence and illustrate them. Edit instructions to write the final version of the set of instructions. Agree on a design to present the set of instructions in an album format. Make an index. Put the album together and place it in the classrooms library. Unit: 3 Social practice of the language: Participate in language games to work with specific linguistic aspects. Environment: Literary and ludic. Unit: 4 Social practice of the language: Understand and produce oral exchanges related to leisure situations. Environment: Familiar and community. Specific competency: Participate Specific competency: Interpret in language games to and offer descriptions regarding comprehend and write irregular unexpected situations in an oral verb forms exchange. .Product: Memory game. Product: Select an Make a memory game. unexpected situation. Identify irregular verbs in past Write sentences to describe simple, present perfect, past an unexpected d situation. perfect, and future perfect. Check that sentences are Suggest and select sentences understood when said and based on the chosen verbs. heard. Write down irregular verbs on Organize sentences into a a set of cards and sentences on text to put together a testimony. another set. Practice the enunciation of Check that verbs and testimonies. sentences comply with Establish turns of grammar, spelling, and participation. punctuation conventions. Participate in an exchange of Determine number of players testimonies. in each team and their turns of participation. Establish rules for the memory game. Play the memory game. Read verbs and sentences aloud each time a pair is found. Unit: 5 Social practice of the language: Produce texts to participate in academic events. Environment: Academic and educational. Specific competency: Write arguments in favor or against a topic to participate in a debate. Product: Debate Choose a topic of interest. Read texts from different sources. Take a personal stance regarding the information read. Write agreements or disagreements depending on the personal stance each one has adopted. Write a short text with the agreements and/or disagreements. Edit the text and make a clean version in a notebook or a sheet, card, etc. Decide the place and date for the debate of each team. Choose a moderator and define times and turns for presentation and reply. Present the agreements and/or disagreements in the debate, using the text to support participation.

Third grade cycle 4


Third grade Unit: 1.1 Social practice of the language: Read and understand different types of literary texts from English-speaking countries. Environment: Literary and ludic.. Unit: 2.1 Social practice of the language: Interpret and express information published in various media. Environment: Familiar and community. Unit: 3.1 Social practice of the language: Read and rewrite informative texts from a particular field. Environment: Academic and educational Unit: 4.1 Social practice of the language: Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries. Environment: Literary and ludic. .Specific competency: Read plays in order to compare attitudes and patterns of behavior adopted by people from English-speaking countries and Mexico. Product: Performance of a short play. Select a short play for a young audience. Read the selected play aloud. Determine who will interpret leading, secondary, and/or incidental characters. Identify stage directions in each case. Determine date and time for the performance of each team. Rehearse the reading of dialogues. Have a general rehearsal. Perform the play on the previously chosen date and time. Unit: 5.1 Social practice of the language: Interpret and express everyday life instructions. Environment: Familiar and community.

Specific competency: Read Specific competency: Share suspense literature and describe emotions and reactions caused moods. by a TV program. Achievements Contents

. Specific competency: Write a short report about a historical event.

Specific competency: Understand and give instructions to plan a field trip.

Product: Emotionary (inventory of emotions). Select, from a number of sources, a suspense narrative. Read the selected narrative in silence. Choose and make a list of emotions that the narrative presents or provokes. Propose and write examples of the situations that describe the emotions. Check that the examples comply with grammar, spelling, and punctuation conventions. Organize an event to present and read the emotionary.

Product: Oral presentation. Select a TV program. Decide on the length of the presentation. Write sentences to express emotions and reactions about a program. Check that the sentences are understood when said and heard. Define turns of participation, and their length. Practice the enunciation of emotions and reactions. Make the oral presentation. Pay attention to the participations of others. Formulate questions to obtain further information and ask for something to be repeated, clarified or said slower.

Product: Report anthology of historical events. Choose a historical event. Read the texts and select the information. Choose a graphic resource to organize information. Write the report. Edit the report to create a final version. Agree on a design for the anthology. Create an index. Integrate the reports to the anthology and donate it to the school library.

Product: Activity schedule. Select the field trip destination. Set dates, time and activities. Write instructions for activities. Check that instructions are understood when said and heard. Organize the instructions to put together an activity schedule. Practice the enunciation of the schedule. Present the Schedule.

NEPBE on line

www.pnieb.net

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Documents

23 digitized versions in Spanish and English. Curricular Foundations. Programs of study (Cycle 1, Cycle 2 ,Cycle 3 and Cycle 4). Working Guide (Cycle 1, Cycle 2, Cycle 3 and Cycle 4 ). Leveling Guide (Cycle 1, Cycle 2, Cycle 3 and Cycle 4). Videos of planning and how to work the leveling guide.

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ELEMENTS OF THE CURRICULAR STRUCTURE. COMPLETE THE CHART. With the concepts from the previous activity, complete the chart and share it. ACTIVITY SOCIAL PRACTICE DEFINITIONS AND WHAT IT ENTAILS. Match the definitions on the right to their corresponding terms on the left by writing the number inside the brackets. 1. ENVIRONMEN () Chickens and hens, numbers, animals, etc. 2. SPECIFIC COMPETENCY ()Situation where the language occurs naturally 3.DOING WITH THE LANGUAGE () Evidence of the work done, combination of types of learning made evident. 4. KNOWLEDGE () Expected reactions to the different stages of the lessons. 5. ATTITUDE () Abilities, knowledge and attitudes articulated for more significant learning, 6. PRODUCT () Actions to carry out the language 7. TEAM FORMATION () Syntactic, semantic and lexical elements of the language

ACTIVITY .

www.cenniescolar.sep.gob.mx

Contreras Hernndez Luis Alberto

CORL721106HDFNRS05
DPR0107236 Benito Jurez

Referente de Evaluacin

Evaluacin

5 Bimestres

Evaluacin

9.0

A+ 10

A 9

A 9

B 8

Evaluacin Final

10 9 8 8 7

8 10 9 9 8

9 9 7 8 10 8.2

5
7 8 9

8.4 7.2 8.8 8.6

Observaciones / Firma / Sello

EVALUATION TOOLS

Product Bimester exam Performance in class activities, homework, participation, etc.

See the evaluation record file

Observaciones / Firma / Sello

FREQUENTLY ASKED QUESTIONS

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