PURPOSE OF ENGLISH TEACHING

Purpose of English language teaching :

Ss to get the necessary knowledge to engage in social
practices with oral and written language by means of specific
competencies with the language.
Learn language to organize thoughts and speech, analyze
and solve problems and gain access to different cultural
expressions.

PURPOSE OF ENGLISH LANGUAGE

TEACHING FOR CYCLE 4

The purpose of English Language Teaching for Cycle 4 in

Basic Education (1st, 2nd and 3rd grades of Secondary
school) is for students to consolidate their proficiency in
English in basic communicative situations and develop
specific competencies particular to social practices of
the language within a range of communicative
situations, in which they understand and produce, in
general way, oral and written texts about different topics.

PURPOSES OF CYCLE 4
At the end of Cycle 4, students are expected to:
Identify the main idea and details
from a variety of oral and written
texts by using their knowledge of
the world.

Identify cohesive elements to

understand the relationship
between the parts of a statement
or text.

Understand and use information

from different text sources.

Use appropriate registers in a

variety of communicative
situations.

Produce short and conventional

Edit their own or their
texts to respond to personal,
classmates writings.
creative, social and academic and
institutional purposes.
Adapt their language to
unexpected communicative
needs.

Use grammar, spelling, and

punctuation conventions.

Recognize and respect

differences between their own
culture and the cultures of
English-speaking countries.

Participate in formal
communicative situations.

DEFINITION OF LANGUAGE
Language is a communicative, cognitive, and reflective activity
through which we express, exchange, and defend our ideas; we
establish and keep interpersonal relations and gain access to
information; we participate in knowledge building, organize our
thoughts, and reflect on our own discursive and intellectual
creation.
Language shows a variety of forms
that depend on the communicative purposes, the interlocutors,
the type of text or oral interaction, and on the medium by which
the exchange is carried out.

Language implies acquiring rules of socially imposed (implicit) use

and the ways of using them in different social environments.
Includes the formal and the functional purposes of
English.
Not only take into account linguistic but also cultural
learning.

NEPBE ELEMENTS

COMMUNICATIVE COMPETENCE

Intentional capability or skill

to carry out tasks or deal with
diverse situations efficiently.

SOCIAL PRACTICES OF THE LANGUAGE

Are patterns or ways of interaction, which, include

production and interpretation of oral and written texts
and several activities linked through them.
Every social practice has a specific communicative
purpose and a history linked to a particular cultural
situation.

SOCIAL LEARNING ENVIRONMENTS

Implement social environments in the classroom to create
opportunities to learn the diverse communicative registers and
formats necessary to participate successfully in social
practices of the language.
They help to preserve the social functions of the specific
competences so they can become meaningful for the Ss.
In each of the 3 social learning environments the language
is used for a specific social purpose.

Familiar and Community:

Approach English through situations that are close to them, known
and familiar.
Use of the language to interact in every-day life communication
Helps to foster higher self- esteem and confidence in the capacity to
learn of the Ss.
Educational and academic environment:
Emphasize the language strategies required to learn and study in
situations where formal and academic language is used
Ss learn how to participate in social practices of the language that
include knowledge about other areas of knowledge.
Literary and ludic environment:
Approximation to literature through reading, writing, speaking and
listening to activate Ss knowledge to contrast interpretations and
opinions.
Fosters a freer and more creative attitude to help Ss appreciate
other cultures.
It also encourages Ss to play with words and texts.
Reflect on Syllabus

SPECIFIC COMPETENCIES WITH

THE LANGUAGE
Social practices of the language are presented in
the NEPBE through specific competencies with
the language.

Specific competencies are formed by integrating

3 types of learning: Doing with the language,
knowing about the language and being
through the language.

Doing with the language:

Communicative actions carried out in concrete interactive situations.
Teaching treatment: learn by doing
Listening by listening, reading by reading, speaking by speaking and writing by
writing.

Knowing about the language:

Involves aspects, concepts and topics for reflection on features , characteristics and
elements of the language.
Learning vocabulary, grammar, writing conventions, structure of texts to complement
the skills of the doing
Depends on the Ss needs.

Being through the language :

Role of intercultural education and language diversity
Contents are transverse and permanent

ACHIEVEMENTS:

The goals that students have to reach during the

process and the end of specific period.

PRODUCT
The vehicle through which the learning
process is activated. It represents a
communicative situation that should
integrate the three types of learning and it is
important no to consider it as a result but as
a way to develope a specific competence.

COMMUNICATIVE
COMPETENCY

Social
practices
of the
language

developed
through

distributed in

Familiar and community

Academic and educational

integrates
4

integrates
3

developed through linking

language

Being

Doing

through
the
language

with the
language

Knowing
about the
language

Doing

Being

with the
language

through
the
language

Using as vehicle a

Achievements
Achievements
of
of each
each unit
unit

Using as vehicle a

PRODUCT

developed through
linking

PRODUCT

Achievements
Achievements
of
of each
each unit
unit

Knowing
about the

Specific competencies /
Specific activity with the
language

developed through
linking

Achievements
Achievements
of
of each
each unit
unit

with the
language

integrates
3

Specific competencies /
Specific activity with the
language

Specific competencies /
Specific activity with the
language

Doing

Literary and ludic

Knowing
about the
language

Using as vehicle a

PRODUCT

Being
through
the
language

Communicative situation

Communicative situation

3 Learning environments

CONTENT ORGANIZATION

Elements

Characteristics

Social Practice
of the
Language

Use of the language

Social Learning
Environment

Divided into three (familiar and community,

academic and educational, literary and
ludic)- they set the context of the social
practice.

Specific
competency

Developed through the social practice. Doing

with, knowing about and being through the
language.

Product

We develop the product with the exercises

(or activities) involving prior knowledge,
specific competency and achievements.

Achievements

Evidence of students learning of the

competency- things they will demonstrate to
prove they developed the competency.

Communicative Everything teachers do to integrate the

situation
previous elements in didactic sequences to

WEB RESOURSES
http://www.pnieb.net/documentos/index.html
http://pniebpuebla.webs.com/
http://www.kids-pages.com/flashcards.htm
http://www.ompersonal.com.ar
http://www.eslflashcards.com/
http://www.mansioningles.com/

KWL CHART
WHAT I
KNOW

WHAT I WANT
TO KNOW

WHAT I
LEARNED

Total amount of hours destined to the English subject in Cycle 4:

_____________________
Hour destined to the English subject in Cycle 4 per:
Week: ___________
Month: __________
Year: ____________

Each of the school grades in Cycle 4 has ____ units.

Each unit corresponds to a ____________.
Cycle 4 has a total of ______ social practices of the
language and ____ specific competencies.
For each social practice of language, a _____ is set as
an example.
Throughout the units, the social practices of the
language and the specific competencies are divided
into three __________.

The social learning environments are:

_____________________________________.
The __________ environment is the one containing the most
social practices and specific competencies.
Each unit is divided into _________ social learning environments.
The ______ are found at the beginning of each social practice.
In an appendix at the end of a cycle, the _______ can be found.

ASSESSMEN
T

ASSESSMENT HELPS:

NEPBE ASSESSMENT APPROACH

Global: integrates all types of

knowledge and skills

Formative: provides opportunities for

improvement

Continuous: constantly provides

information on the process

ASSESSMENT
INSTRUMENTS
ASSESSMENT INSTRUMENTS
Instrument

Good for

Rubric

To be clear about what you want to assess

(detailed information)

Checklist

Diagnostic assessment, keep track on what

we are assessing (general view of students
progress)

Portfolio
Chart, diary
(Observation)

Evidence of students progress, to keep a

record
To have a record of everyday progress

Exams
Give us information on cognitive processes