3. guía de trabajo inglés

8/8/2019 3. Gua de trabajo ingls

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PGINA LEGAL

Programa Nacional de Ingls para Educacin Bsica (PNIEB). Fortalecimiento acadmico para profesores de Ingls.Fase piloto. Gua de Trabajo Ciclo 1, fue elaborado por la Coordinacin Nacional de Ingls, adscrita a la DireccinGeneral de Desarrollo Curricular, de la Subsecretara de Educacin Bsica de la Secretara de Educacin Pblica.

Mtro. Alonso Lujambio IrazbalSecretario de Educacin Pblica

Mtro. Jos Fernando Gonzlez SnchezSubsecretario de Educacin Bsica

Mtro. Leopoldo Felipe Rodrguez GutirrezDirector General de Desarrollo Curricular

Dr. Juan Manuel Martnez GarcaCoordinador Nacional de Ingls


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[Academic strengthening for English language teachers. Testing phase] WORK GUIDE CYCLE 1

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Index

Presentacin ...... 4

Introduction .... 6

Unit 1 Guidelines and characteristics of the PNIEB .. 9

Unit 2 Purposes and study subject of the PNIEB .. 26

Unit 3 The social practices of the language and curricular proposal of the PNIEB ... 42

Unit 4 Assessment ........ 63

Unit 5 The function of English language teachers in the PNIEB ... 82

Unit 6 Factors that take part in the planning of work in the classroom ... .. 94

Bibliography .. 113

Annex ... 115


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4

Presentacin

Los principios normativos que establece el artculo tercero constitucional, la transformacin educativa que alienta el

Plan Nacional de Desarrollo 2007-2012 y los objetivos sealados en el Programa Sectorial de Educacin 2007-2012

(P ROSEDU ), han constituido la base rectora para dar sentido y ordenar las acciones de poltica pblica educativa en el

Mxico de las prximas dcadas.

En este marco y con base en las atribuciones que le otorga la Ley General de Educacin, la Secretara deEducacin Pblica estableci como objetivo fundamental del P ROSEDU Elevar la calidad de la educacin para que los

estudiantes mejoren su nivel de logro educativo, cuenten con medios para tener acceso a un mayor bienestar y

contribuyan al desarrollo nacional ( SEP 2007:11). La principal estrategia para la consecucin de este objetivo en

educacin bsica dispone realizar una reforma integral de la educacin bsica, centrada en la adopcin de un modelo

educativo basado en competencias, que responda a las necesidades de desarrollo de Mxico en el Siglo XXI (SEP

2007:24), con miras a lograr mayor articulacin y eficiencia entre preescolar, primaria y secundaria.

El PROSEDU tambin establece que Los criterios de mejora de la calidad educativa deben aplicarse a la

capacitacin de profesores, la actualizacin de programas de estudio y sus contenidos, los enfoques pedaggicos,

mtodos de enseanza y recur sos didcticos ( SEP 2007:11). A su vez, la UNESCO 1 ha sealado que los sistemas

educativos necesitan preparar a los estudiantes para enfrentar los nuevos retos de un mundo globalizado en el que el

1 Delors, J. La educacin encierra un tesoro. Informe a la UNESCO de la Comisin Internacional sobre la Educacin para el siglo XXI , pp. 31 y ss.


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contacto entre mltiples lenguas y culturas es cada vez ms comn. La educacin tiene, en este contexto, la obligacin

de ayudar a los estudiantes a comprender las diversas expresiones culturales existentes en Mxico y el mundo.

Desde esta perspectiva, la Subsecretara de Educacin Bsica reconoce la necesidad de incorporar la asignaturade Ingls a los planes y programas de estudio de educacin preescolar y primaria y realizar los ajustes pertinentes en

los de Ingls para secundaria, con el propsito de articular la enseanza de esta lengua extranjera en los tres niveles

de educacin bsica y de lograr, a travs de esta articulacin, que al concluir su educacin secundaria los alumnos

hayan desarrollado la competencia plurilinge y pluricultural que necesitan para enfrentar con xito los desafos

comunicativos del mundo globalizado, construir una visin amplia de la diversidad lingstica y cultural a nivel global y

respetar su propia cultura y la de los dems.

Con el fin de instrumentar las diversas acciones que hagan posible la articulacin de la enseanza de ingls, laSecretara de Educacin Pblica puso en marcha el Programa Nacional de Ingls para Educacin Bsica ( PNIEB o NEPBE*

por sus siglas en ingls), del que se derivan programas de estudio para los tres niveles de educacin bsica elaborados

a partir de la alineacin y homologacin de estndares nacionales e internacionales, la determinacin de criterios para

la formacin de profesores, as como del establecimiento de lineamientos para la elaboracin y evaluacin de

materiales educativos y para la certificacin del dominio del ingls.

Una de las acciones previstas es el desarrollo de reuniones nacionales de fortalecimiento acadmico para

profesores de ingls, que tienen como finalidad ofrecer informacin y asesora tcnico-pedaggica que coadyuve a las

tareas necesarias para la implementacin y generalizacin de los programas de estudio correspondientes a los cuatro

ciclos del Programa Nacional de Ingls para Educacin Bsica.

* National English Program in Basic Education.


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Introduction

The PNIEB contemplates, within its testing phases, the organization of nation-wide meetings whose objective

is the academic strengthening of basic education English language teachers by giving them a place to reflect

upon the characteristics and elements of study programs.

The possibility of making the development of PNIEBs study programs a viable reality in the educational

practice of those charged with the teaching of the Asignatura estatal. Lengua adicional: Ingls will depend on

the commitment and response that the various actors in the school community (educational authorities,

teachers, students, parents or guardians) show in face of the challenges carried by both the adoption of this

subject by the preschool/primary study programs and the adjustments made to that subjects study

programs in secondary level.

From this perspective, the work guides which complement the training workshops -of which Cycle 1 is

included here- represent the opportunity to share qualms, questions and expectations about the curricular

proposal and the possibility to reflect upon its propositions and elements, so that it is feasible to incorporate

it into the educational practice of English language teachers in public schools all across the country.

It should be mentioned that the development and implementation of a national curricular program

destined to the teaching and learning of a foreign language for the first time in all of the basic education


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levels (preschool, primary and secondary) inevitably leads to the educational authorities and the teachers

assuming the responsibility of preparing themselves and creating the conditions necessary to offer every

student the same learning opportunities, in order to ensure they all have the possibility to satisfy their needs

and reach the goals set in the PNIEBs study p rograms.

Consequently, both the subject teacher and the school community as a whole must be aware of the

necessity there is of creating learning environments in which their students can use English in an appropriate

way with social and learning goals.

It is under these principles that the curricular foundations and study programs of the PNIEB establish as

a main objective the assimilation of social practices of the language, as it is through involvement in thesethat communication gains relevancy and, as a consequence, language is acquired. Therefore, the PNIEB

requires that teachers are capable of appreciating both the relationship between the English language and

social context, as well as the functions and social/cultural meanings involved in the processes and behaviours

inherent to various communication situations.

The Coordinacin Nacional de Ingls de la Direccin General de Desarrollo Curricular de la Subsecretara de

Educacin Pblica has undertaken the task of developing, for its 2010-2011 school year test stage, theaforementioned national meetings for basic education English language teachers, together with the

corresponding Guas de Trabajo and Guas de renivelacin , with the purpose of displaying the parameters and

elements of the curricular proposal contained within its study programs as well as offering the didactic

background needed for its adoption.


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Work modes. Symbology.

Individually In pairs In groups Plenary meeting


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[Academic strengthening for English language teachers. Testing phase ] WORK GUIDE CYCLE 1

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Unit 1

Guidelines and characteristics of the PNIEB

I. Content: Guidelines of the PNIEB

1. Answer the following questions.

2. Read the following information. According tothe Political Constitution of the United MexicanStates, in Article 3. Education in Mexico:

1 .

1 Source (adaptation) Constitucin Poltica de los Estados Unidos Mexicanos , available at: www.cddhcu.gob.mx/LeyesBiblio/pdf/1.pdf

Aims

Recognize and comprehend the guidelines whichrule the PNIEB.

Reflect upon the general characteristics of thestudy programs and their implications in theeducational practice.


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Promote collective commitments oriented to the defense of human rights, respect for diversity, rejection of violence andstrengthening of values, directed to coexistence, in spite of differences.

___________________________________________________________________________

___________________________________________________________________________ ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. Circle the group or groups of Mexicans which, according to your opinion and considering the previousinformation, have a right to be educated in our country.

4. Write down three sentences which guided education to the fulfillment of one or various characteristicsestablished in Article 3 of the Constitution: national, democratic, laical, free of charge and obligatory. Observethe provided example.


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5. Get together with colleagues who, just as you, teach the same grade in Cycle 1. Revise and share the answers tothe previous exercises and complete the following activities:

Describe and make a list in the following space, about the most relevant aspects which characterize thestudents of your grade and that, in your opinion, should be considered to work with the contents of thetasks. Observe the example.

The students of grade _______________________ Are characterized by:

Have little or no knowledge of English. Do not know how to read or write in a conventional way.

The students of grade _______________________ Are characterized by:


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Analyze and define the behaviour rules that you consider pertinent to establish in the classroom topromote respect for diversity, rejection towards violence and strengthening of values directed to a healthycoexistence. In practice, these kinds of rules require the participation and agreement of students.

Considering the students characteristics and the rules they defined, elaborate standing rules. Observe the

following example, adequate for 3rd grade preschool.


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6. Read the following information in the content tables, consult the study programs of the grade you are workingwith and write down the collective commitment that is necessary to promote in the empty column. Observe theexample.

Example: 3rd grade preschool, Unit 2, academic and formation environment

What is said in the study program What happened in the classroom Collective commitmentFollow the steps in a recipe, based onits oral reading.

The product of the recipe was consumedonly by the children who brought aningredient from their home.

The same rights for all students

3rd grade preschool, Unit 3, literary and ludic environmentWhat is said in the study program What happened in the classroom Collective commitment

Identify the theme of songs. Because he did not choose the correct answer theother team members wont let him participate.

1st grade primary, Unit 5, academic and formative environment

What is said in the study program What happened in the classroom Collective commitment

Rewrite names of animals and plantson a map of Mexico.

A team member snatched a pencil and the ownerreacted with violence.

2nd grade primary, Unit 2, community and familiar environmentWhat is said in the study program What happened in the classroom Collective commitment

Rehearse the expression of instructions,based on a series of actions or drawings.

The student refused to participate to avoid beingmocked for his pronunciation.


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7. Share and compare the answers to the previous exercises. Exchange points of view and opinions to reachagreements.

II. Content: General characteristics of the study programs of the PNIEB

1. Read the following sentences that summarise the instructions that led to the development of the studyprograms of the PNIEB and, based on your opinion, number them, from 1 to 8, according to their importance.

Guidelines for the development of the PNIEBs curricular proposal

______ Align secondary education with primary and preschool.

______Focus the students formation:

a) On the competencies to do, to know and to be through.

b) On the identity, differences and social characteristics.

______ Offer the same formative opportunities to all students.

______Generate conditions for the coexistence among young people. Encourage their creativity and find answers to their interests,

needs and knowledge.

______Promote collective commitments, directed to the defense of human rights, the respect to diversity, the rejection of violence

and the strengthening of values directed to coexistence.

______ Incorporate the use of new Information and Communication Technologies (ICT), as a tool for study.

______Consider the postulates of education in Mexico: national, democratic, free of charge, obligatory and laical.

______ Include, the learning contents from the fields of knowledge of the curriculum, and the pertinent proposals for the teaching of

the subjects.


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2. Consult the study programs of Cycle 1, identify and write down five evidences that show the articulationbetween the two educational levels involved: preschool and primary.

Evidences that show the articulation between preschool and primary

Example: Both levels share the same object of study.

1.

2.

3.

4.

5.

3. Share the answers to the previous exercises. Look for examples that show that th e students formation iscentred on competencies in the study programs of the grade you are working with, and perform the followinginstructions:

- Select and write a specific activity with the language in the figure entitled Competency .- Choose a content from the learning to do with the language, learning to know about the language and a

third one from the learning to be through the language, in accordance to the specific activity with thelanguage you chose. Make sure that the contents of the to be and to know are the ones requ ired toapproach the contents of the to do . Write it down in the correspondent figures.


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4. Identify work strategies that promote learning opportunities for all students, in the study programs of Cycle 1and write down two examples in the following box.

5. Locate the table in the study programs: Specific activities with the language. Distribution by environment andgrade. and carry out the following activities :

Read the language practices for each of the learning environments that correspond to the grade you areworking with.

Comment on the similarities and differences that you each find and write them down in the following table.Include the grade as a headline.

Similarities Differences


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6. Observe the following images and comment, in your opinion, which correspond to Information andCommunication Technologies (ICT) which can be used to support the teaching processes and the learning of English as a foreign language, which ones dont and why. Afterwards carry out the following:

Choose a grade from Cycle 1 and locate your curriculum content tables in the study programs. Select the social practices of the language that you consider make use of each one of the ICTs that appearin the images and copy them in the indicated place.

Write in each line three ways to use this technology to help carry out the contents in the practice youchose.


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7. Consult the section titled The National English Basic Education Program. General Observations. of theFundamentos curriculares

, observe figures 2 and 33

and answer the following:

3 Every new curricular program involves a generalization that includes several stages. Currently, the PNIEB remains in its testing phase, which means the total of the hours (1060) destined to reach the B1 level isnt accumulative. However, the following stages will become closer to these time conditions.

Total amount of hours destined to the English subject in Cycle : Hours destined to the English subject in Cycle 1 by :

- Week :

- Month :

- Year :


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8. Choose a school grade and, according to the time assigned to the subject of English and the purposes in Cycle1, write down which would be the outcome profile you would expect the students to have, by the end of thegrade you chose. Include the grade as the headline for the table.

At the end of the school year, students will be able to:

Compare the answers you gave for the previous exercises with the objectives and achievements in the studyprograms of Cycle 1.


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9. Read and compare the following hypothetical situations which describe the outcome profile of students whoattended the grades (3 rd grade preschool, 1 st and 2 nd grades of primary) that correspond to Cycle 1. Commenton the similarities and differences you find between both.

Recognizes and distinguishes English as a different language from its own. Shows motivation to learn this

language. Comprehends the meaning of a group of wordswhen he listens to them. He is capable of rewriting wordsfrom a list. He shows an insecure and fearful attitudetowards real communicative exchange in English.

Recognizes and distinguishes English as a different language and culture from its own. Shows a positive

attitude in the learning of this language. Comprehendsbasic greeting and courtesy expressions used in theclassroom. Shows motivation and interest to participatein communicative exchanges proper of daily life.

10. Explain the reasons why the profile for the first case, contrary to the second case, does not fulfill theobjectives established in the PNIEB. Write down the conclusions you reach on the following blank space.


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To conclude

Read and analyze the following diagrams, which summarise the work done throughout this unit.

Diagram 1


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CompeteceIdentity

Learning toknow about

Learning to

do with

DiferencesSocialCharacteristics

Learning to

be through

Diagram 2 Diagram 3

Diagram 4

Preschool

PrimarySecondary

Curricular focus

TO WHOM WHAT

I


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HOW


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Unit 2


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Unit 2

Purposes and study subject of the PNIEB

I. Content: General objective of the PNIEB and specificpurposes of Cycle 1.

1. Read the two aims in the following table that numerousschools and teachers have proposed for the teaching andlearning of English as a foreign language.

2. Write down the advantages and disadvantages for you andyour students to consider only one or both of the twoproposed aims.

That the students learn: Advantages Disadvantages

1. The formal characteristics of the

English language.

2. The functional characteristics of

English based on a discourse or texts.

Aims Reflect upon the general objectives of the

PNIEB and the specific aims of Cycle 1. Review and analyze the established guidelines

in the educational guidelines of the PNIEB andits relevance to the organization and definitionof program contents of Cycle 1.


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3. Locate the general objective of th eteaching of English as a foreignlanguage that appears in the study

programs of Cycle 1, compare it withthe previous aims and write youranswers to the following questions:

4. Read the following parts whichcompose the general objective of thePNIEB and write down on the linewhat characteristics (formal,functional or both) you considerapply to each one. Order the partsfrom 1 to 4 in the sequence, whichaccording to your criterionrepresent the importance of eachone and write the number within the brackets.


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5. Complete the following table, writing in the right column what the following specific aims of Cycle 1 from thePNIEB mean, in your opinion.

Aims of Cycle 1

At the end of Cycle 1, students are expected to:

Recognize the existence of other culturesand languages.

Feel motivated and keep a positive attitudetowards the English language.

Develop basic communication skills,especially the receptive ones

Reflect on how the writing system works.

Get acquainted with different types of texts.


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Engage in childrens literature.

Develop learning strategies which can betransferred to other areas of knowledge.

Use some linguistic and non-linguisticresources to give information aboutthemselves and their surroundings.

6. Get together with colleagues, comment on the answers given to the previous exercises, discuss and reachagreements to create consensus.


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First grade Purpose: That children recognize the existence of other cultures and languages.Activities with the language:

Listen greeting, farewell and courtesy y expressions. Express liking, concerns and feelings. Participate in the reading and writing of rhymes and stories.

7. Choose two specific aims of Cycle 1 and, based on these, complete the following specific activities with thelanguage. Include the school grade you are working with in the headline. Observe the example:

Example:


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8. Read the following information and share your opinions and points of view.

9. Explain and comment on how you would resolve the tension between the previously mentioned aims in the specificactivities with the language that you suggested in exercise number 7. Write your conclusions in the following blankspace.

Tensions between curricular and extra-curricular aims 1 Social (or communicative) aims inside the school tend to be relegated or excluded insomuch as didactic aimsare placed first, which leads to a first tension:

If the school teaches how to listen, speak, read and write with the only aim of students learning to do so, then,they wont learn to use these abilities to accomplish other purposes, such as, the ones one has in social life.

If the school (or the text books) abandon the didactic aims and assume the ones in the socialpractice, it will abandon its teaching function as well.

1 Source (Adaptation) Lerner, D. (2001) Leer y escribir en la escuela. Mxico, FCE/SEP.


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10. Select one of the aims you worked on in exercise number 7 and describe the steps that are to be followedin the planning of work that allows students to include listening and reading comprehension, speaking, andwriting in English, as well as learning how to use these four basic skills within the context of social life inwhich English is used. Write them down in the following square.


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II. Content: The object of study of the PNIEB

1. Read the social practices of the language in the following table and mark with a the language or languageswith which you consider these practices can be worked with.

Native language Foreign language

Comment the newsDialogue to buy productsWrite e-mailsRead publicity advertisementsExpress an opinion about the contents of a lectureRead short stories

2. Gather with a colleague and discuss your individual answers from the previous exercises to reach anagreement.

3. Observe the images that represent various real communication contexts and, in the space below them,explain how you would use language for one or two of the following actions:


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A resting place A hospital or health center A civic act A gathering with friends

___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

4. Form the definition of language used by the PNIEB by linking the information from the right column with theone from the left column with a line. Observe the example.

Language is an activity by which we express, we establish and keep

gain access to participate organize and reflect on

exchange and defend our ideas; that is communicative, cognitive and reflective our own discursive and intellectual creation.

our thoughts interpersonal relations and in knowledge building, information;


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5. Write the definition of language that you obtained by linking the information from both columns in the boxbelow.

Review the language definition used by the PNIEB in section 5 (Foundation), in the Fundamentos curricularesdocument, compare it with the one you wrote and comment on whether you managed to answer the previousexercise correctly or not, how you did so and why.

6. Read the following statements and write down in the column to the right a T or F, whether you think they are

true or false:

Abilities, knowledge and attitudes of language are not always necessary while communicating since they are used separately.

Basic language skills (listening, speaking, reading and writing) are the components that constitute the social practices of the language.

Attitudes and knowledge of language are what is important in social practices.

Attitudes, abilities and knowledge are components which form the social practices of the language.

Abilities, knowledge and attitudes are both learnt and mobilized through social practices of the language.

Social practices of the language vary according to the situational context in which they are developed.

Social practices of the language exist and are developed at school.

It is not possible to participate in social practices of the language without previously dominating the formal aspects of language.

Abilities are the only thing required to participate in social practices of the language.


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Once the previous exercise is finished, check the definition for social practices of the language in section 6(English Teaching Approach) of the Fundamentos curriculares document and check your answers.

7. Read the information in the following table and write in the right column a possible cause for which the participation inthe social practices of the language, exposed in the left column, was not successful.

Participation in the social practices of thelanguage

Cause of the problem

Example: Read his grandmothers recipe, but the cake did not rise.

He skipped or left out a step in the recipe: add baking soda.

The letter he sent was sent back by the post office.

She yelled to her boyfriend to wash the dishes, he got very angry and did

not help her.

I told him- go up there, then turn and go straight up but he left and I

was left talking to myself.

He asked his sister for a favor, but she didnt do it.


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He did the exact opposite of what I asked him to do.

He didnt understand the reading aloud he was listening to.

They gave him back the format over and over again.

They asked him for a summary, but he turned in a text longer than the

original one.

8. Choose one of the cases presented in the previous table and write down what knowledge, abilities and/orattitudes with the language would be necessary to work with in order to make the participation of the peopleinvolved in the social practice of the language successful.


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9. Complete the following tables by writing down the knowledge from the to do, to know and to be through thatyou consider necessary to write a letter of resignation. Observe the examples.

Learning to be through the language

Respect for the speaker.

Learning to do with the language

Revise several letters of resignation to know what they arelike, what parts they have, etc.

Learning to know about the language

Textual elements of a letter: greeting, farewell, content,signature, address, etc.


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To conclude

Read and analyze the following diagrams which summarise the contents worked throughout this unit.

Diagram 1


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Diagram 2


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Unit 3


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Unit 3

The social practices of the language andcurricular proposal of the PNIEB

I. Content: Social practices of the language

1. Read the following excerpt and decide if the highlightedelements match the main ideas.

Concepts derived from the subject approach

Mind and reasoning are concepts that cannot be considered as independent from the activities andenvironments in which they are manifested*, since knowledge is not isolated from the cognitiveprocess, nor are people from the activities and environments in which they operate. Therefore, the mindand social- cultural environment are mutually constructed. As stated by Lave, cognition is placed in theprocess of experiencing the world and in the experienced world, through ac tivity, in a context.

The acquisition of culturally-significant knowledge according to Lave (1991 in Biddle, B. et al.2000:40): should be understood as the process through which one becomes a member of acommunity [this is to say as] the progressive possession of the legitimate peripheral participation of awhole person in some practicing communities. Lave (1991 in Biddle, B. et al. 2000:40) states as well: inwhich experts and apprentices interact in a culturally- significant practice.

Aims

To reflect upon the social practices of the language asthe PNIEBs object of study and the curricular contentswhich are derived from these.

Characteristics of the Cycle 1 curricular proposal.


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Learning constitutes, as stated by Rogoff (1994 in Biddle, B. et al. 2000:42), a function in the changingof roles which is produced when a person participates in a community of learners and becomes anexpert member in it and, it is defined as a transform ative process in participation. Therefore,involvement is the most pressing matter, while the changes in the nature of the activity are producedthrough the progressive involvement of the learner.

Development is the process which occurs when a person relates to, understands and handlesproblems or specific types of activities, turning these into units of analysis and interpretation. Assuch, fundamental in cognitive development is collaborative espousement understood as aprogression in the nature of the interaction between an adult (expert) and a child (apprentice), as can beaffirmed paraphrasing Rogoffs concepts.

1(Adaptation)Biddle, B. et al. (2000) La enseanza y los profesores II. La enseanza y sus contextos . Paids, Barcelona.*The emphasized sections are not originally in the text, they were included by the author of the Guas de trabajo , Due to lack of theoriginal material in English, the quotes in these document have been formulated by the translator

2. Comment and exchange opinions and perspectives on the previous excerpt and read the following statementwhich corresponds to one of the highlighted elements you just read.

3. Consult section 5 of the Fundamentos curriculares document, analyze the meaning the English language subjectacquires with the information you just read, and complete the following statements:

[] Mind and reasoning are concepts that cannot be considered as independent from the activities and

environments in which they are manifested []


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Reasoning over the formal aspects of a foreign language cannot be considered independent from thecommunicative activities and the social environments in which they are manifested because...

It is not possible to acquire, learn, or develop knowledge without the possibility of considering them...

If the cognitive process is understood as a series of moments or stages a person goes through in order toacquire knowledge, then social environments are understood as


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1st Grade Primary

Read illustrated instructional texts in order toassemble an object.

Formulate questions to obtain information on atopic about nature.

Interpret basic information about a geographictopic by means of graphics.

2nd Grade Primary

Follow instructions to carry out a simpleexperiment related to science.

Write down questions to obtain information aboutnatural products from the countryside.

Participar en el registro informacin bsica de untema de geografa con apoyo de un grfico.


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Reflect upon the following definition of learning that belongs to one of the highlighted portions of the text withwhich this unit begins and share your interpretations.

Read the following social practices and underline expert or apprentice as the case maybe. If you chose expert, write down in the provided space how you managed to becomeone. If, on the other hand, you chose apprentice, write down how you could become anexpert.

a) Manipulate reed to weave a chair with it: Expert Apprentice

b) Use the television: Expert Apprentice

c) Follow and provide instructions to travel from one place to another: Expert Apprentice

[] Learning constitutes [a] change of roles which is produced when a person participatesin a community of learners and becomes an expert member of it []


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Apprentice Expert

6. Closely observe the table Social Practices of the Language. Distribution by environment . found in the studyprograms of the PNIEB and, among your group, discuss in which of the specific activities with the language youconsider yourselves experts, in which you dont, and why .

7. Discuss the following definition taken from the highlighted parts in the Concepts derived from the subjectapproach text with which this unit begins and consider how you may transform specific activities with thelanguage into units of analysis and interpretation for your students .

Choose a specific activity with the language by grade and write in the space provided what you consider wouldbe needed to be done in order for the students to make a transition from apprentices to experts in thatparticular English language activity. If you deem it relevant, read through your chosen specific activitys contentsin the study programs.

3rd Grade Preschool

Specific activity with the language: _________________________________________

Development [] process which oc curs when a person relates to, understands and handles problems or

specific types of activities, turning these into units of analysis and interpretation []


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Apprentice Expert

Apprentice Expert

1st Grade Primary

Specific activity with the language : _____________________________________________

2nd Grade Primary

Specific activity with the language : _____________________________________________


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II. Content: Characteristics of the PNIEBs curricular proposal

1. Read and fill-in the following statements by writing the letter to the option you consider correct in the brackets.

( ) In the PNIEBs Cycle 1 study programs,English is understood as :

a. A system of social communication, interpreted within specific contexts.

b. A system of elements structured by hierarchy, which relate to each other.

c. A functional linguistic system, focused on the expression of meanings .

( ) The core idea regarding the configuration

of study program contents for the PNIEBsCycle 1 is :

a. The set of basic language abilities: listening, speaking, reading and writing.

b. The set of formal knowledges derived from the models that constitute alanguage.

c. The set of social practices of the language, understood as forms of interaction through speech and text .

( ) The general purpose of the studyprograms for Cycle 1 of the PNIEB is that

students :

a. Are acquainted with the elements which structure the English languagethrough the analysis of linguistic, phonological and morphosyntactic models,

as well as the phrasal and textual ones. b. Are able to effectively communicate in English within various social andcultural contexts, as well as use the English language differently depending onsuch contexts and the aims pursued in this foreign language communication.

c. Interpret and reproduce the meaning of speech and text in English .


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Look at the following chart which has the answers to the previous questions, from the inside to the outside.

Choose three social practices of the language, one belonging to each social learning environment, from the gradeyou have been working on. Write it down on the central circle. Afterwards, copy the previous questions startingat the centre and working your way outward.

Example:


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Family and community environment Literary and ludic environment Academic and formation environment

3. On the right side of the following table write the differences between the PNIEBs curricular proposal, which iscentred around the social practices of the language, and the statements found on the left side of the table. Bearin mind that the first proposal doesnt mean to approach language abilities or knowledge in a hierarchical order,as these will vary depending on the social context in which the social practice of the language is performed.

Differences with the PNIEBs curricular proposalThe set of formal knowledges derivedfrom the models that constitute alanguage.The set of basic language abilities:listening, speaking, reading andwriting.

Present and explain the elaborated graphic layout along with your team.


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4. Get together with a colleague and consider which of the following elements is related to each of the blocks shownbelow. Once the relationships have been established, write them in the appropriate place on the table titled Thechanges that have been produced in education found at the end of this exercise.

(a) Social mediation(b) Teaching

(c) Homework(d) Learning

(e) Tools(f) Assessment(g) Curriculum


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The changes that have been produced in education 2

Components Today Before

Example:a) Social Mediation.

Communities of learning individuals.Collaboration.Speech.

Individual.Competition.Recitation.

2 (Adaptation) Biddle, B. et al. (2000). La enseanza y los profesores II . Barcelona, Paids, p.137


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5. Consult the study programs for Cycle 1 and complete the following statements .

Each of the school grades in Cycle 1 has ___ units.

Each unit corresponds to an _____________.

Cycle 1 contains a total of ____________ social practices of the language and _____________ specific activities

with the language.

Each school grade in Cycle 1 has a total of _____________ social practices of the language and _____________

specific activities with the language.

For each social practice of the language, _______________ is set as an example.

Throughout the blocks, the social practices of the language and the specific activities with the language

are divided into three _______________.

The social learning environments are: ________________________________________________________________________

The _________________ environment is the one containing the most social practices and specific activities

with the language.

Each block is divided into _____________________ social learning environments.

The _____________________ are found at the end of each unit.

In an annex at the end of a cycle, the ____________________ can be found.

WORK GUIDE CYCLE 1


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To conclude

Read and analyze the following diagrams which summarise the contents worked throughout this unit.

Table 1

Conceptions of language

Approaches

Structuralist Functional

Social Practices of the language

System of elements related

structurally in order to codify and

decode meaning.

Medium which allows the expression of

functional meanings

Tools that allow the development of

personal relations , the fulfillment of

social transactions between people

and their participation in social

practices.

WORK GUIDE CYCLE 1


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Table 2

Object of learning

Structuralist Functional Social Practices of the language

Knowledge of the systematic

elements: phonologic units,grammatical units, grammatical

operations and lexical elements.

Emphasizes the semantic and

communicative dimensions andfocuses on the specific organization of the

teaching contents- rather than the

grammatical elements- by using meaning

and function categories.

Concentrates on the processes

through which social practices of thelanguage are built in everyday life

through interactive exchanges and the

discussion (negotiation) of meaning in

several different contexts .

[A d i h i f E li h l h T i h ] WORK GUIDE CYCLE 1


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Diagram 1

[A d i t th i f E li h l t h T ti h ] WORK GUIDE CYCLE 1


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Diagrama 2


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Unit 4

[Academic strengthening for English language teachers Testing phase] WORK GUIDE CYCLE 1


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Unit 4

Assessment I. Content: Concept of assessment and proposal

for Cycle 1

1. Based on your experience in the teaching andassessment of a foreign language at primary andsecondary levels, reflect and respond with yes orno to the following questions:

a) Do you usually assess at the end of a unit and at certain points during the school term? _______

b) Do you assess in order to acquire information that allows you to adjust work in the classroom to support the needs of your students? _______

c) Do you assess to let your students know if they managed to fulfill the proposed tasks? _______

d) Do you assess to help your students recognize their strengths and weaknesses in order to help them in their learning process? _______

e) Do you assess throughout your teaching? _______

f) Do you assess only once you reach certain achievements with the students? _______

g) While assessing, do you give priority to what students already know? _______

h) When assessing, do you aim to consider a balance between what the students do and what they know? _______

Aims To recognize the ways in which the assessment of

learning brings forth the accomplishment of teachingpurposes regarding English as a foreign language.

To reflect upon the assessment techniques used byteachers in their practice, in light of the PNIEBsproposal.



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2. Read the following excerpts about the assessment of learning and underline ideas that, in your opinion,support the answers you gave to the previous questions.

Concepts of Assessment

From the perspective of a curricular proposal based on competencies (or, as in the case of the English subject, social practices of the language),assessment is a complex but essential element in the learning process. It allows a value to be given to the s tudents participation in acommunicative situation in order to help them face successfully the challenges it implies. There are currently various opinions regarding this typeof assessment among which are those belonging to the following authors:

Wiggins (quoted by Biddle, B.) 1 states that assessment: must become a fundamental experience for the students learning, allow an analysis of his/her reasoning and adopt multiple and diverse styles. To fulfill all of these requirements, assessment tasks must reflect the characteristicactivities and the challenges that are characteristic of the practicing community.

According Lomas, C. 2: to assess is a process directed towards knowing how learning has been produced in accordance to the goals we aspire,to the selection of contents we have produced and to the tasks we have developed along with the students.

According to Lerner, D.3: Assessment of learning is essential since it provides information about the function of didactic situations that allows th ereor ientation of instruction, to make necessary adjustments in order to advance towards the fulfillment of the aims.

As Zabala, A. affirms4: In order to assess competency it is necessary to have reliable data about the learning level of each student in relation tothe competency in question. This requires the use of various instruments and didactic resources that work in function of the specific characteristics of each competency in the different contexts where it could or should becarried out.

Finally, Sacristn, G 5. considers that: It is about transforming exam worship, rooted in habit and routineas a tool for control, both in the assessment culture and the practice of education. Transitioning from theexams static condition towards the motion of c lass interaction, dialogue and exchange, in which the

information is crucial to the construction of learning and the overcoming of obstacles, mistakes included.

1 Biddle, B. et al. (2000). La enseanza y los profesores II . Barcelona, Paids, p. 158. Due to the lack of the original material in English, the quotes in Englishthroughout the text were reformatted by the translator2 Lomas, C. (1999) Cmo ensear a hacer cosas con las palabras. Teora y prctica de la educacin lingstica . Vol. I. 2 ed. Barcelona, Paids, p. 1113 Lerner, D. (2001). Leer y escribir en la escuela . Mxico, FCE/SEP. p. 1474 Zabala, A. y Arnau, L. (2007) 11 ideas clave. Cmo aprender y ensear competencias. Barcelona, Gra, p. 2045 Sacristn, G. (ed. 2008). Educar por competencias, qu hay de nuevo? Madrid, Morata, p. 223



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3. Based on the information contained in the previous text, analyze the answers you gave to the questions withwhich this unit began and complete the following tasks:

Place a in the letters to the questions in which, after reading the text, remain with the same answer and an X in the ones that changed.

a)___ b)___ c)___ d)___ e)___ f)___ g)__ h)__

Circle the letters to the questions whose affirmative answer is congruent to the opinions of the authors in theprevious text.

a) b) c) d) e) f) g) h)

Write a personal definition of assessment of learning that uses the central ideas expressed by the authors of thetext Concepts about Assessment.

From a perspective focused on the social practices of the language, assessment is



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4. Comment and compare with a colleague on the answers to the previous activities.

5. Consult the aims of English language teaching in basic education of Cycle 1 and, using these and the workyou did in Unit 2 as a reference, comment on what you think are the characteristics that assessment should

have to recognize and value the progress of students in the learning of the program contents. Once you reachan agreement, write them in the following space.

6. Analyze and comment on the information of the following diagram created by Gimeno Sacristn 6, which

focuses on the steps one follows while assessing as well as the pedagogic, politic, ethic and technicaldecisions and dilemmas to which one should respond .

6 (Adaptation) Sacristn, G. y Gmes Prez I. A. (ed. 2008) Comprender y transformar la enseanza . Madrid, Morata, p.345

Characteristics of assessment of learning done in Cycle 1



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[ g g g g g g p ]

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Formal Steps OPTIONS

Whos the subject of assessment:students, teacher, both

What characteristics are to be assessed:students academic progress, interestkindled by a didactic unit

What the assessment should do: createconscience about the referential value,clarify the ideal?

What information to collect and withwhich instruments.

Choice of expression forms: whos theassessment directed towards and whoreceives it.



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[ g g g g g g p ]

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7. Get together with several colleagues who are working with the same school grade as you are and completethe following activities:

Check the aims of English language teaching in basic education of Cycle 1 and choose a specific activity

with the language from a school grade (3rd grade of Preschool, 1st or 2nd grade of primary). Revise the content table and achievements located at the end of each unit, to use as a reference. Using the aim, the content table and the achievements as a reference, define the assessment proposal to

the specific activity with the language you selected, answering the questions given in the previousdiagram.

8. Locate and read the section relevant to assessment in the study programs for Cycle 1 and complete thefollowing activities: Comment on the formal aspects (global, continuous and formative) that characterize the assessment

established in the study programs and, based on them, write a definition of assessment whichcontemplates them in the first portion of the following table of contents.

Complete the rest of the table of contents by writing the relevant information in each space. Observe theexamples:

ASSESSEMENT ACCORDING TO THE PNIEB

Definition:



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Aims:

Obtain information to assess the development of the learning and teaching processes.

Sources of information: Feedback between partners

Instruments: Portfolios or dossiers.

ADVANTAGES OF THIS ASSESSMENT TYPE: It is performed continuously and covers a broad scope of the

students performance.

DISADVANTAGES OF THESE INSTRUMENTS: Its implementation consumes more time.



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I. Content: Instruments of assessment *

1. Read and discuss the section The initial literacy process in the study programs for Cycle 1, look for the unitsof the three grades and perform the following activities:

Choose a specific activity with the language of a unit per grade and, according to your interests, assign the different grades. Considering the specific activity with the language you chose, read and comment on the social practice of the language it is basedon, their content table and achievements which appear at the end of each. Define the contents of to do, to know and to be through that, in your opinion, can be approached in the sequence of tasks that areat the end of the content table to obtain a product. Comment on which instruments you find adequate to assess participation and performance of the students in said tasks. Onceyou all agree, complete the following diagrams.

* Consult the annex for further information on instruments of assessment, besides those reviewed in this unit.

3rd Grade Preschool Unit: Achievements:

Instruments to assess theprogress and involvement of students in communicativesituations:

1st Grade Primary Unit: Achievements:


2nd Grade Primary Unit: Achievements:




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2. Choose one of the units environments with which you worked on the instruments of assessment. Re -read thesocial practice, the specific activities and the achievements expected from these, which specify what studentsshould be able to do when they have finished working with an environment. Reflect upon what you canassess.

3. Of the following instruments, choose the one matching the grade you have been working on throughout theunit. Afterwards, read its characteristics and, starting with the suggestions for its development, finishdesigning it.

Characteristics of the timeline: A timeline shows the progression of the actions that are to be developed throughout the specific activities with

the language to assess the performance and participation of students.

In this case, the timeline is meant to be a self-assessment instrument for the students, it is elaborated withimages or graphics that make reference to the activities with the language that the students will develop duringthe communicative situation phas es, in turn designed to help learn the social practice of the languages contents.

As a scale of assessment, graphics are used as indicators of the progress, accomplishment and attitude that eachstudent has, regarding what is shown by the image

3rd Grade Preschool, Familiar and community environment, Unit 2Timeline for self-assessment


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4. Locate the units of the three grades in Cycle 1s study programs, locate the achievements and do thefollowing activities:

Choose a unit per grade and, according to your interests, distribute the different grades among

yourselves . Read and comment the social practices of the language, the specific activities with the language

and the to do, to know and to be contents as well as the achievements for the unit and gradesyoull be working .

Consult Cycle 1s purposes and write down in the corresponding sections the instruments youconsider adequate to assess the progress and participation of students qualitatively, in thecommunicative situations designed for work with the social practices and specific activities foreach unit .

Characteristics of the format with rubrics:

Formats with rubrics are a type of assessment chart consisting of a list of questions or affirmations intendedto assess the students communicative competency when dealing with the tasks designed by the professor toundertake the contents of specific activities.

These formats include a value scale, which allows the identification and verification of the students achievements and participation regarding the contents and specific activities with the language of the socialpractice in question.

The format with rubrics can be used with different types of assessment: students assessed by the teacher,self-assessment, assessment between peers, by teams, or among the group as a whole.

1st and 2nd Grade Primary, Literary and ludic environment, Unit 1A format with rubrics for each grade



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Formats with rubrics are very useful for the following:

To specify the didactic and social objectives of the problem, aim or product to be solved orachieved throughout the process of the communicative situation, designed to undertake the

contents of both the specific activities and social practices of the language, set in threedifferent environments.

To specify the ways in which students can achieve such goals. To define the criteria with which the students progress will be assessed when participating inactions related to the various stages of the designed communicative situation.

To provide the students with information, through a scale, about their attitudes towards thelanguage, as well as what they need to do with it, and know about it, in order to successfullyundertake the various phases of the planned communicative situation in each of the socialpractices.

To allow the students to recognize the progress or difficulties they encounter in their learning of the actions, the attitudes and/or knowledge with and about the language when participating incommunicative situations.

Steps to create a checklist that can be used in the 2 nd (or 1 st ) grade of Primary:

a) Make a table with four columns and several rows. Row count will depend on the number of indicators to beused.

b) Write on the upper row (starting from the second column) a value scale with various levels of achievement. Inthis case, these three are suggested: Yes, No, and Doubtful.

1st Grade Primary, Formation and academic environment, Unit 2Teachers Checklist



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c) Write a list of questions, which allow the assessment of the actions and performance of the students whileparticipating in the tasks designed for a specific activity with the language.

Complete the following checklist by writing down the missing questions whose purpose is to assess the actions

and performance of the students while participating in the specific activities with the language.

Teachers checklist Specific activity with the language:

Follow steps in an instruction manual in order to get a product.

LEVELS OF ACHIEVEMENT

YES NO DOUBTFUL

Does he recognize the purpose of the manual?

Can he differentiate the steps and instructions from the list of materials?



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Steps to create a checklist that can be used in the 2nd (or 1st) grade of Primary:

a) Make a table with learning indicators. (Row count will depend on the number of learning indicators to beformulated).

b) Write on the upper row (starting from the second column) a value scale with various levels of achievement. Inthis case, the following two are suggested: (I did it), (Not yet).

c) Devise a list of learning indicators that allow the assessment of the actions and performance of the studentswhile participating in the tasks designed for a specific activity with the language.

Complete the following checklist by writing the indicators that allow the assessment of the actions andperformance of the students while participating in the specific activity with the language: Followinstructions to carry out a simple science- related experiment and place it underneath the Specific activitywith the language to be assessed headline.

2nd Grade Primary, Formation and academic environment, Unit 2Students Checklist



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Specific activity with the language to be assessed: __________________________________________________________________

I recognized the list of materials.

I dared to ask questions in English about the experiment we read.

Complete the checklist by writing the missing questions that are used to assess this practice.

5. Present the instrument of assessment that your team elaborated or completed in front of the group. Explainthe process that led to its elaboration.



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To concludeRead and analyze the following diagrams which summarise the contents worked throughout this unit.

Diagram 1

Steps to develop a formal assessment


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Diagram 3


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Unit 5



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Unit 5

The function of English language teachers in the PNIEB

I. Content: Characteristics of an English language teacherworking with the PNIEB

1. Get together with a colleague and read the followingsequence of activities that were used by a foreignlanguage teacher, who works with preschool students.

Kitchen utensils

We show an image of the various utensils with its name and, while we do it...

We name them a couple of times.

We point out the name of the utensil.

We show the utensils images one more time and... We ask the children to repeat the name of the utensil after us.

We hand them images in miniature so they can glue them in a card.

We hand out stamps with the names of each utensil.

We ask the children to place them underneath each image as we are showing them.

Aims To analyze the characteristics required from a Cycle

1 English teacher to reach the established aims. To recognize the role of the English teacher in

the learning process of the Cycle 1 students.


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Table 1

( ) Lola, Adrianas sister, doesnt live in Mexico and is going to get married to a foreigner. Adrianaand one of her friends are visiting them on vacations. The couple needs to buy some things for the

house theyll be living in. Adriana and her friend will go to a store to buy the things that are on the list.

A. Curiosity and interest for a foreignlanguage.

( ) Adriana and her friend look around the house where Lola lives. Her fianc writes down a list of things that he needs for each room, in his own language, (bedroom, kitchen, etc.). The fianc readsthe list aloud while Adriana and her friend listen.

B. Use of the language as a means topromote equality between men andwomen.

( ) Lola, Adriana and her friend go to the store to buy the things that Lolas fianc wrote down on

the list.

C. Properties and types of oral and

written texts.

( ) When they reach the store, they go through the list. Adriana copies down the name of the things

needed for the bedroom, her friend copies the name of the things needed for the kitchen, and Lolatakes care of the rest. Each one of them goes looking for the things they need.

D. Knowledge about the writing system

and basic orthographic conventions.

( ) Adriana, her friend and Lola know how to ask in the native language: how much does it cost?and where is it?.

E. Appreciation towards cultural expressionsparticular to a foreign language.

( ) Adriana, her friend and Lola dont understand the meaning of the words that they copied andthat correspond to the things on sale. However, they are guided by the copied sequence of characters, by the drawings on the product boxes and by the way Lolas fianc read the things whenhe read them aloud.

F. Look through illustrated materials thatwere previously gathered or elaborated,with information about appliances,utensils and tools that are used at home.

( ) They start to recognize the names as they observe the same sequence of characters on thedrawings of the product boxes. They confirm them when the salesclerk enunciates them and when

they found the same writing of the list on the boxes.

G. Participate in the reading of names anduses of appliances, utensils and tools with

support of visual resources.

( ) When they get back, they gather the things they bought for each room to make sure they boughtwhat was needed.


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x c c c

c c

5. Check the set of words inside the box and complete the following exercises.

Choose the words that correspond to appliances, utensils and furniture from this set. Use the image of thestore, to make sure that your choice is correct.

Make a list with the organized names of appliances, utensils, accessories and furniture according to the room

in which they are needed (bedroom, kitchen, bathroom, etc.). Use the original language in which they arewritten.

List of home appliances, utensils, accessories and furnitureTable 2

Kitchen () Bedroom ( ) Living room ()

Dining room (c)

Bathroom Bao

()



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Underline which of the following options corresponds to the directionality of writing. The names of theappliances, utensils and furniture are read and written:

From left to right. From right to left. From top to bottom. From bottom to top.

Discuss among yourselves the difficulties you encountered and the feelings you experienced from the lastexercise, in which you had to use a language that you dont know .

Discuss the difficulties and feelings that you think your students will experience when they use a languagethey dont know and what different strategies you could use to help them deal with the challenges of copingwith a foreign language.

Complete Table 3 (that is presented below) using the information of the right column given in Table 1. Askyourselves if some of the information can be in more than one of the columns and why.

Table 3Learning to do with the language Learning to know about the language Learning to be through the language


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8. Get together with a colleague to share and compare your answers. Check the section called Approach from theFundamentos curriculares document to verify them.

II. Content: Didactic considerations

1. Read the following characteristics and write on the line whether they correspond to: children from the city,children from the countryside or both.

Discuss which of these characteristics must be taken into account while planning the class assignments, whichones must not be taken into account and why.

* Source: Estaire (2006) y Rogoff (1993)

1. The desire to know what they dont know * . ___ __________________

2. Pleasure for imitating. ___ __________________

3. A sense of corporal and gestural language. ___ __________________

4. A sense of rhythm. ___ __________________

5. Social abilities. ___ __________________

6. Attraction for sensorial, kinetic and auditory stimuli. ___ __________________

7. A tendency to prove what he knows and to share it. ___ __________________

8. Possession of assets conformed by values and skills. ___ __________________

9. The capacity to interpret social situations. ___ __________________

10. Good disposition for ludic activities. ___ __________________


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Unit 6



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Unit 6

Factors that take part in the planning of workin the classroom

I. Content: The educational materials

1. To brainstorm about the various factors that are involved inthe planning of work in the classrooms for the gradescorresponding to Cycle 1, do the following exercises: Participate by expressing your ideas and contribute to

build a consensus. Take into consideration the ideas from other colleaguesthat you think will aid this task.

Make a list of the factors that, after the brainstorm, takepart in the work planning.

Aims To analyze the importance of recognizing time,

space and materials as components in the planning

of activities. To recognize the organization, distribution and

disposition of time, the physical space and the

materials or educational resources as factors that

are involved in the planning of activities in the

classroom.

List of factors that are involved in the planning of activities in the classroom


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4. Get together with several colleagues, choose one of the grades from Cycle 1 of the PNIEB and do the followingactivities: Select a unit and a learning environment. Based on the program contents, comment and define the materials, areas and activities that are particular of

the classroom, school and out-of-school environments, which are to be taken into account in the planning of work. Fill the following table with the information you.

Cycle______ Grade________ Environment_______________Social practice of the language ______________

TIME SPACE MATERIAL

OUT-OF-SCHOOLENVIRONMENT

SCHOOL

CLASSROOM



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5. Read the following dialogues by children and, based on what they say, choose one of the two conclusions thatare presented for each case.

a) Children learn fromtheir peers only with the intervention of ateacher

b) Children learn from their peers with or withoutthe intervention of a teacher.

a) Children can only carry out activities according tothe stage of development in which they are.

b) Children can carry out more advanced activitiesthan the ones suited to their stage of development, with the help of others.

a) Children learn about a foreign language in places specifically designed to teach it .b) Children learn about a foreign language in any place where they can interact with it .

Dont worry, Samuel.Look, if you pull it fromhere and here, the bag

opens very easy.

Thank you, Juan.I thought I had toask the professor

for scissors.

Nice!

Yesterday, my granny andI made a cake.

I beat the eggs andmixed all of the

ingredients.

The film is called Loscinco fantsticos.

Ah! Five

Yes. Fantastic Fivebecause there are

five of them.



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6. Find out how to put together this jigsaw puzzle. Once you find the pieces that form a sentence, write in theempty jigsaw puzzle the two pieces you chose to complete the sentence.

Check the Educational Guidelines section in the study programs for Cycle 1 to confirm that you chose the correct pieces of the puzzle.


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Fill the following table with that information. Dont forget to write on the line the grade you are working wit h.Observe the examples.

Materials and resources in English to develop the library for

______________________

Made by students Made by different members of the school community

Made by a third party outsideschool

Example: from other groups (andschool grades)

- Parents or family members that are incontact with people in the U.S.A.

- Radio stations


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Read the following sentences and mark with a cross whether they are false (F) or true (T) .

1. The materials must provide information about the topics that are to be dealt with, although it is not expectedfor them to interpret reality or to be models of authentic language.

F T

2. The selection of materials must facilitate the teachers asessment task. F T

3. Whenever possible, the materials that will be used throughout the activities must include the use of the ICTs. F T

4. Materials must allow for individual development of the child in the classroom and, eventually groupdevelopment.

F T

5. The study program is the reference used for planning, and as such, is an essential resource to achieve thesubjects goals.

F T

6. The materials must take the individual characteristics of the students and the group into account. F T

7. The materials must be diverse, although they neednt motivate the childrens enthusiasm towards a topic. F T

8. Within the framework of the social practices of the language, the materials must take into account individualwork and not group work.

F T

9. The specific activities of the practices consider the use and production of materials that involve individualwork, teamwork, pair work and whole group.

F T



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II. Content: Organization and distribution of space and time in the classroom

The distribution and organization of the areas and furniture of the classroom are factors that may, or may not,generate a respectful environment and relationships among students, as well as promote opportunities where

knowledge is shared.1. Get together with several of your colleagues, look at the following chart that displays the distribution and

organization that an English language teacher used in his classroom and locate the following elements in thatchart:

The childrens location is marked withnumbers.

The working tables are marked withthe capital letters that go from A to K.

The entrance door to the classroom. The carpeted area where the math

section, the flip charts with poems,the flip chart for the Big book, the flipchart for writing and a chair arefound.

A table with a tape recorder andaudio-book tapes to listen to alongwith their corresponding texts.

The shelf for backpacks. The teachers desk and chair. The computer area which has two

computers.


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7. Identify the musicalelements within the literarylanguage: rhymes, sounds,etc.

Circle. Useful for organizing debates and the narration of stories or anecdotes. It generates a cozy environment and, at the same time,allows for children to work independently.

3. Taking the grade, unit and environment with which you have been working into account, and based on the mostappropriate methods for processing the program contents particular of a specific activity involved: a) discuss howyou would organize the space in the classroom to provide the most appropriate working conditions that allow youto fulfill the purposes and b) make a chart that represents the organization and distribution of the classroom.

Chart for the organization and distribution of the classroom

recommended for unit______, __________________ environment, specific activity________________ , from _______ grade



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4. Get together with a colleague, go through the purposes of Cycle 1, observe figure 3 and revise the table Timeand number of weekly sessions assigned to the English subject which are in section 3 from the Fundamentoscurriculares docum

3. guía de trabajo inglés

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