PURPOSE OF ENGLISH TEACHINGPurpose of English language teaching :Ss to get the necessary knowledge to engage in socialpractices with oral and written language by means ofspecific competencies with the language.Learn language to organize thoughts and speech, analyzeand solve problems and gain access to different culturalexpressions.
PURPOSE OF ENGLISH LANGUAGE TEACHING FOR CYCLE 4The purpose of English Language Teaching for Cycle 4 inBasic Education (1st, 2nd and 3rd grades of Secondaryschool) is for students to consolidate their proficiency inEnglish in basic communicative situations and developspecific competencies particular to social practices ofthe language within a range of communicativesituations, in which they understand and produce, ingeneral 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 Identify cohesive elements toa variety of oral and written texts by understand the relationship betweenusing their knowledge of the world. the parts of a statement or text.Understand and use information from Use appropriate registers in a varietydifferent text sources. of communicative situations.Produce short and conventional texts Edit their own or their classmates’to respond to personal, creative, social writings.and academic and institutionalpurposes.Adapt their language to unexpected Use grammar, spelling, andcommunicative needs. punctuation conventions.Recognize and respect differences Participate in formal communicativebetween their own culture and the situations.cultures of English-speakingcountries.Express opinions and judgments Keep communication f low, identifyabout issues of interest to them or breakdowns and use strategies torelated to their everyday reality. repair it when required.
DEFINITION OF LANGUAGELanguage 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) useand the ways of using them in different social environments.Includes the formal and the functional purposes ofEnglish.Not only take into account linguistic but also culturallearning.
COMMUNICATIVE COMPETENCE Intentional capability or skill to carry out tasks or deal with diverse situations efficiently.
SOCIAL PRACTICES OF THE LANGUAGEAre patterns or ways of interaction, which, includeproduction and interpretation of oral and written textsand several activities linked through them.Every social practice has a specific communicativepurpose and a history linked to a particular culturalsituation.
SOCIAL LEARNING ENVIRONMENTS Implement social environments in the classroom to createopportunities to learn the diverse communicative registers andformats necessary to participate successfully in socialpractices of the language.They help to preserve the social functions of the specificcompetences so they can become meaningful for the Ss. In each of the 3 social learning environments the languageis used for a specific social purpose.
Familiar and Community:Approach English through situations that are close to them, knownand familiar.Use of the language to interact in every-day life communicationHelps to foster higher self- esteem and confidence in the capacity tolearn of the Ss.Educational and academic environment:Emphasize the language strategies required to learn and study insituations where formal and academic language is usedSs learn how to participate in social practices of the language thatinclude knowledge about other areas of knowledge.Literary and ludic environment:Approximation to literature through reading, writing, speaking andlistening to activate Ss knowledge to contrast interpretations andopinions.Fosters a freer and more creative attitude to help Ss appreciateother cultures.It also encourages Ss to play with words and texts. Reflect on Syllabus p.31-
SPECIFIC COMPETENCIES WITH THE LANGUAGESocial practices of the language are presented inthe NEPBE through specific competencies withthe language.Specific competencies are formed by integrating 3 types of learning: “Doing” with thelanguage, “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.
Social practices COMMUNICATIVE developed of the language COMPETENCY through distributed in 3 Learning environments Familiar and community Academic and educational Literary and ludic integrates 3 integrates 4 integrates 3Communicative situation Specific competencies / Specific competencies / Specific competencies / Specific activity with the Specific activity with the Specific activity with the Communicative situation language language language developed through linking developed through linking developed through linking Doing Knowing Being Doing Knowing Being Doing Knowing Being with the through with the about the through about the with the about the through language the language the language language the language language language language language Using as vehicle a Using as vehicle a Using as vehicle a Achievements Achievements Achievements of each unit of each unit of each unit PRODUCT PRODUCT PRODUCT
Elements CharacteristicsSocial Practice of Use of the languagethe LanguageSocial Learning Divided into three (familiar and community,Environment academic and educational, literary and ludic)- they set the context of the social practice.Specific Developed through the social practice. Doing with,competency 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 previoussituation elements in didactic sequences to develop the competency/ social practice of the language.
KWL CHARTW H AT I W H AT I WA N T WHAT IKNOW… TO KNOW… 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.
A group of actions … aimed at gettinginformation about the students´ assessment performance…in order to intervene at different moments (before, during and after)
The teaching purposesThe program Assessment contents The social and takes into communicative account… practices The activities with the English language
• To identify: • What they have learned in a specificStudents period. • What needs to be reinforced. • Revise and analyze their practice, so that they can re-consider, make decisions orTeachers innovations. • To improve the language teaching- learning process.
Global: integrates all types of knowledge and skills Formative: provides opportunities for improvement Continuous: constantly provides information on the process
ASSESSMENT INSTRUMENTSInstrument 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 •Evidence of students’ progress, to keep a record•Chart, diary •To have a record of everyday progress(Observation)•Exams •Give us information on cognitive processes