Educación básica. Secundaria. Programas de estudio 2006. INGLÉS
PurposesThe purpose of studying a foreign language (English)in the secondary education is for students to obtainthe knowledge needed to participate in certain socialpractices of language, both oral and written, in theirown or in a foreign country in contact with native andnon-native speakers of English.In other words, through the production andinterpretation of a variety of spoken and written texts– of a quotidian, academic and literary nature –,students will be able to satisfy basic communicationneeds in a range of familiar situations.
PurposesThere are two levels of central contentsin this programme:a) the participation in a variety of social practices of the language for the interpretation and production of texts; andb) the specific linguistic contents, stated in terms of functions of the language.
PurposesBy the end of secondary education, students willhave engaged in three main types of socialpractices of the language: Carrying out certain basic transactions, such asbuying and selling things or ordering food anddrink; Giving and obtaining factual information of apersonal (name, age, interests) and non-personalkind (dates, places, times); Establishing and maintaining social contacts byexchanging information, views, feelings andpersonal wishes, amongst others.
Social practices of the language Giving and obtaining factual Establishing and Carrying out certain information of a personal and non- maintaining social contacts transactions personal kind Communicating in the Asking for and giving personal details Greeting people andclassroom Asking and answering questions about responding to greetings Maintaining communication personal possessions Introducing oneself and otherin or out of the classroom Describing what people are wearing people Asking the way and giving and/or doing at the moment of speaking Expressing preferences, likesdirections Asking and telling the time and dislikes Asking for and giving information about Inviting and responding to everyday activities invitations Giving simple information about places Buying and selling things Expressing (in)ability in the present and Giving advice past Describing people and animals Making and answering offers Discussing the body and one’s health and suggestions Making comparisons/expressing degrees of difference Describing accommodation Expressing past events Giving warnings and stating Asking for and giving information about Talking about future plansprohibition past memories Making predictions about the Expressing obligation Describing what people were doing at a future Ordering meals certain moment in the past Expressing degrees of Asking for and giving travel Discussing food and giving recipes certainty and doubtinformation
How are learning and teaching conceived?• Constructivist paradigm: Experiential learning model• Appropriate methodology: General methodology framework
A Model of Experiential Learning CONCRETE EXPERIENCE ACTIVE REFLECTIVEEXPERIMENTATION transformation prehension OBSERVATION ABSTRACT CONCEPTUALISATION
The complete Model of Experiential Learning looks likethis: CONCRETE EXPERIENCE ACTIVE REFLECTIVE EXPERIMENTATION transformation prehension OBSERVATION ABSTRACT CONCEPTUALISATION (after Kolb, 1984, in Kohonen, 1992:16)
GENERAL METHODOLOGY FRAMEWORK oralI. TEXT based on TOPIC , contains FUNCTIONS written LISTENING text work PERFORMANCE EVIDENCE S T R A T E G I OMP E T E N C READING what students do WITH texts CII. Focus on language areas from text REFLECTION ON LANGUAGEIII. Use of language E C SPEAKINGcontrol freedom PERFORMANCE EVIDENCE SAMPLE PRODUCTIONS WRITING what students do TO CREATE texts
CONCRETE EXPERIENCE ACTIVE REFLECTIVE EXPERIMENTATION OBSERVATION ABSTRACT CONCEPTUALISATION oral TEXT based on TOPIC , contains FUNCTIONS I. written LISTENING DO PERFORMANCE EVIDENCE text work READING what students doS T RA T E G I WITH texts REVIEW II. Focus on language areas from text REFLECTION ON LANGUAGE LEARNC Use of language III. SPEAKING PERFORMANCE EVIDENCE freedom control APPLY WRITING SAMPLE PRODUCTIONS what students do TO CREATE texts
REFLECTION ON LANGUAGEthis is a stage for students to conductreflective observation of language, whichmeans that students themselves must tryto make sense of how language works.By doing so, students move to a stage ofabstract conceptualisation, in which theymake generalisations about language.The teacher should seek to promote andguide reflection, and redirect it whennecessary.”
My three-year-old brother, who had beenplaying outside all morning, came into thekitchen, begging for a snack. I gave him aslice of bread and peanut butter. Holdingthe bread carefully in both hands, hestarted to leave, but when he reached theclosed kitchen door, a puzzled expressioncame over his face. He was too small toopen the door without using both handsto turn the door knob.After a moment’s consideration, he found a solution.
1. Find 4 words or phrases referring to food.2. Find 2 time phrases or expressions3. Find 3 phrases denoting going to/from a place4. Find 4 complete phrases in the paragraph with a verb ending in –ing
My three-year-old brother, who had been playing outside all morning, came into the kitchen, begging for a snack. I gave him a slice of bread and peanut butter. Holding the bread carefully in both hands, he started to leave, but when he reached the closed kitchen door, a puzzled expression came over his face. He was too small to open the door without using both hands to turn the door knob.After a moment’s consideration, he found a solution.
• What kind of activities does the program had?• Habitual frequenctly conducted in class,regardless of what the specific teaching points are.• Ongoing are longer projects that the teacher and lerners engage in so as to extend language practices and to consolidate the sense of group. In agreement with students, the teacher culd decide to produce a school newspaper, to read a book , to research into a specific topic, etc. Some time should be put aside every week for the development of these activities.
Contents of a unit Unit title: Theme Unit purpose: Overall and context of the aim of the unit. unit. Social practices: Types of social practices that will be covered as well as the functionsReflection on language: included in such practices.Linguistic, pragmatic anddiscourse aspects of thelanguage upon which Performance evidence:students will reflect in order Expected outcomes. Indicatorsto discover regularities, that describe how students willirregularities and use the language in order topeculiarities of the language, participate in a given socialas well as its relation with or practice. PE indicators implydistance form students’ teaching methodology: theymother tongue. suggest how classroom work is to be organised in order to develop language skills, they Unit focus: Teaching and describe the type of materials to evaluation ideas, treatment be used. of functions and estimated number of sessions for the unit. Strategic competence: Compensation strategies that students will develop in order to repair communication breakdowns. These strategies are not directly linked with any particular language functions because they are aimed at helping communication flow. Therefore, they should be put into practice during lessons, rather than ´formally taught´as independent contents. Strategies should gradually move from non-verbal to verbal in response to better knowledge of the language.
Social practices of the language Social practice Giving and obtaining factual Establishing and Carrying out certain information of a personal and non- maintaining social contacts transactions personal kind Communicating in the Asking for and giving personal details Greeting people andclassroom Asking and answering questions about responding to greetings Maintaining communication personal possessions Introducing oneself andin or out of the classroom Describing what people are wearing other people Asking the way and giving and/or doing at the moment of speaking Expressing preferences, likesdirections Asking and telling the time and dislikes Asking for and giving information about Inviting and responding to everyday activities invitations Giving simple information about places Buying and selling things Expressing (in)ability in the present and Giving advice past Describing people and animals Discussing the body and one’s health and suggestionsFunction Making and answering offers Making comparisons/expressing degrees of difference Describing accommodation Expressing past events Giving warnings and stating Asking for and giving information about Talking about future plansprohibition Expressing obligation past memories Describing what people were doing at a Making predictions about the future Sample Ordering meals Asking for and giving travelinformation certain moment in the past Discussing food and giving recipes Expressing degrees of certainty and doubt productions Performance evidence Reflection on Strategic competence language Unit focus
Lesson plan School: ________________________________________ Unit: _______________________________________ _ Subject: ________________________________________ Date: _______________________________________ Teacher: ________________________________________ _Grade and group: ________________________________________ _______________________________________ _Aim of the lesson: _______________________________________ _ interactionactivity objective & time material procedure / notesEsta sesión Se considera Es importante En este espacio el maestro describiráes relevante En esta parte se definen los necesario que el que el docente brevemente la actividad o anotará algún datopuesto queayuda al objetivos particulares para docente sepa qué duración sepa y prepare con relevante que le ayudará a organizar la tarea endocente a cada actividad. Es muy tendrá cada antelación los la clase.identificar actividad y en materialesrápidamente importante que el maestro qué forma que seel tipo de interactuarán los utilizarán entarea que tenga claridad respecto a los alumnos. cada clase.realizará enla clase. propósitos de cada tarea hecha en clase.