Paso a paso con Pnieb apoya a todos los docentes para que su planeación sea de utilidad y lo lleve a la consecución del producto.

1. PARA UTILIZARSE EN LA
ASIGNATURA DE INGLÉS
EN SECUNDARIA.
Presentación hecha por miembros de Pnieb
chihuahua.

2. PLANNING A PRODUCT
STEP BY STEP

3. How am I going to plan?
• Traditional planning:
– 1 session=1 class= 1 content
• New planning:
– 1 communicative situation= product,
product/goal/goal , solving a problem

4. Main consideration
Closing stage
Development
stage
Initial Stage

5. GENERAL OUTLOOK
Grade:
______
Unit:
________
Learning Social
Environment:
________________________
Learning Social
Environment:
________________________
# Weeks:____
# sessions:____
Time of per
session:_____
# Weeks:____
# sessions:____
Time of per
session:_____
Product/
Achievements______
_____________
Product/ Achievements
___________

6. Mention the general purpose of all the cycles.
Cycle: ________
General purpose of the cycle
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________

7. Not in the
order they
appear
Not done
as
profound
Not
restrictive
Not as
exhaustive
Not all
doings/
knowings
Being
through the
language
Doing with
the
language
Knowing
about the
language
NON-LINEAR
PLANNING

8. CONTENT ORGANIZATION

9. ARTICULATION
OF
CONTENTS
AND
PLANNING
PROCESS
BEING
EVIDENCE
COMMUNICATIVE COMPETENCE

10. PLANNING STEP BY STEP
• Reflect on:
– Social practice of the language: (General topic)
– Specific competency of the language (Final goal)
– Product (pretext to put text in the context – excuse to
learn vocabulary in a specific situation) - problem
provider
– Achievements – Small goals to assess
– Contents: What students have to learn and put into
practice

11. LESSON PLAN BASED ON THE
PRODUCT
• Brainstorm: Write down general teaching strategies that
could be applied to follow the steps of the product in
order to get to every achievement.
• Match the ideas written with the contents and check
how many doings and knowings have been covered.
• Modify or adapt those strategies that do not contain
any content (doing/knowing)
• Describe clearly and completely the didactic sequence
(state timing and number of sessions)
• Develop from 9 to 15 sessions to cover one product
• Eliminate the knowings and doings that won’t be
considered.