initial training course 2011-2012

8/3/2019 Initial Training Course 2011-2012

1/60

INITIAL TRAINING COURSE

ENGLISH BASIC EDUCATION PROGRAM

SEP DF

June/July 2011


2/60

TEACHER 2


3/60

TEACHER 3


4/60

TEACHER 4

CRITERIOS

GENERALES

Lineamientosnormativos del

Programa Nacional deIngls para Educacin

Bsica (PNIEB)

Plan de EstudiosSecundaria

2006

Plan Nacionalde Desarrollo

2007-2012

Programa deEducacinPreescolar

2004

Plan de EstudiosPrimaria 2009

Artculo 3constitucional


5/60

GENERAL PURPOSE:

Familiarize participants with the guidelines and elements of the

National English Program in Basic Education (NEPBE).


6/60

1

1. ORGANIZATION

IN CYCLES AND PURPOSES


7/60

Secondary1st, 2nd & 3rd

Pre-school 3rd

Primary 1st & 2nd

Contact

and

Familiarization

with the

language

Primary

3rd & 4th

Awareness

of the

language

Primary

5th & 6th

Languageacquisition

Use of the

language

Expected achievement level:

Primary B1 and Secondary B2

(CEFR)


8/601

SESSIONS PER WEEK AND TIME

Preschool 3 sessions 1 hour (each)

Primary 2 sessions 1 hour 30 minutes (each)

Primary 3 sessions 1 hour (each)

Secondary 3 sessions 45/50 minutes (each)

To reach our goals and objectives, we have to stick to the

time schedule.


9/60

COMMON EUROPEAN FRAMEWORK OF REFERENCE

A1 Can understand and use familiar everyday expressions and very basic phrases aimed atthe satisfaction of needs of a concrete type. Can introduce him/herself and others and

can ask and answer questions about personal details such as where he/she lives, people

he/she knows and things he/she has. Can interact in a simple way provided the otherperson talks slowly and clearly and is prepared to help.

A2 Can understand sentences and frequently used expressions related to areas of mostimmediate relevance (e.g. very basic personal and family information, shopping, local

geography, employment). Can communicate in simple and routine tasks requiring a

simple and direct exchange of information on familiar and routine matters. Can describein simple terms aspects of his/her background, immediate environment and matters in

areas of immediate need.


10/60

COMMON EUROPEAN FRAMEWORK OF REFERENCE

B1 Can understand the main points of clear standard input on familiar matters regularlyencountered in work, school, leisure, etc. Can deal with most situations likely to arise

whilst travelling in an area where the language is spoken. Can produce simple

connected text on topics which are familiar or of personal interest. Can describe

experiences and events, dreams, hopes & ambitions and briefly give reasons and

explanations for opinions and plans.

B2 Can understand the main ideas of complex text on both concrete and abstract topics,including technical discussions in his/her field of specialization. Can interact with a

degree of fluency and spontaneity that makes regular interaction with native speakersquite possible without strain for either party. Can produce clear, detailed text on a wide

range of subjects and explain a viewpoint on a topical issue giving the advantages and

disadvantages of various options.


11/60

The purpose of foreign language teaching in basic education is

for students to engage in social practices with spoken andwritten language, to interact with native and non-native English

speakers.

GENERAL PURPOSE

OF ENGLISH LANGUAGE TEACHING

IN BASIC EDUCATION


12/60

ELEMENTS IN A CYCLE

BLOCK 1

SOCIAL PRACTICE 1A SOCIAL PRACTICE 1B

Participate in social transactions. Read legends of interest to students

and stimulate creativity.

FAMILIAR AND COMMUNITYENVIRONMENT

LITERARY AND LUDIC ENVIRONMENT

Specific Activity (Complexity) Specific Activity (Complexity)


13/60

TEACHER 13

ACTIVITIES TO DEVELOP THESOCIAL PRACTICES

LEARNINGTO BE

LEARNINGTO DO

LEARNINGTO KNOW

ARTICULATION OF THE THREE LEARNING CONTENTS

PRODUCT

(guide)

EXPECTED LEARNING

OUTCOMES

(ACHIEVEMENTS)


14/60

TEACHER 14

SOCIAL PRACTICE OF THE

LANGUAGE

SPECIFIC ACTIVTIES SOCIAL LEARNING

ENVIRONMENTS

They contribute to create

foreign language learning

conditions, since they entail

the development of collectiveactivities that favour exchange

among peers.

Patterns of interaction, which

include several activities linked to

them.

Their purpose is to

preserve the formal

aspects and the functions

of the language withinsocial life.


15/60

TEACHER 15

LEARNING TO DO

WITH THE LANGUAGE

LEARNING TO KNOW

ABOUT THE

LANGUAGE

LEARNING TO BE

THROUGH THE

LANGUAGE

Aspects on features,

characteristics, and elements of

the language, aiming at

students to raise awarenessabout their knowledge.

Aspects related to the role

of intercultural education

in general, and the

attitudes and valuesunderlying interactions.

Communicative actions

carried out in concrete

interactive situations, which

are necessary to accomplishthe communicative aim.


16/60

TEACHER 16

FAMILIAR AND

COMMUNITY

ENVIRONMENT

FORMATION ANDACADEMIC

ENVIRONMENT

LITERARY AND LUDIC

ENVIRONMENT

In this environment students approach the foreign language

through situations close to them which favour high self-esteem

and confidence in their own capacity to learn.

It focuses on the approximation to literature through participatingin reading, writing, and oral exchanges in order to activate

students experiences and knowledge.

It emphasizes the strategies required to learn and study in

situations where students use formal and academic language both

in oral and written texts.


17/60

TEACHER 17

ACTIVITY 1

The secretary activity.


18/60

TEACHER 18

4 Cycles10 Social Practices

of the Language

per cycle

Community andFamiliar

Environment

Specific activitywith the language

Ludic and LiteraryEnvironment

Specific activitywith the language

Formation andacademic

environment

Specific activity

with the language


19/60

TEACHER 19

2. SOCIAL PRACTICES

OF THE LANGUAGE


20/60

TEACHER 20

ACTIVITY 2

Walk around and look at peoples clothes around you in the

classroom, look at the colors.

Share in pairs:

Which outfit did you look at first?

Which one caught your attention?

Did it remind you of anything?

Oral Text: Describe and explain.


21/60

TEACHER 21

lol 4 u.

C u in a b.thnx

XOXOXOXO


22/60

NOTICIAS

SER CON EL LGUAJE

NEWS

SOCIAL LEARNING ENVIRONMENTS

FORMATION AND

ACADEMIC

SOCIAL PRACTICE

TO BE THROUGH THE LANGUAGE

INTERACTION


23/60

TEACHER 23

Learning to do with.

Explore and identify the topic of

songs with visual aids, no verbal

language and teachers support.

Listen to the reading aloud or

singing of songs.

Attend to the written lyrics of a

song to follow their reading aloud

with teachers help.

Choose the name that

corresponds to an illustration from

a group of words..

Literary and Ludic environment.

Specific Activity:

Discover words in a childrens song.

UNIT 3.

Social Practice of the language.Participate in a language game with expressive and aesthetic

purposes.

Learning to knowFeatures and types of oral and

written text.

Layout of songs-

Topic, purpose and intended

audience of the text.

Musical elements of literary

language:rhyme,repeated

sounds. Non-verbal language.Knowledge of the writing

system and basic spelling

conventions

Learning to be.

Appreciate towards cultural

expressions particular to a foreign

language.

Product: Memory game.

ACHIEVEMENTS

Can identify the name

of the objects, animals,

people. Can associate

the writing of names

with their images.

Can join letters together

to form words.


24/60

TEACHER 24

The soc ia l pract ices of the language are

w ri tten or ora l patterns or ways of interact ion w hich have a spec i f i c

communicat ive purpose and has a l ink to

a part icu lar cul tura l s i tuat ion .


25/60

TEACHER 25

PLANNING


26/60

TEACHER 26

ELEMENTS OF PLANNING

Context PlaceProcess

Previous

knowledge

Time Materials

Technology


27/60

TEACHER 27

PLANNING BASED ON COMPETENCIES:


28/60

TEACHER 28

THE IMPORTANCE OF PLANNING A LESSON


29/60

TEACHER 29

Planning a lesson

Expected Learning Outcomes:are what students are expected to know at the end of the class

Aims:

are what teachers want learners to learn or

to be able to do at the end of the lesson

Procedures or sequences:are what the teachers and learners will do at each stage of the lesson

Outcomes or Consolidation:

are when teachers see whether they have achieved their aims or succeeded in teaching what

they have planned to teach.


30/60

TEACHER 30

Elements of a lesson Timing

Warm up

Recycling

Lead In

High challenge (presentation)

Low challenge (practice)

Assessment (oral/written)Wrap-up activity

Family task


31/60

TEACHER 31

High Challenge, Warm Up,Low Challenge, Assessment, Family Task

Lead in, Wrap Up, Recycling

BEGINNING DEVELOPMENT CLOSURE

Warm Up

Recycling

Lead in

High Challenge

Low challenge

Assessment

Wrap up

Family Task


32/60

TEACHER 32

BEGINNING

Warm Up

Recycling

Lead in

DEVELOPMENT

High Challenge

Low challenge

CLOSURE

Assessment

Wrap up

Family Task


33/60

TEACHER 33

BEGINNING

WARM UP RECYCLING

1) To call students attention 5) To link students to the previous class

2) To gain confidence 6) Gets students into an English

atmosphere

3) Lasts 5 - 8 minutes 7) Lasts 10 - 15 minutes

4) Recall what has been learned 8) To set a routine

1, 3, 6 & 8 2, 4, 5 & 7


34/60

TEACHER 34

DEVELOPMENT

LEAD INHIGH

CHALLENGELOW

CHALLENGE

1. To introduce new language, structures or

situations.

5. Exercising and practicing language.

2. To practice what has been previously

presented.

6. Introduces students to the theme.

3. New and familiar language structures and

vocabulary are shown in context.

7. To gain confidence.

4. To use the language in a meaningful way. 8. To gain new knowledge.

3 & 6 1 & 8 2, 4, 5 & 7


35/60

CLOSURE

ASESSMENT WRAP UP FAMILY TASK

1. Activity to take home

and helps as reinforcement

4. To get students into

closing all their activities

7. Evaluating the process to

gain knowledge

2. To get feedback of what

has been learned

5. Reinforce learning 8. To identify the end of the

class

3. Integrate family to

school's world

6. To check students

understanding

9. Share knowledge with

family

2, 6 & 7 4 & 8 1, 3, 5 & 9


36/60

TEACHER 36

ACTIVITY 3

Hands on activity!


37/60

WARM UP

TYPES OF ACTIVITIES

WARM UP RECYCLING

Brain gymSet the date

TPR activities

Songs

Games

DrillsExercises

Songs

Dialogues

Games (guessing,

missing letters)


38/60

TEACHER 38

TYPES OF ACTIVITIES

LEAD IN HIGH CHALLENGE LOW CHALLENGE

Comments

Pictures

Brainstorming

Visual or oral

cues

Real life

examples

Introduction of

language from

teacher

Drills

Stories

Posters (image) work

Rhymes

Dialogues

Audio visual material

Drills

Role playing

Games

Creative activities

Projects

Dialogues

Songs

Workbook pages

Real communication


39/60

TEACHER 39

TYPES OF ACTIVITIES

ASSESSMENT WRAP UP FAMILY TASK

ExercisesWorkbook pages

Games

Tests

Projects

Creative activitiesReal communication

SongsShort exercise

Role play

TPR

Putting things away

What did we learn?Chants

Sharing what theyhave learned

Cutting

Drawing

Coloring Pasting

Singing


40/60

22

Tell me,

and Ill remember for a day.

Show me,

and Ill remember for a week.

Involve me,

and Ill remember for a lifetime.
http://pnieb_etc_primary_1_grade_block_1_a_b_22_29.xls/


41/60

TEACHER 41

LESSON PLAN
http://pnieb_etc_primary_1_grade_block_1_a_b_22_29.xls/http://pnieb_etc_primary_1_grade_block_1_a_b_22_29.xls/http://pnieb_etc_primary_1_grade_block_1_a_b_22_29.xls/


42/60

TEACHER 42

TEACHERS ROLE


43/60

26

CLASSROOM MANAGEMENTCan you explain the difference between classroom control and

classroom management?

Classroom

Control or

DISCIPLINE

Deals with how people

behave.

It is responsibility of thestudent

Classroom

Management

Deals with how things

are done. It has to do

with procedures,

routines, classroom

structure andIt is the teachers

responsibility

THEY ARE NOT

SYNONYMOUS


44/60

What kind of children

do you expect to have in your classroom?


45/60

TEACHER 45

How to become therole of the

mediator?

FACILITATOROBJECT TO BE

STUDIED

SUBJECT TO BE

STUDIED

BE

DOKNOW

SOCIALIZE


46/60

14

KEY FACTORSOF

CLASSROOMMANAGEMENT

EyeContact

Gestures

Voice

Classroomarrangement

Group work


47/60

12

Be friendly, but firm. Smile, but demand order.

Speak English all the time. Give clear short instructions.

Greet students, write the date on the board.

Make an agreement with your peer teacher to have students put away any

material not belonging to the English Class.

Set time limits for each sequence of the lesson planning.

Get rid of distracters.

Start the warm up activity as soon as possible.

Set a routine.

As you come into the clasroom remember to:


48/60

16

THE FIVE GOLDEN RULES

The Only REAL Classroom Management Solution:

Rather than a plan, strategy or technique, the vital key to good classroom

management comes from the teacher's attitude and decision to

earn the love and respect of students.

Think about it, if students like you and respect you they will naturallybehave well and pay attention because they

want to please you.


49/60

So how can a teacher make this happen?

1. Be a mentor not a friend andearn the children's trust by beingfirm, fair and consistent.

2. Show your students that youcare about them.

3. Get closer to yourstudents.

4. Praise andencourage goodbehavior and work.

5. Make your teaching styleinteresting and varied.

Group work


50/60

Summary of the Golden Rules

These five golden rules will ensure that your students trust you because they know what your

rules are and that you will apply them.

Your students will like you because you show them you care by taking time to talk to themand by getting close to them.

They will like you because you make them feel good about themselves and learning English

through your encouragement and enthusiasm.

Finally they will respect you for your stimulating teaching throughthe use ofgames, stories, songs, plays, etc. tap into all learning styles.

www.teachingenglishgames.com/


51/60

Reflect and share why these resourcesare useful for classroom management:


52/60

24

Effective classroom management skills

can take a long time to develop, but

they are essential if you hope to have along-lasting educational career.


53/60

TEACHER 53

Curricular

pedagogic

dimension

FACILITATOR

Curricularpedagogicdimension

Organizationdimension

AdministrativeDimension

Communicativesocial

participationdimension


54/60

TEACHER 54

ACTIVITY 4.

Write a personal commitmentabout your teachers rol.


55/60

TEACHER 55

EVALUATION


56/60

TEACHER 56

GLOBAL CONTINUOUS FORMATIVE

EXAMPLE EXAMPLE EXAMPLE

Because it considers

the students foreign

language skills as a

whole and does not

isolate or break them

down into fragments.

Because it takes into

consideration work and

performance done

throughout development of

the stages and phases ofthe communicative situation,

not only the final product.

Because it is a continuous

process of uninterrupted

gathering of evidence and

qualitative data on the students

performance so that positive andeffective feedback among

students and between them and

the teacher is guaranteed.


57/60

TEACHER 57

EVALUATION INSTRUMENTS

CHECKLIST

OBSERVATION

SELF-EVALUATION

RUBRICS

TIME LINE

PORTFOLIO


58/60

58

If children live with fear,

they learn to be apprehensive

If children live with ridicule,

they learn to feel shy

If children live with encouragement,

they learn confidence

If children live with tolerance,

they learn patience

If children live with praise,

they learn to be appreciated


59/60


60/60

WHO I AM MAKES THE

DIFFERENCE

Anonymous

initial training course 2011-2012

Documents