planning hints

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Administracin Federal de Servicios Educativos en el Distrito Federal

Direccin General de Innovacin y Fortalecimiento Acadmico

Direccin de Programas de Innovacin Educativa

Coordinacin del Programa de Ingls en el Distrito Federal

PLANNING HINTS

Workshop

Booklet

February April, 2013


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DIRECTORY

Dr. Luis Ignacio Snchez Gmez

Administrador Federal de Servicios Educativos en el Distrito Federal

Jenny Taboada Coblentz

Coordinadora del Programa de Ingls en el Distrito Federal


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PURPOSE

Familiarize English teachers with the general planning guidelines according to the National English Program in

Basic Education, so that they identify the components to develop a Social Practice and are able to articulate the

contents according to the stages of the product and accomplish the Expected Learning Outcomes.

CONTENTS

1 General Purpose of the NEPBE: Purposes for English language teaching for Cycles 1, 2, 3 and 4Curricularelements

3 Teaching GuidelinesDidactic Suggestions4.1 Development of Products4.2Articulation of contents4.3 Didactic sequence4.4 Design of activities

5 Annex6 Bibliography


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1. GENERAL PURPOSE OF THE NEPBE: PURPOSES FOR ENGLISH LANGUAGE

TEACHING FOR CYCLES 1, 2, 3 AND 4

The purpose of English language teaching in Basic Education is for students to get the necessary

knowledge to engage in oral and written social practices of the language to interact with native and non-

native English speakers by means of specific competencies. This is to say, through competencies that

involve production and interpretation of oral and written texts of familiar, academic and literary nature

students will be able to satisfy basic communication needs in different every-day, known, and familiar

situations.

Thus, children need to learn to use language to organize their thoughts and their speech; analyze and solve

problems; and gain access to different cultural expressions from their own and other countries. Besides, it

is essential that they identify the role language plays in the construction of knowledge and cultural values.

Furthermore, children should develop an analytical and responsible attitude to face the problems that

affect our world. Competence in the English language does not stem from mere repetition or exposure to

it for a long time. Most importantly, it is necessary to have a variety of individual and collective

experiences that include different ways to participate in oral exchanges and in text reading and writing.

School whose responsibility is higher in the case of students that come from communities with low

literacy and scarce or non-existent contact with the English language should provide the necessary

conditions for students to participate in such experiences, to reach gradual autonomy in their intellectual

work, and to be able to transfer what they have learnt in the classroom context to out-of-classroom

communicative situations.1

Purpose of English language teaching for Cycle 1.The purpose of English language teaching forCycle 1 in Basic Education (3rd grade Preschool, and 1st and 2nd grades of Elementary school) is

to raise students awareness about the existence of a language different from their own and to get

them acquainted with English by developing specific competenciesparticular to routine and familiar

social practices of the language, through the interaction among students and spoken and written texts

belonging to various social environments.

1 NEPBE. Curricular Foundations.


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Therefore, at the end of this cycle, students are expected to:

o Acknowledge the existence of other cultures and languages.o Acquire motivation and a positive attitude towards the English language.o Begin developing basic communication skills, especially the receptive ones.o Reflect on how the writing system works.o Get acquainted with different types of texts.o Start exploring childrens literature.o Use some linguistic and non-linguistic resources to give information about themselves and

their surroundings.

Purpose of English language teaching for Cycle 2.The purpose of English language teaching forCycle 2 in Basic Education (3rd and 4th grades of Elementary school) is for students to acquire the

necessary knowledge to understand and use English in order to recognize, understand, and use

common expressions through the development ofspecific competenciesparticular to social practices of

the languagerelated to the production and interpretation of oral and written texts pertaining to the

Familiar and community, Literary and ludic, and Academic and educational environments. At the

end of this cycle, students are expected to:

o Express simple opinions and requests in familiar contextso Recognize basic instructions, information, and advertisements.o Identify basic aspects of pronunciation and vocabulary used in everyday life contexts.o Use expressions to refer to personal aspects and needs.o Respond to spoken and written language in different linguistic and non-linguistic ways.o Use different strategies to solve everyday problems, as well as to look for information

about concrete topics.

o Identify similarities and differences between their own cultural expressions and those ofthe English language.

o Establish basic social contact by means of their linguistic repertoire.

Purpose of English language teaching for Cycle 3.The purpose of English language teaching forCycle 3 in Basic Education (5th and 6th grades of Elementary school) is for students to develop


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specific competencies particular to social practices of the language that enable them, through the

interaction with oral and written texts, to understand and use English to carry out simple,

everyday communicative activities about Familiar and community, Literary and ludic, and

Academic and educational environments. At the end of this cycle, students are expected to:

o Understand and produce everyday or routine information and its general meaning.o Begin or participate in some conversations or transactions using verbal and nonverbal

strategies.

o Recognize similarities and differences in the form and social use between their mothertongue and English.

o Use strategies to present information, understand academic texts, and solve simpleproblems.

o Express opinions and provide short descriptions.o Produce comprehensible messages, adapting their linguistic forms and pronunciation.o Use strategies to recognize form and understand content in a variety of simple literary

texts.

o Interact with oral and written texts for specific purposes, and use them as a basis forfurther interaction.

o Socialize by means of common expressions.

Purpose of English language teaching for Cycle 4. The purpose of English language teaching forCycle 4 in Basic Education (1st, 2nd and 3rd grades of Secondary school) is for students to

consolidate their proficiency in English in basic communicative situations and develop specific

competenciesparticular to social practices of the languagewithin a range of communicative situations,

in which they understand and produce, in general way, oral and written texts about different

topics. At the end of this cycle, students are expected to:

o Identify the main idea and some details from a variety of short oral and written texts,using their knowledge of the world.

o Understand and use information from different textual sources.o Produce short, conventional texts that respond to personal, creative, social, and academic

purposes.


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o Adapt their language to unexpected communicative needs.o Recognize and respect differences between their own culture and the cultures of English-

speaking countries.

o Express some judgments and opinions about issues that are interesting to them orresemble their everyday reality.

o Use appropriate registers in a variety of communicative situations.o Master linguistic resources to understand the relationship between the parts of a

statement or text.

o Edit their own or their classmates writings.o Use grammar, spelling, and punctuation conventions.o Participate in formal communicative situations.o Keep communication flowing, identify breakdowns and use strategic resources to repair it

when necessary.

Activity 1.1 Game

2. CURRICULAR ELEMENTS

According to the Curriculum 2011, the following curricular elements are defined in order to cover the

corresponding contents:

Social practices of the language Learning environments Communicative Competency Specific competencies Doing with the language Being through the language Knowing about the language Achievements Communicative situation Product


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3. TEACHING GUIDELINES

According to the social practices of the language, the work carried out within the classroom implies

assignments and tasks which promote reflection, both on formal aspects of the language and the uses

which give them meaning considering didactic observations such as the following:

a) Consider students as active participants in the construction of learning, which means that, byusing their own knowledge and experiences, students will be able to:

Take part in real-life or life-like communicative activities as language users and learners at thesame time.

Develop their own ideas and questions about the relation between linguistic forms andcommunicative functions of the language, based on the analysis of language use that students and

people around them have in different social environments.

Make decisions, accept responsibilities, and have an opinion about the activities related to the useand analysis of the English language, as well as, the creation of products developed in the different

social learning environments along the five units included in each grade in the four cycles of the

NEPBE.

b) Consider teaching as a process that fosters and encourages use (meaning) and reflection (form) onlanguage through specific communicative situations or tasks, which challenge students and

involves to:

Develop, expand, and apply the necessary knowledge and strategies to respond successfully indifferent communicative situations.

Analyze their own communicative practices and those of the people around them in order tounderstand, explain, question, adapt, and correct them depending on the social sphere where they

are and the intentions they have.

Face new and unfamiliar communicative situations, which enhance the students ability to solveproblems and deal with questions related to language use and form and the behavior and attitude


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in specific activities with the language.

Work the activities with the English language as a means of promoting cooperative work in orderto deal with oral interaction and writing problems based on negotiations, feedback, and

Analysis of knowledge, strategies, and problem solving. It is also necessary that teachers define, along with their students, the tasks (or projects) that will

give meaning to the contents of the program and at the same time, take into account the following

criteria:

Use previous knowledge, experiences, and interests that students have and know about thepractices of the language, both in their mother tongue and in English.

Choose real-life or semi-real life tasks the students are familiar with in order to pose a challengethat involves creating a product, solving a problem or reaching a goal.

Consider the level of complexity of the contents derived from the specific competencies with theEnglish language, so that they are both challenging and feasible for students.

Guarantee that the tasks (or project stages) are organized as a recurrent cycle for the students to beable to work on aspects or topics for reflection about English in the three social learning

environments.

It is convenient to take into account that the point is not to go over the same contents repeatedly, but to

establish teaching sequences that allow a suitable and adequate work in different levels of depth and

complexity.

4. DIDACTIC SUGGESTIONS

According to the approach established in the Curriculum 2011, lesson planning implies developing

learning activities taking as a basis didactic situations, didactic sequences, or projects, among others, which

allow the accomplishment of contents and/or purposes stated in the Curriculum. This process requires

from teachers to be familiar with developmental stages and learning theories, since it is necessary to create

appropriate learning environments, to apply teaching strategies and to design assessment instruments

according to the expected learning outcomes.


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4.1 Development of products

Products are included in each of the social practices of the language. A product is considered as a vehicle

through which the learning process is activated. It represents a communicative situation that should

Integrate the three types of content. It is important that is should not be considered as a result, but as a

way to develop a specific competence.

The product should be elaborated through a series of stages in which the curricular contents are articulated

and integrated. Through the creation of the product it is guaranteed that the purposes and expected

learning outcomes are achieved.

For the NEPBE, the type ofsocial practice, learning environmentand the specific competence should be

taken as guidelines and a frame for the planning of each didactic sequence or session, since they represent

the purpose of the unit. It is also important that the activities are always linked in a communicative

situation that provides a meaningful context for the students.

In addition, in order to develop a product it is important to consider the following guidelines:

Purpose of the information (to inform, to persuade, etc.) Intended audience (children, young adults, etc.) Sources of information (books, newspapers, specialized texts, etc.) Strategies to look for information

4.2 Articulation of curricular contents

The curricular contents of the NEPBE are defined by two main elements:

Social practices of the language, and Specific competencies with the language.

These are the core elements that reflect the focus on language, since it is expected that students are able to


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apply in real communicative situations what they learn within a school context. As a consequence, the

contents proposed are open and flexible, so that teachers are able to make adjustments and adaptations

according to their students needs. In addition, contents should be covered in terms of the characteristics

of the communicative situations proposed by the teacher.

It is important to mention that grammar and formal aspects of the language are not left aside in the

curriculum. Knowledge about vocabulary, writing conventions, spelling, and grammar rules are necessary,

and will be of use for students to interact orally and in written in real communicative situations. The

creation of products and solution of problems make it possible for students to reflect on their use of

language aiming at communication. When necessary, teachers should explicitly talk about the formal

aspects of language. From this perspective, students own needs and difficulties will let the teacher

determine which contents ofknowing about the languagewill require an specific teaching treatment and to

what extent, as this will allow students to progress and be successful in the tasks prepared for each stage of

the process. Overall, it is considered that these contents are planned and taught within a communicative

situation. Also, they should always be aimed at developing communicative competency.

The contents are not presented with a numerical order, since it is the teacher who determines depending

on students needs and characteristics, which ones to use, to what extent and in what order to plan their

teaching and learning. In the case of these contents and the ones for being through the language, it is

necessary to emphasize that the list is neither restrictive (different contents can be approached), nor

exhaustive (since their treatment follows similar guidelines to the doing with contents).

Teachers should be able to organize and present the contents of the program according to the social

practices, considering their use in the classroom, but also out-of-school contexts. From the types of

contents proposed, the one that corresponds to the doing with the language is paramount, due to the fact

that it is proposed that students are able to learn once they are within a communicative situation and find

themselves interacting and collaborating with others.


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The Program states that:

The teaching treatment for this type of contents entails, on the part of the teacher, a planning that

guarantees that students will learn by doing, that is to say, they learn to listen by listening, to

speak by speaking, to read by reading, and to write by writing in real communicative situations

and with different purposes.

(NEPBE Curricular Foundations, 2011:74)

Nevertheless, the contents of doing with the language do not represent the activities themselves. These

contents represent what a competent speaker is able to do in order to participate in communicative

activities in different contexts.

In cycle 4, the contents ofdoing with language are organized in a sequence that articulates the other two

types of contents in a cyclic way. In this form, teachers are able to plan the necessary stages to create a

product and adapt them to the more specific contents.

For this purpose, teachers should plan taking into account the situation where specific language is used, as

well as students experiences and interests when participating in these communicative situations. Thus, we

can number the following considerations for articulating the types of contents:

Linguistic use and functions for a communicative situation Students current and target linguistic competence Values students give to events and interactions

4.3 Didactic sequence

A didactic sequence is a series of activities well organized with the aim of accomplishing specific learning

outcomes. A sequence is divided into three main stages:a) Beginning. In this stage students previous background and knowledge are activated, and the

purpose of the lesson and activities are set up.

b) Development. In this stage the main activities to achieve the purpose of the lesson are carried out.c) Closure. The expected learning outcomes and purposes of the lesson and/or activities are verified

in this stage.


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4.3 DESIGN OF ACTIVITIES

In order to plan activities according to the NEPBE it is important to consider the following elements:

Developmental stages. It is convenient to consider students cognitive and social development inorder to design suitable and meaningful activities when planning. Our knowledge about these

Stages serves as a general reference to know what students are able to perform or what their maininterests are. However, it is also important to bear in mind that students vary in their personality

traits and contexts.

Methodology of the NEPBE. As it was mentioned in the teaching guidelines (section 3), theNEBPE program states the kinds of activities are suitable and convenient to achieve the purposes

established.

Learning styles. Another element that should be taken into account is the one related to studentspreferred way of learning. These styles can be useful when selecting a variety of activities where all

students have the opportunity to participate in equal terms. In this form, we can assure that

students take advantage of every learning situation. The most common learning styles are:

kinesthetic (students like to include physical activities in the learning process), auditory (students

like receiving information by listening and responding), and visual (students like working with

visual information when learning).


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Activity 1.3

Discuss in pairs:

What other planning components should we take into account?

____________________________

____________________________

____________________________

____________________________

Activity 1.4

Present your planning to another team. Give peer-assessment by filling out the following checklist:

Planning Criteria Yes No

1. Planning considers the purposes and features of the cycle.

2. Activities follow a didactic sequence.3. Activities are appropriate for students developmental stage.

4. Activities imply collaborative, instructed and imitative learning as required.

5. Activities comply with the methodology established in the Program.

6. Activities guarantee equal opportunities for all students learning styles.

7. Curricular elements are taken into account thoroughly across the plan.

8. The stages on the plan guarantee the development of the product and the

accomplishment of the specific competency.

9. The three types of contents are articulated in the different stages of the product.10. The achievements are reached through the development of the social practice.


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ANNEX 1

PURPOSES OF EACH CYCLE AND CHARACTERISTICS OF STUDENTS

*Important note: The information presented here reflects some general characteristics children have at

different ages; teachers should be aware that individual children might have different needs and qualities.

CYCLE 1 / 3rd Pre-school, 1st & 2nd grade Primary / 5 8 years of age

Physical

Development

They show development of permanent teeth.

They are developing good use of large muscles and of smaller muscles; so they enjoy testing muscle

strength and skills.

They are developing hand-eye coordination, may not be ready for some close work without eyestrain.

They are skilled at using scissors and small tools.

They enjoy copying designs, shapes, letters and numbers.

Cognitive, Social

and Emotional

Development

Short attention spans (20 min) make "hands-on" activities a must for these grade levels.

Activities divided into small pieces or steps with physical activity in between work best.

Very concrete thinkers and do best with activities in which they are both doing and seeing things.

Both boys and girls are usually more concerned with the "doing of a project" rather than the completion

and/or comparison of a project. Activities that can be completed successfully by the child are a must.

They are easily upset by changes in routine.

They desire repetition of favorite activities and experiences.

They are able to assume responsibility.

They begin to see things from other childrens point of view, but still very self-centered.

They have a strong need to feel accepted and have adult approval. Adults should provide lots of praise and

encouragement for even small successes.

They cannot separate themselves from the project or activities and view any evaluation as a reflection on

themselves. Therefore, avoid competition or activities that select a single winner or best person.

They seek a sense of security in groups and organized play and enjoy working in small groups with plenty

of adult attention.Early school-agers are now ready for a steady pace of growing and learning, one in which real life tasks

and activities overtake pretend and fantasy.

Being with friends becomes increasingly important.

They show interest in rules and rituals.

They want to play more with similar friendsgirls with girls, boys with boys.

They may have a best friend and enemy.


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CYCLE 2 / 3rd & 4th grade Primary / 8-10 years of age.Physical

Development

Their growth is slow and steady; arms are lengthening, hands are growing. Girls are growing faster.

Eyes are ready for both near and far vision. Nearsightedness may develop.

Permanent teeth are continuing to appear.

Their attention span is getting longer. Manipulative skills with small muscles are improving.

Eye hand coordination is good. Eyes are almost adult size. Ready for close work with less strain.

Girls: are generally as much as 2 years ahead of boys in physical maturity, and may begin to menstruate.

Active, full of energy, and anything but quiet. Activities should encourage physical involvement.

Cognitive, Social

and Emotional

Development

Fairly concrete thinkers and tend to be more attentive if they have an opportunity for hands-on learning

(seeing and doing, rather than just listening).

They are just beginning to think logically and symbolically and are beginning to understand abstract

ideas.

Activities divided into small pieces or steps work best.

They become more product and goal oriented.

Interests may change often, jumping from one thing to another.

Beginning to move out of the stage in which the satisfaction of completing a project often comes from

pleasing the teacher or parent rather than from the value of the activity itself.

They are more responsible and need reminders of that responsibility.

They enjoy games with more complex rules.

They need wise guidance and channeling of interests and enthusiasms, rather than domination or

unreasonable standards.

They look for adult approval and have a strong need to feel accepted and worthwhile. Adults should

provide lots of encouragement and recognize even small successes.

Individual evaluation is preferred over group competition. Instead of comparing success with others,

youngsters prefer to know how much they have improved and what they should do to be better next time.

They are easily embarrassed about doing either better or worse than their friends.

They tend to see things as right or wrong, with no room for difference of opinion

They have a new awareness of individual differences, and have the capacity for self-evaluation.

Clicks of friends are beginning to form, mostly of the same sex and of short duration and changing

membership.

They have better control of anger.

They show interest in the opposite sex by teasing, joking, showing off.

They may sometimes be verbally cruel to classmates with harsh put downs and snide remarks.

Have considerable interest in sex information and bodily functions. Tell sex and bodily function jokes.

They are fond of team games, comics, television, movies, adventure stories, and collections.

They enjoy activities that involve manual dexterity and fine muscle coordination.


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CYCLE 3 / 5th & 6th Primary / 10-12 years of age.Physical

Development

Growth spurts may begin at this age. Sexual development is more rapid, with girls being more advanced

than boys and may be developing secondary sex characteristics such as breast development and menstrual

periods.

Many 10-12 year olds experience a plateau in growth followed by a large growth spurt, or sporadic growth

spurts, accompanied by the onset of puberty and hormonal changes, leaving many young adolescents

feeling awkward and uncoordinated, presenting a major challenge to a young person's self-perception.

Boys mature as much as two years later than the girls. Girls are usually taller and heavier than boys. For

girls, growth spurts usually begin at age 10 and peak about 12. For boys, the spurts usually begin at 11

and peak about 14.

They undergo rapid muscular growth, and uneven growth of different parts of the body. These rapidchanges may make some teens uncomfortable with their changing body images.

Their activity level seems to increase noticeably and they have trouble sitting still or being quiet. They are

as likely to experience periods of high energy and activity, as they are to loll about in a state of dreamy

lethargy.

They have an enormous, but often-capricious appetite.

Cognitive, Social

and Emotional

Development

Young adolescents are beginning to move from the concrete thinking into the abstract realm which Piaget

called "formal operations". They gradually gain the ability to reflect and imagine the possibilities of "what

might be" in a situation rather than holding to preconceived notions of "what is" based solely on the

specifics of their own previous experience.

They have an increasing ability to understand metaphors, abstract mathematical concepts, and ideas like

justice and love.

Since changes in thinking ability occur slowly, it is common for youth to think abstractly and reflectively

in one area, but think concretely in another situation.

They need the opportunities to develop the skills and competencies, which will enable them to move most

productively into the "real" adult world.

Moving from concrete to more abstract thinking. Ready-made solutions from adults are often rejected in

favor of finding their own solutions. Small groups provide an opportunity to test ideas.

Young adolescents begin to question formerly accepted rules and beliefs. Although frustrating for

teachers, this shows an ability to use their new cognitive abilities, and therefore an opportunity for adults

to facilitate the true internalization of positive values, and to find personal meaning and relevancy in the

rules and beliefs of society.

Adults should continue to avoid comparing young people with each other, being careful not to embarrass

them.


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Desiring a sense of independence from parents, opinions of peers become more important than opinions

of parents and other adults in the areas of dress, music, and activities.

In their enthusiasm, they often forget about their manners, and are loud, rude and physical. Because of

their constant activity and carelessness, they are often being disciplined and may develop a belligerent

attitude. They often forget that others may get hurt as they push and shove each other in fun.

Boys tend to move in large, loosely organized groups with a few closer friends within the group, which

may change from time to time. Girls tend to move in smaller groups and are more likely to have intense

friendships with serious periods of being mad at each other and getting back together.


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BIBLIOGRAPHY

AFSEDF. Lineamientos Generales para la Organizacin y Funcionamiento de los Servicios de Educacin

Inicial, Bsica, Especial y para Adultos en el Distrito Federal(Ciclo Escolar 2010-2011)

AUSUBEL, D.O.Adquisicin y retencin del conocimiento. Una perspectiva cognitiva. Paids, Barcelona,

2001.

BRUNNER, J.T.Escuelas para pensar. Una ciencia del aprendizaje en el aula. Paids, Barcelona, 1995.

Constitucin Poltica de los Estados Unidos Mexicanos.

Diario Oficial de la Federacin. Ley General de Educacin publicada el 13 de julio de 1993; ltima

Reforma publicada el 22 de junio de 2009.

Diario Oficial de le Federacin. Ley Orgnica de la Administracin Pblica Federal

CORDER, S. P.Error Analysis and Interlanguage. Oxford University Press, Oxford, 1985.

ELLIS, R. Understanding Second Language Acquisition. Oxford University Press, Oxford, 1985

LARSEN-FREEMAN, D. Techniques and Principles in Language Teaching. Oxford University Press,

Oxford. 2000.

SEP-SEB-DGDGIE-CNPEC.Modelo de Gestin Educativa Estratgica. SEP, 2009.

SEP-SEB-DGDGIE-CNPEC. Plan Estratgico de Transformacin Escolar. Mxico, 2006.

SEP SEP-SEB-DGFCMS-PRONAP Orientaciones generales para construir y operar el servicio de

asesora acadmica en la escuela. Mxico, 2005.

SEP.Acuerdo 592 por el que se establece la articulacin de educacin bsica. Mxico, 2011.

SEP-DEE.Modelo de Atencin de los Servicios de Educacin Especial: CAM y USAER; Mxico, 2009.

Sitio web de la SEP:www.sep.gob.mx

Sitio web de la AFSEDF:www.sepdf.gob.mx

Sitio web del CENNI:www.cenni.sep.gob.mx

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