Resumen PNIEB Tabasco

8/12/2019 Resumen PNIEB Tabasco

1/5

Were READY for the PNIEBPrograma Nacional de Ingls en Educacin Bsica !"

Working with teenagers

Demonstrate great anxiety and internal conflict, due to endocrine changes in

their bodies.

Desire for dependence vs. Independence

Childhood vs. dulthood Wanting to be alone vs. Wanting to communicate

!elfish vs. ltruism

"indness vs. Cruelty

#antasy vs. $eality

%eens may sometimes behave like adults, at other times they may behave like children.In any case, they deserve as much attention to their needs in the language class as any

other group.

#omething im$ortant%

o %opics seen in the teen class should be relevant. %he teacher should be aware of

the things that students are interested in.

o %een students feel pleased when the teacher provides them with material that

they are interested in using.

o !tudents en&oy working with songs that they like.

o %he teacher should be friendly and sympathetic but maintain a professional

distance.

o %eens have a lot of to express. 'nce they(ve ac)uired the basic tools, they take

every opportunity to learn more.

&he learning im$lications for teachers%

*roficiency in different methods+approaches

bility to match material to course aims and

student needs and prioritie

Continue to learn.....-$enovar o orir/

ake use of technology as much as possible

wareness of exams but distinguish between

teaching and testing


2/5

#o%%%%%%%%'hat do our students need to learn(

%hey need to be competent

0Critical %hinking0 *roblem !olving

0 Communication

0 Collaboration0 Creativity

0 !elf1Directed 2earning0 Information 3 Communication %echnology

0 ccountability 3 daptability

0 !ocial $esponsibility

#our *illars of 2earning

456!C'7 #our *illars of 2earningIn achieving the goals of )uality education for all 86#9 there is a great need to develop

a broadened vision of educational goals, to facilitate holistic approaches to reorganiingeducational contents, and to build national capacity in developing key competencies

re)uired of all learners through curriculum renewal in emerging knowledge1basedsocieties of the :;st century.

central argument is that if education is to succeed in its tasks, curriculum as its coreshould be restructured or repacked around the four pillars of learning7 learning to know,

learning to do, learning to live together, and learning to be.

What are com$etencies for )ife(

Competencies for life1long learning.Competencies for managing information.

Competencies for managing situations.

Competencies for living together.Competencies for life in society.

PNIEB *ethodolog+

%


3/5

Discovery and "nowledge of the World

Creative and rtistic expression

%echnology for communication and information

,+cle .

,ommon Euro$ean /rame'or0

IndependentUserB1 Can understand the main points of clear standard input on familiar mattersregularly encountered in work, school, leisure, etc. Can deal with mostsituations likely to arise whilst travelling in an area where the language isspoken. Can produce simple connected text on topics which are familiar or ofpersonal interest. Can describe experiences and events, dreams, hopes andambitions and briefly give reasons and explanations for opinions and plans. Basicneed.UserA2 Can understand sentences and frequently used expressions related to areas of

most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple androutine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/herbackground, immediate environment and matters in areas of immediate

A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introducehim/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 other person talks slowly andclearly and is prepared to help.


4/5

Characteristics

>?y the end of their secondary education, students must have consolidated the basic

competencies of the 6nglish language and the necessary knowledge of the language touse the receptive skills, oral production skills, and at a beginner level, written

production, through their participation in social practices in different communicationcontexts. It is in this stage that the use of linguistic and metalinguistic strategies are of

particular importance for they allow the student to act in a more autonomous and

competent way.

!pecific *urposes7

>Interpret in a general sense, the main idea and some details in short oral and

written texts of different sources, using them in different communication

contexts.

>*roduce short texts in a conventional way, with creative, personal, social and

academic purposes which express opinion on topics related to daily life.

>%ake part in communicative exchanges keeping a conversation going usingappropriate register and adapting the language to unexpected communicative

needs.

>@alue and respect the differences in own culture and the cultures of others.

>In this cycle, it is of primary importance to produce expressions and short phrases ofdaily use to interact with oral and written texts in the three social learning environments

where 6nglish is organied.

*acmillan has the -est o$tion for the $rogram%

0 !ection in student(s book that promotes metacognition like !elf1%est, Worksheets,

and Alossary.


5/5

0 Different evaluation proposals in the student(s book as well as in the %eacher(s Auide

8 self evaluation for students and teachers, checklists9

0 $eader contains fun and educative narrative and informative texts, activities and

glossaries.

4nlike previous cycles, Cycle Bs environments focus their attention in a singlecommunicative ability without implying the rest are not acknowledged in the

development of specific activities with the language. %herefore, formation and academic environment.

'ral language abilities 8speaking and listening9 areemphasied in the familiar and community environment.

$eading comprehension is particularly managed in the

literary and ludic environment.

Written production is approached particularly in the formationand academic environment.

,om$onnets%

%eacher(s Auide offers lots of resources for the teacher7

0 audio CD

0 lesson plan

0 evaluation guidelines0 detailed notes for the activities

0 use of the reader0 extra activities

0 cultural notes

0 classroom management suggestion0 two unit exams

0 audio scripts0 all !? answers.

/i1e stages in the 2nit3 clearl+ mar0ed in the teachers Edition40I know

0I build0I think

0I practice

0I can

Documents

Resumen PNIEB Tabasco