Program Cycle 4

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Transcript of Program Cycle 4

Secretara de educacin Pblica

Alonso Lujambio Irazbal

SubSecretara de educacin bSica

Jos Fernando Gonzlez Snchez

direccin General de deSarrollo curricular

Leopoldo F. Rodrguez Gutirrez

direccin General de deSarrollo de la GeStin e innovacin educativa

Juan Martn Martnez Becerra

direccin General de MaterialeS educativoS

Mara Edith Bernldez Reyes

direccin General de educacin indGena

Rosalinda Morales Garza

direccin General de ForMacin continua de MaeStroS en Servicio

Leticia Gutirrez Corona

TABLE of CONTENTS

Presentation introduction Purposes teaching guidelines assessment content organization 1st grade Secondary school unit 1 unit 2 unit 3 unit 4 unit 5 2nd grade Secondary school unit 1 unit 2 unit 3 unit 4 unit 5

7 9 13 15 17 18

25 29 33 36 40

47 51 55 59 63

3rd grade Secondary school unit 1 unit 2 unit 3 unit 4 unit 5 Glossary bibliography appendix. Sample language

69 73 77 81 85 89 96 97

Presentation

he regulating principles established by article three of the constitution, as well as the educational transformation encouraged by the 2007-2012 National Development Plan (Plan Nacional de Desarrollo) and the objectives outlined in the 2007-2012 Education Sector Program (Prosedu: Programa Sectorial de Educacin) have established the leading basis to provide direction and sense to the actions in public education policies in Mexico for the coming decades. Within this framework, and based on the attributions granted by the General law of education (Ley General de Educacin), the Secretariat of Public education (Secretara de Educacin Pblica) proposed as one of Prosedus fundamental objectives to be achieved by 2012 to raise the quality of education so that students improve their level of educational achievement, have a means of accessing to a better well-being and thus, contribute to the national development.1 the main strategy for attaining such objective in basic education is to carry out an integral reform in basic education, focused on the adoption of an educational model based on competencies that corresponds to the developmental needs of Mexico in the XXi century,2 envisaging a greater articulation and efficiency among preschool, elementary and secondary school. For these reasons, the national english Program in basic education (nePbe or Pnieb: Programa nacional de ingls en educacin bsica) is based on an approach which aims to foster and develop communicative competence in english as a foreign language. this means focusing on the teaching of social practices and activities of the language, instead of the formal knowledge of the linguistic system from a normative perspective; giving priority to the teaching of social practices and activities of the lan1 2

I N C L A S S T E S T I N G S T A G E

SEP (2007), Programa Sectorial de Educacin, Mxico, p. 11.

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Ibidem, p. 24.

guage. these practices involve engagement in reading and writing acts, as well as varied oral exchanges which are meaningful to individuals when there is a need to understand what others utter or to express what is considered as relevant. In addition, language benefits from the systematic reflection on the priority of texts and oral exchanges. Therefore, it is essential to re-direct the english subject towards a context-based language production and comprehension of a variety of texts, the learning of different ways to read, study, and interpret texts, the writing and oral interacting, as well as the analysis of ones own writing and spoken production.3 From this point of view, language is regarded as a complex object by means of which the individual understands the world and becomes part of society; an object that not only serves communicative purposes, but also cognitive and reflective ones [] using the language efficiently means being able to interact with others via production and interpretation of spoken and written texts in order to be part of society.4

Secretariat of Public EducationI N C L A S S T E S T I N G S T A G E

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3 4

SEP (2006), Reforma de la Educacin Secundaria. Fundamentacin curricular. Espaol, Mxico, pp. 15-16. SEP (2006), Reforma de la Educacin Secundaria. Fundamentacin curricular. Lengua Extranjera. In-

gls, Mxico, p. 18.

Introduction

n the nePbe syllabuses, the learning of english focuses on what the expert users of the language do when interpreting and producing oral and written texts, by sustaining the social function of those communicative actions. in other words, social practices of the language constitute the key reference in the content definition of the nePbe syllabuses.1

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Reflection on English language learning2Knowledge of a non-native language is more generalized than it is recognized. different processes such as migrations, contact between different cultures in the same country or across borders has brought about the need to communicate in a language different from ones own. nowadays, the intense interactions between countries in political, economical, and cultural contexts, as well as the boundless flow of information demand a certain level of bilingualism or multilingualism. Mexico is no exception; despite being conceived as a ho-

1

2

sep (2006), Reforma de la Educacin Secundaria. Fundamentacin curricular. Lengua Extranjera. Ingls, Mxico, pp. 18-19. Ibidem, pp. 9-10.

mogeneously monolingual country, there are different levels of bilingualism, particularly among those who have a native language different from Spanish. there are two processes to achieve bilingualism to some degree: acquisition and learning. the former refers to an unconscious process where the need for communication and the constant exposure to a specific language allow the learner to communicate in that language; this happens with people who migrate to another country and acquire the language in a similar way to that of their native language. Learning, on the other hand, refers to a conscious study of the target language, usually with fewer opportunities of exposure and in formal environments, like school. For decades, the teaching of non-native languages has sought ways to recreate the acquisition process in the classroom and different methods have been created for that purpose. today we know that these methods are successful only in situations where the time of exposure to the target language is similar or more extensive to the time of exposure with the native language. in contexts where those conditions do not exist, as in Mexican public secondary schools, it is necessary to look for options to optimize the non-native language learning process.

I N C L A S S T E S T I N G S T A G E

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I N C L A S S T E S T I N G S T A G E

in this regard, diverse private institutions, particularly british, australian, and american (best known as bana group)3 have created different methods which have been transferred to the public education context, as happened in Mexico in 1993 with the implementation of the communicative approach in secondary schools. this transference is fraught with certain problems that are not usually easy to deal with, such as the lack of resources and conditions to successfully implement it; besides, it ignores the particular cultures and traditions, which are deeply rooted within the context more than any innovation, where the method will be applied. therefore, at present, the debate on non-native language teaching does not focus on looking for ideal methods, but on developing suitable methodologies for particular contexts. nowadays, english language teaching, in this particular case english, as a component of Mexicos public education system is compulsory exclusively in secondary school. However there is a large social demand for children to begin learning english since preschool. the contents of cycle 4 syllabuses of the nePbe, corresponding to the three grades of secondary school, were selected and organized based on the international standards in the Common European Framework of Reference for languages: Learning, Teaching, Assessment (ceFr); therefore, by the end of basic education, students are expected to reach a b1 (threshold) achievement level. this level implies actively participating in different contexts through the development, not merely of the receptive abilities of communication (listening and reading comprehen-

sion), which were the main focus of cycles 1, 2 and 3, but also of oral production and, to some extent, written production. For this reason, to acquire the corresponding achievement levels, it is expected that students will be able to rely on a repertoire of linguistic and metalinguistic strategies that allow them to act competently as more autonomous users of the language. it is important to point out that for the development of basic language abilities included in the syllabuses of this cycle, teachers intervention is fundamental and graded throughout the three years of secondary education; thus, allowing students to participate autonomously in social practices of the language little by little. For the above reasons, it is necessary that teachers in cycle 4 recognize what students already know about and do with the language after having studied 700 hours of english in Preschool and elementary school and after having reached an a2 level (Waystage) of the ceFr and 5, 6, and 7 levels of the Level of Language National Certificate (cenni4 by its acronym in Spanish), so they are able to participate in real-life or life-like social practices of the english language, which allow them to recognize and acquire tools to: Participate successfully in interactions that involve production and interpretation of oral and written texts in english within different social learning env