General Characteristics of the NEPBE SYLLABUS General purpose
General Characteristics of the NEPBE SYLLABUS.
General purpose of the NEPBE � The purpose of English language teaching in basic education is for students to get the necessary knowledge to engaged in social practices with spoken and oral language to interact with native and non- native English speakers by means of specific competencies with the language.
Definition of Language �Language is a communicative, reflective activity cognitive, and through which we express, exchange, and defend our ideas; we establish and keep interpersonal relations and gain access to information; we participate in knowledge building, organize our thoughts, and reflect on our own discursive and intellectual creation. �Language shows a variety of forms that depend on the communicative purposes, the interlocutors, the type of text or oral interaction, and on the medium by which the exchange is carried out.
�Language implies acquiring rules of socially imposed (implicit) use and the ways of using them in different social environments. �Includes the formal and the functional purposes of English. �Not only take into account linguistic but also cultural learning.
Organization of the grades that correspond to the three educational stages into the cycles Cycle 4 1 st , 2 nd and 3 rd grades Content distribution throght the school year 5 units 10 social practices per grade 2 social practices per unit. Achievement indicators for each unit From 4 to 5 Object of study Social practice Types of program contents Doing with the language Knowing with language Being through the language Social environments There are 3 Familiar and community Educational and academic Literary and ludic
Achievement Learning environments Product Social purposes Content Specific competency
Achieve ment Product Social practice Content Learning environ ments Specific compete ncy Patterns of interaction which include several activities linked to them. Every social practice has a specific communicative purpose and a history linked to a particular cultural situation. Example: Follow steps in a set of instructions in order to make a product
Achieve ment Product Social purposes Content Learning environ ments Specific compete ncy Expected Learning Outcomes. They should be related to the purpose of each unit and they can be used as assessment criteria. Example: Distinguish instructions from a list of materials.
Achieve ment Product Social purposes Content Learning environ ments Specific compete ncy Meaningful contexts within which we use and learn language. • Familiar and community • Literary and Ludic • Educational and Academic Example: Educational and Academic
Familiar and Community: Approach English through situations that are close to them, known and familiar. Use of the language to interact in every-day life communication Helps to foster higher self- esteem and confidence in the capacity to learn of the Ss. Educational and academic environment: Emphasize the language strategies required to learn and study in situations where formal and academic language is used Ss learn how to participate in social practices of the language that include knowledge about other areas of knowledge. Literary and ludic environment: Approximation to literature through reading, writing, speaking and listening to activate Ss knowledge to contrast interpretations and opinions. Fosters a freer and more creative attitude to help Ss appreciate other cultures. It also encourages Ss to play with words and texts.
Achieve ment Product Social purposes Content Learning environ ments Specific compete ncy It is conceived as complex and articulated configurations of the doing with, knowing about, and being through the language. Example: Follow instructions to carry out a simple science-related experiment.
Achieve ment Product Social purposes Content Learning environ ments Specific compete ncy • Doing with the language. Communicative actions carried out in concrete interactive situations which are necessary to accomplish the communicative aim. EXAMPLE: Complete instructions using one or more words.
Achieve ment Product Social purposes Content Learning environ ments Specific compete ncy • Knowing about the language: Aspects on features, characteristics, and elements of the language, aiming at students raising awareness about their knowledge. EXAMPLE: Textual and graphic components.
Achieve ment Product Social purposes Content Learning environ ments Specific compete ncy • Being through the language: Aspects related to the role of intercultural education in general, and the attitudes and values underlying interactions. EXAMPLE: Pay attention to the audience.
�“Doing” with the language: �Communicative actions carried out in concrete interactive situations. �Teaching treatment: “learn by doing” � Listening by listening, reading by reading, speaking by speaking and writing by writing. �“Knowing” about the language: �Involves aspects, concepts and topics for reflection on features , characteristics and elements of the language. �Learning vocabulary, grammar, writing conventions, structure of texts to complement the skills of the “doing” �Depends on the Ss needs. �“Being” through the language �Role of intercultural education and language diversity �Contents are transverse and permanent
Achieve ment Product Social purposes Content Learning environ ments Specific compete ncy The vehicle through which the learning process is activated. It represents a communicative situation that should integrate three types of content. Example: Illustrated sequence of an experiment
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