Multiple inteligences.

1. Educación básica. Secundaria.
Programas de estudio 2006.
INGLÉS

2. Purposes
The purpose of studying a foreign language (English)
in the secondary education is for students to obtain
the knowledge needed to participate in certain social
practices of language, both oral and written, in their
own or in a foreign country in contact with native and
non-native speakers of English.
In other words, through the production and
interpretation of a variety of spoken and written texts
– of a quotidian, academic and literary nature –,
students will be able to satisfy basic communication
needs in a range of familiar situations.

3. Purposes
There are two levels of central contents
in this programme:
a) the participation in a variety of social practices
of the language for the interpretation and
production of texts; and
b) the specific linguistic contents, stated in terms
of functions of the language.

4. Purposes
By the end of secondary education, students will
have engaged in three main types of social
practices of the language:
 Carrying out certain basic transactions, such as
buying and selling things or ordering food and
drink;
 Giving and obtaining factual information of a
personal (name, age, interests) and non-personal
kind (dates, places, times);
 Establishing and maintaining social contacts by
exchanging information, views, feelings and
personal wishes, amongst others.

5. Social practices of the language
Giving and obtaining factual Establishing and
Carrying out certain
information of a personal and non- maintaining social contacts
transactions
personal kind
 Communicating in the  Asking for and giving personal details  Greeting people and
classroom  Asking and answering questions about responding to greetings
 Maintaining communication personal possessions  Introducing oneself and other
in or out of the classroom  Describing what people are wearing people
 Asking the way and giving and/or doing at the moment of speaking  Expressing preferences, likes
directions  Asking and telling the time and dislikes
 Asking for and giving information about  Inviting and responding to
everyday activities invitations
 Giving simple information about places
 Buying and selling things  Expressing (in)ability in the present and  Giving advice
past
 Describing people and animals  Making and answering offers
 Discussing the body and one’s health and suggestions
 Making comparisons/expressing degrees
of difference
 Describing accommodation
 Expressing past events
 Giving warnings and stating  Asking for and giving information about  Talking about future plans
prohibition past memories  Making predictions about the
 Expressing obligation  Describing what people were doing at a future
 Ordering meals certain moment in the past  Expressing degrees of
 Asking for and giving travel  Discussing food and giving recipes certainty and doubt
information

6. How are learning and teaching
conceived?
• Constructivist paradigm:
 Experiential learning model
• Appropriate methodology:
 General methodology framework

7. A Model of Experiential Learning
CONCRETE
EXPERIENCE
ACTIVE REFLECTIVE
EXPERIMENTATION transformation
prehension OBSERVATION
ABSTRACT
CONCEPTUALISATION

8. The complete Model of Experiential Learning looks like
this:
CONCRETE
EXPERIENCE
ACTIVE REFLECTIVE
EXPERIMENTATION transformation
prehension OBSERVATION
ABSTRACT
CONCEPTUALISATION
(after Kolb, 1984, in Kohonen, 1992:16)

9. GENERAL METHODOLOGY FRAMEWORK
oral
I. TEXT based on TOPIC , contains FUNCTIONS
written
LISTENING
text work PERFORMANCE EVIDENCE
S T R A T E G I
OMP E T E N C
READING
what students do
WITH texts
C
II. Focus on language areas from text REFLECTION ON LANGUAGE
III. Use of language
E
C
SPEAKING
control freedom PERFORMANCE EVIDENCE
SAMPLE PRODUCTIONS WRITING
what students do
TO CREATE texts

10. CONCRETE
EXPERIENCE
ACTIVE REFLECTIVE
EXPERIMENTATION OBSERVATION
ABSTRACT
CONCEPTUALISATION
oral
TEXT based on TOPIC , contains FUNCTIONS
I.
written
LISTENING
DO
PERFORMANCE EVIDENCE
text work
READING
what students do
S T RA T E G I
WITH texts
REVIEW
II. Focus on language areas from text REFLECTION ON LANGUAGE
LEARN
C
Use of language III.
SPEAKING
PERFORMANCE EVIDENCE freedom control APPLY
WRITING SAMPLE PRODUCTIONS
what students do
TO CREATE texts

11. REFLECTION ON LANGUAGE
this is a stage for students to conduct
reflective observation of language, which
means that students themselves must try
to make sense of how language works.
By doing so, students move to a stage of
abstract conceptualisation, in which they
make generalisations about language.
The teacher should seek to promote and
guide reflection, and redirect it when
necessary.”

12. My three-year-old brother, who had been
playing outside all morning, came into the
kitchen, begging for a snack. I gave him a
slice of bread and peanut butter. Holding
the bread carefully in both hands, he
started to leave, but when he reached the
closed kitchen door, a puzzled expression
came over his face. He was too small to
open the door without using both hands
to turn the door knob.
After a moment’s consideration, he found a
solution.

13. 1. Find 4 words or phrases referring to
food.
2. Find 2 time phrases or expressions
3. Find 3 phrases denoting going
to/from a place
4. Find 4 complete phrases in the
paragraph with a verb ending in –ing

14. My three-year-old brother, who had been playing
outside all morning, came into the kitchen,
begging for a snack. I gave him a slice of bread
and peanut butter. Holding the bread carefully in
both hands, he started to leave, but when he
reached the closed kitchen door, a puzzled
expression came over his face. He was too small
to open the door without using both hands to
turn the door knob.
After a moment’s consideration, he found a
solution.

15. • What kind of activities does the program had?
• Habitual frequenctly conducted in class,regardless of
what the specific teaching points are.
• Ongoing are longer projects that the teacher and
lerners engage in so as to extend language practices
and to consolidate the sense of group. In agreement
with students, the teacher culd decide to produce a
school newspaper, to read a book , to research into
a specific topic, etc. Some time should be put aside
every week for the development of these activities.

16. Contents of a unit
Unit title: Theme
Unit purpose: Overall and context of the
aim of the unit. unit.
Social practices: Types of
social practices that will be
covered as well as the functions
Reflection on language: included in such practices.
Linguistic, pragmatic and
discourse aspects of the
language upon which Performance evidence:
students will reflect in order Expected outcomes. Indicators
to discover regularities, that describe how students will
irregularities and use the language in order to
peculiarities of the language, participate in a given social
as well as its relation with or practice. PE indicators imply
distance form students’ teaching methodology: they
mother tongue. suggest how classroom work is
to be organised in order to
develop language skills, they
Unit focus: Teaching and describe the type of materials to
evaluation ideas, treatment be used.
of functions and estimated
number of sessions for the
unit.
Strategic competence: Compensation strategies that students will develop in order to
repair communication breakdowns. These strategies are not directly linked with any
particular language functions because they are aimed at helping communication flow.
Therefore, they should be put into practice during lessons, rather than ´formally taught´as
independent contents. Strategies should gradually move from non-verbal to verbal in
response to better knowledge of the language.

17. Social practices of the language Social practice
Giving and obtaining factual Establishing and
Carrying out certain
information of a personal and non- maintaining social contacts
transactions
personal kind
 Communicating in the  Asking for and giving personal details  Greeting people and
classroom  Asking and answering questions about responding to greetings
 Maintaining communication personal possessions  Introducing oneself and
in or out of the classroom  Describing what people are wearing other people
 Asking the way and giving and/or doing at the moment of speaking  Expressing preferences, likes
directions  Asking and telling the time and dislikes
 Asking for and giving information about  Inviting and responding to
everyday activities invitations
 Giving simple information about places
 Buying and selling things  Expressing (in)ability in the present and  Giving advice
past
 Describing people and animals
 Discussing the body and one’s health and suggestionsFunction
 Making and answering offers
 Making comparisons/expressing degrees
of difference
 Describing accommodation
 Expressing past events
 Giving warnings and stating  Asking for and giving information about  Talking about future plans
prohibition
 Expressing obligation
past memories
 Describing what people were doing at a
 Making predictions about the
future
Sample
 Ordering meals
 Asking for and giving travel
information
certain moment in the past
 Discussing food and giving recipes
 Expressing degrees of
certainty and doubt productions
Performance
evidence
Reflection on Strategic competence
language
Unit focus

18. Lesson plan
School: ________________________________________ Unit: _______________________________________
_
Subject: ________________________________________ Date:
_______________________________________
Teacher: ________________________________________ _
Grade and group: ________________________________________ _______________________________________
_
Aim of the lesson: _______________________________________
_
interaction
activity objective & time
material procedure / notes
Esta sesión Se considera Es importante En este espacio el maestro describirá
es relevante En esta parte se definen los necesario que el que el docente
brevemente la actividad o anotará algún dato
puesto que
ayuda al
objetivos particulares para docente sepa
qué duración
sepa y
prepare con relevante que le ayudará a organizar la tarea en
docente a cada actividad. Es muy tendrá cada antelación los la clase.
identificar actividad y en materiales
rápidamente importante que el maestro qué forma que se
el tipo de interactuarán los utilizarán en
tarea que tenga claridad respecto a los alumnos. cada clase.
realizará en
la clase.
propósitos de cada tarea hecha
en clase.