Introducction

From the moment Felipe Calderon proposed in his Plan Nacional de Desarrollo 2007- 2012 a detailed analysis on the regulations and evaluation systems of the entire Mexican High School System according to the best national and international practices1, we in UNAM have faced a series of changes in our educational policies. In his academic plan 2008-2011 Jos Narro Robles signaled an important deficit regarding student mastery of English in the University's high school system and stated: Todos los egresados de la Escuela Nacional Preparatoria y del Colegio de Ciencias y Humanidades deberan estar capacitados para leer y traducir del ingls artculos tcnicos y cientficos de los distintos campos del conocimiento2 To achieve this goal he created the Coordinacin General de Lenguas in 2009, whose main activity consists of the re-organization of the teaching and learning of languages in UNAM and therefore in ENP3. Narros efforts implied a series of changes in our school curriculum including a new profile for high school students which would supposedly allow them to efficiently develop their academic and professional activities 4 Some of the changes include the adoption of CEFR standards for English language teaching and learning, analysis of actual programs, creation of selfaccess centers and language laboratories with a capacity for multimedia and

1 2

Plan Nacional de Desarrollo. Strategy 13.2. p 194. Plan de Trabajo de la UNAM 3 Acta consitutiva de la Coordinacin General de Lenguas 4 Fourth Grade Program p 5.

Internet to foster autonomous learning and the development of meta-cognitive skills. According to the latest (non-authorized) version of the fourth grade program the new profile for high school learners should include a holistic education which will enable students to acquire analytic and critical thinking to develop their own personality as well as to face everyday life situations with responsibility and social concern according to Mexican needs5. In order to fulfill this profile the teachers should be able to switch their traditional learning patterns to a student- centered education which help learners develop their cognitive and linguistic abilities according to the Common European Framework and taking into account the latest advances in metacognition. In this sense, the adoption of the Cognitive Academic Language Learning Approach (CALLA)6 enables students to learn essential academic content and language and to become independent and self-regulated learners through their increasing command over a variety of learning strategies they can apply in school.7 The general objectives for high-school English learners include the acquisition and development of: a) the four communicative skills form level A1 to level A2+ (CEFR); b) attitudes of tolerance and respect which will help students to recognize values and behaviours in social and historical contexts different from their own and develop their ability to interact with native speakers
5 6

English Program for Fourth Grade. CAllA was developed by Anna Uhl Chamot and J. Michael O'Malley in 1990 as an instructional program for second and foreign language learners based on cognitive theory and research. It is being implemented in approximately 30 school districts in the United States as well as in several other countries.
7

CALLA Handout. P. 7

of English language c) knowledge, habits, abilities and strategies to promote autonomous learning. To this respect, the fourth grade program shows four specific objectives: 1. The students will use FL to learn, reflect and communicate in FL; 2. The students will use FL to talk about his/her identity as well as other peoples identity; 3. Students will locate themselves as well as others in time and place; 4. Students will refer to single and group activities about themselves using Present Simple, Past Simple or Future tenses. The contents in the program are intended to be developed within seven units (from a 90 hour- regular course) plus a minimum of 20 mandatory hours in a Self- access center. However, at the moment there are various problems and inconsistencies among the diverse versions that are and/or may become the official ENP English programs concerning the selection, structure and organization of contents as well as the congruency among the course objectives, strategies and activities suggested. The purpose of this paper is to highlight some of these important aspects which, we hope will enable syllabus designers to bring coherence and consistency to new programs. The aspects we are deeply concerned about are: the role of grammar form and its core meaning in the program, selection and organization of vocabulary according to International Standards, integration of phonetics to the general contents, organization of course objectives, evaluation patterns and suitable activities. Considering the complexity of taking into consideration the three different versions of the fourth grade program and the two of the fifth grade program, we

decided to take the latest version of the fourth grade program of English available on the internet in the ENP webpage, as a starting point for the analysis.

D ESIGNING OBJECTIVES
Mtra. Susana Arvizu Vargas Mtro. Oscar Eduardo Barron Atempaneca Mtra. Erika Zita Bermeo Peredo Lic. Vctor Andrs Garca-Cabral Martnez Prof. Bruno Giovanni Herrera Espinosa Lic. Carolina Hidalgo Hernndez Lic. Ana Luisa Castillo Mendez Abstract
The purpose of this paper consists in the analysis of the latest edition of the fourth grade English program from ENP, UNAM. Particularly, we are concerned about the design of objectives and the way they are related to the contents and learning strategies suggested. A detailed examination of this relationship between contents and objectives will bring both teachers and students an overall understanding of our practices as well as a more precise evaluation of the teaching and learning processes.

Introduction In the last two decades a series of social and economic changes in the society have demanded a new student profile in all areas. Mexican High- school students are not excluded from these requests. Some attempts to adjust programs to students actual needs in UNAM include the adoption of the Common European Framework standards for English language teaching and learning, the analysis of current programs, the creation of Self-Access Centers for all language learners and the adoption of Language laboratories. to bring multimedia and Internet to language learning as well as metacognition. To this respect, the new Coordinacin General de Lenguas from UNAM came up with a new version for the fourth and fifth grade programs in ENP. However, the new programs havent been accepted by the entire ENP community. Up to now we have three versions of the fourth grade program and

two for the fifth grade. This situation is rather confusing for both teachers and students from ENP as there is no clear understanding about the goals to be accomplished. To make matters worse, the Coordinacin General de Lenguas incorporated some exams for all high school students in order to assess their progress at the end of the school year before and after following the new programs. So, the question is whether these examinations results are clear enough to evaluate contents and achievements that are not clear enough for the teachers or the students. Therefore, in order to understand what is really expected from teachers and students as well as how are these goals going to be achieved, we decided to take the latest version of the fourth grade program of English available on the Internet in the ENP Web page, as a starting point for the analysis of both, objectives and suggested strategies. Hypothesis A new student profile for students actual needs requires a clear, complete syllabus within an adequate selection of the objectives according to the organization of contents. That is, the main objectives of the new program should be related to the contents the students will work with in class, the abilities they have to develop and the attitudes they should have in the classroom.

The new version of the fourth grade program The new version of the fourth grade program8 includes a series of innovations as opposed to the 1996 program. It is presented as an institutional answer to the educational challenges of our global, high- tech world9.
8 9

See www.dgenp.unam.mx/ New version of the program. p.1.

In this sense, as English becomes an indispensable subject for students of all areas, its character is considered absolutely mandatory due to the wide access English provides to several disciplines and cultures which allow students to develop critical consciousness and a more objective appreciation of our culture. One of the main aspects remarked in the new program deals with the social and moral compromise the National Preparatory School has with UNAM and Mexico, particularly for the integral comprehensive education of the students, towards a critical and analytical attitude with a high social commitment according to the current needs of our country. In this sense, tolerance and respect will help students to identify and share values and behaviors in different socio-historical contexts. It will also help students to describe their immediate reality, expressing themselves about current topics like education, food, health, work, etc., and talking about present, past or future events, and finally understanding easy texts related to other different subjects to English class Another element has to do with the students cognitive and linguistic development according to the international standards established by the Common European Framework (CEFR) and the latest advances in metacognition for language learning (See Chamot, et. al., 2003). In accordance with the new program, students should be able to achieve level A1 according to the CEFR standards. With regard to the general organization of the new contents, as it was crucial to link them to students needs within coherence and meaning contents were organized in rows under the following headings: Contents (Specific objectives and Linguistic functions), Content description (linguistic exponents, grammar

structures), Learning items to evaluate (according to the CEFR) and Learning strategies with a proposal of suitable activities for students to perform using the four main skills. Teaching strategies are described as suggested activities for students and teachers. They were taken from the corpus created by Chamot, Barnhardt, Beard and Robbins (2008) corpus, which was also taken from Rebecca Oxford classification of learning strategies (1990) according to the linguistic contents proposed. Rebecca Oxford (1990) states that "learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more selfdirected, more effective, and more transferable to new situations. She divides language learning strategies into two main classes: direct and indirect, which she further divided into six groups: memory, cognitive, compensation, metacognitive, affective and social strategies, which are subdivided into a total of 19 strategy sets and a whole strategy system of 62 strategies. Anna Uhl Chamot and J. Michael OMalley (1987), on the other hand, define learning strategies as techniques, approaches or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information. Based on the cognitive theory, Chamot and OMalley designed an instructional model called Cognitive Academic Language Learning Approach (CALLA, 2005) that fosters the academic achievement of students who are learning through the medium of a second language. This model views students as mentally active participants in the teaching learning process who use prior knowledge to deal with new problems and regulate their own learning.

In this sense, academic learning strategies transfer to new and different tasks focusing on the development of cognitive, academic language proficiency. The learning strategies taught in the cognitive academic language approach are organized in: a) metacognitive strategies, such as advance organization, advance preparation, organizational planning, self-evaluation, etc., b) cognitive strategies like grouping, note-taking, summarizing, etc., and c) social and affective strategies, for example, cooperation. CALLA follows this instructional sequence: 1. Preparation. The teacher activates the students background knowledge and students focus on key vocabulary and concepts to be introduced in the lesson. The lessons objectives are explained to students. The

strategies more commonly taught and practiced in this stage are: advance organization and selective attention. 2. Presentation. The teacher explains and models the piece of language items to be taught using contextual clues such as demonstrations and visuals. The teacher also helps them to use the learning strategies that will help them accomplish their instructional goals. Some of the strategies used in this stage are: selective attention, self-monitoring, inferencing, elaboration, note taking, imagery and questioning for clarification. 3. Practice. This phase is mainly learner-centered. Students practice strategies using the new information and receive extensive feedback with the teachers guidance. Cooperative learning in heterogeneous teams is particularly effective as students clarify their understanding of the information previously presented. The learning strategies typically used in this stage are: self-monitoring, organizational planning, resourcing, 9

grouping, summarizing, imagery, auditory representation, elaboration, inferencing, cooperation and questioning for clarification. 4. Evaluation. In this phase, students check the level of their performance so that they can confirm what they have learned and the areas they need to review. The teacher assesses the students understanding and performance of the contents and strategies used. Evaluation activities can be individual, cooperative or teacher-directed. Learning strategies used in this phase are: self-evaluation, elaboration, questioning for clarification, cooperation and self-talk. 5. Expansion activities. The students transfer concepts and skills to new tasks. They combine strategies into clusters and develop a repertoire of preferred strategies. In the expansion activities of a CALLA lesson, any combination of learning strategies appropriate to the activities can be practiced. The CALLA lesson plan model allows for flexibility and different types of activities. While introductory lessons should always begin with the preparation phase, the succeeding phases may be recursive as students and teachers move backwards and forward between phases in order to understand, practice and consolidate new information and procedures. With CALLA students are taught to use learning strategies derived from a cognitive model of learning to assist their comprehension, retention and use of the declarative and procedural knowledge underlying the academic school curriculum. Also, the new program incorporates the use of new information technologies within the adoption of high -tech laboratories where the teachers and students can take advantage of the media resources available. 10

To this respect, a very complete analysis of the new abilities and learning processes for the digital era can be found in Churches (2001) adaptation of Blooms taxonomy. Bloom's Digital Taxonomy incorporates the use of the new tools for information technology to the traditional classification of learning abilities (remembering, understanding, exemplifying, applying, analyzing, evaluating and creating). More appropriately, the new taxonomy deals with the use of information technologies to facilitate learning. It is the competence to use and most importantly the quality of the process or product what matters. Finally, the incorporation of autonomous learning by providing the students selfaccess centers equipped with the latest media resources and CALLA strategies for metacognition is expected to give extra -hours practice to students so that the learning goals will be achieved. Description of the units in the program The title of each unit describes a topic to be developed (school, family, shopping, things to remember, etc.,) in English and Spanish. Every unit comprises a set of purposes in the form of learning goals students should achieve at the end of the unit. The contents are described in a chart within five rows where abilities to be developed, linguistic functions, linguistic exponents, grammar structures and CEFR equivalences intend to help students and teachers to be clear about what is expected from them at the end of the unit. Finally we can find a glossary for each unit according to the topic the students dealt with. Description of the proposal

11

We created a format to analyze each unit for the fourth grade program based on two areas: contents and methodology. Contents are described in three areas: declarative, procedural and attitude. Declarative knowledge refers to the content described in the program as linguistic functions, linguistic exponents, grammar structures and CEFR equivalences. It allows students to communicate themselves with native and non native speakers of L2 in short interactions where communicative functions as well as linguistic components will form the content of the program.10 Procedural knowledge involves a whole variety of abilities to be developed by students, such as identify grammar structures, describe people and places, refer to events in the past and show contrast between ideas, etc. Finally, attitude refers to the development of certain values and behaviors among the students that will allow them to understand not only English language and culture but also different cultures. On the other hand, Methodology intends to analyze the processes suggested in the program to fulfill the objectives proposed. That is, the learning strategy process proposed by Chamot and OMalley (1999) within the incorporation of metacognition and the use of new technologies of information to assist learning processes. The general idea was to examine to what extend program designers bore in mind the declarative, procedural and attitude knowledge and if new contents are in fact related to the new methodology so that teachers and students know what, how and what they are expected to know.

10

New version of the program p. 7.

12

After we analyzed the objectives, contents and strategies proposed in the program, we found some inconsistencies: 1. Some of the purposes of the unit are not described in the content section.11 2. Some objectives do not refer to any purpose of the unit.12 3. Many of the contents proposed do not present any attitude to be fostered.13 4. Some of the names given to the strategies proposed in the program do not correspond to CALLA or they do not describe the activity appropriately. Presentation, for example, is mentioned as one of the strategies suggested in many units, however the description of the activities all. 14 5. There is a clear intention to follow the instructional sequence proposed by CALLA, however, some of the stages are not very clear or completed.15 6. Autonomous learning is included in all the units within the use of metacognitive strategies taken from CALLA, like advanced organization, selective attention or self evaluation. However, there is no clear instruction on how this would be implemented (besides what students have to work in self- access centers). 7. The use of new information technology is presented in every unit. However, activities suggested are mainly kept at the lowest level of Blooms taxonomy. suggested correspond to different strategies (advance

organization, selective attention, planning, etc.) or are not described at

11 12

See unit 5 in appendix section. See units 2, 3, 5 and 6 in appendix section. 13 See units 2, 5 and 6 in appendix section. 14 In unit 2 the strategy described in the program says the teacher will introduce the vocabulary related to occupations but it does not mention the way or procedure. 15 See appendix.

13

Conclusions In the gap between fourth and fifth program, consistency and accuracy should be fundamental to fulfill students new profile according to their needs, institutional demands and international policies. It is very important to take into consideration what the objectives of the program indicate; to verify the instructional sequence of the strategies proposed as well as to what extent we want to embrace the new technologies and autonomous learning. No matter neither the contents nor the strategies used for the new version of the fifth grade program, this should be clear so that students and teachers can understand what is expected from them.

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PRONUNCIATION AND PHONETICS Mtra. Nelya Babynets

The fourth grade English program focuses on the communicative approach, where language users should express their ideas effectively. In other words, while speaking, effective language users should be able to plan and organize a message (cognitive skills); to formulate a linguistic utterance (linguistic skills); to articulate the utterance clearly (phonetic skills). While listening; effective language users should be able to perceive the utterance (phonetic skills), to identify the linguistic message (linguistic skills), to understand the message (semantic skills), and to interpret the message (cognitive skills). Communicative language competence can be considered as comprising several components: linguistic, sociolinguistic and pragmatic. Each of these components is postulated as including, in particular, knowledge and skills and know-how. Linguistic competences include lexical, phonological, syntactical knowledge and skills and other dimensions of language as system, independently from the sociolinguistic value of its variations and the pragmatic functions of its realizations. This component relates not only to the range and quality of knowledge (e.g. in terms of phonetic distinctions made or the extent and precision of vocabulary) but also to cognitive organization and the way this knowledge is stored (i.e. the various associative networks in which the speaker places a lexical item) and to its accessibility (activation, recall and availability). Knowledge may or may not be conscious and readily expressible (i.e. once again in relation to mastery of a phonetic system). Its organization and

15

accessibility will vary from one individual to another and vary also within the same individual (e.g. for a plurilingual person depending on the varieties inherent to his or her plurilingual competence). It can also be held that the cognitive organization of vocabulary and the storing of expressions, etc. depend, amongst other things, on the cultural features of the community or communities in which the individual has socialized and where their learning has taken place. Sociolinguistic competences refer to the sociocultural conditions of language use. Through its sensitivity to social conventions (rules of politeness, norms governing relations between generations, sexes, classes and social groups, linguistic codification of certain fundamental rituals in the functioning of a community), the sociolinguistic component strictly affects all language communication between representatives of different cultures, even though participants may often be unaware of its influence. Pragmatic competences are concerned with the functional use of linguistic resources (production of language functions, speech acts), drawing on scenarios or scripts of interactional exchanges. It is also concerned with the mastery of discourse, cohesion and coherence, the identification of text types and forms, irony, and parody. For this component not clear than the linguistic component, it is hardly necessary to stress the major impact of interactions and cultural environments in which such abilities are constructed. As for particular phonetic skills necessary for effective communication, the following elements should be taken into consideration. Effective language users should be able to distinguish and produce unfamiliar sounds and prosodic patterns; to perceive unfamiliar sound sequences; as listeners, to resolve,

16

divide a continuous stream of sounds into a meaningful, structured string of distinct and significant parts; understand the process of sound perception and production applicable to new language learning. Proposal The fourth grade program proposes to focus on A1 level students. A1 level is considered the lowest level of generative language use the point at which the learner can interact in a simple way, ask and answer simple questions about themselves, where they live, people they know, and things they have, initiate and respond to simple statements in areas of immediate need or on very familiar topics, rather than relying purely on a very finite rehearsed, lexically organized repertoire of situation-specific phrases. This is the reason why we propose to introduce the following basic elements of pronunciation into the fourth grade program: general introduction of English sounds, compared to the Spanish phonological system; short and long vowel sounds; voiced and voiceless consonants; word stress; the schwa; diphthongs; silent letters; third person -s, -ed endings, verb+ing, irregular past participles; consonant groups dr, str, sh, th, wh, ch, cr, cl, br, gr, etc.

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PROPOSAL FOR VOCABULARY FOR ENGLISH V LEI Ma. Guadalupe Lpez Arroyo

In 2010, a new English IV program for the Escuela Nacional Preparatoria was proposed and uploaded on the DGENP website. The aim was to update the contents of the syllabus to meet the communicative demands and requirements of the students everyday lives. According to the document itself 16, the current social, political and economic context of our students (and of the teaching staff, of course), with all the recent changes, novelties and innovations, demanded a paramount adjustment of the program. One of the most important characteristics of the new program is that its parameters are based on the Common European Framework (CEF), which is, nowadays, essential to the design and modifications of many language syllabuses. On the other hand, the program takes into account the importance of the development of metacognitive strategies17 (as suggested by Rebecca Oxford), which involve planning, monitoring, and evaluation of language learning activities. For example, students may develop a plan for monitoring their progress by constantly comparing their current level of proficiency with the course goals outlined in the curriculum. In the Escuela Nacional Preparatoria, teachers describe the program and the goals at the beginning of the school year so that the students are aware of the contents and the expectations of the course. Therefore, the students have the possibility of checking their own

16

programa de Ingls IV.

17

Carballo Riva Palacio, Guadalupe Eugenia, and Osorio Mate, Celia Ruth, 2010. Adecuacin al

Richards, Jack C., and Renandya, Willy A. (editors), 2008. Methodology in language teaching. An anthology of current practice. Primera edicin SEP (Coleccin RIEB), Cambridge University Press.

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progress during the school year in order to confirm whether the goals of the program, as well as their own goals, are being achieved. This proposal focuses on vocabulary for the English V program, which will eventually be adjusted and linked to the new English IV program. According to Richards and Renandya (2008, op cit), vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write. Without an extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potential and may be discouraged from making use of language learning opportunities around them such as listening to the radio, listening to native speakers, using the language in different contexts, reading, or watching television. Therefore, not only are we, as teachers, expected to provide our students with the vocabulary they need to deal successfully with some real-life demands concerning the use of the foreign language they are using; we should also encourage them and prevent them from feeling frustrated or disappointed when they have trouble with vocabulary items. According to the description of the Common European Framework18 (Illustrative scales of descriptors), an A2 level student can do the following: Describing and narrating The vocabulary this student masters is related to people, appearance, background, job, places and living conditions, objects, pets, possessions, events and activities, likes and dislikes, plans or arrangements, habits, routines, and personal experience.

18

which can be found on www.uk.cambridge.org/elt.

The Common European Framework in its political and educational context . Electronic version,

19

On the global scale of achievement, an A2 student is a basic user of the language, one that 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). They can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters, and can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. Besides, according to the CEFR document, these are the expected language skills for an A2 level student, based on the capability to understand their interlocutor: Listening: Can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). Can catch the main point in short, clear, simple messages and announcements. Reading: Can read very short, simple texts. Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables, and can understand short simple personal letters. Spoken interaction: Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. Can handle very short social exchanges, even though the stu dent cant usually understand enough to keep the conversation going themselves. Spoken production: Can use a series of phrases and sentences to describe in simple terms their family and other people, living conditions, their educational

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background and their present or most recent job. In this area, the student uses some simple structures correctly, but still systematically makes basic mistakes. Writing: Can write short, simple notes and messages relating to matters in areas of immediate need. Can write a very simple personal letter, for example thanking someone for something. Therefore, the aim of this proposal is to offer a set of high-frequency words at CEFR A2 level which could be included in the new version of the English IV program for Escuela Nacional Preparatoria. The following are the twelve units the English V program is divided into:19 1. Using English to learn more English. 2. Compliments. 3. Phone conversations. 4. Giving advice. 5. Formal and informal instructions. 6. Future plans. 7. Making, accepting and declining invitations. 8. Making suggestions and giving orders. 9. Asking for favors. 10. Describing the materials things are made of, as well as their origin. 11. Expressing doubts, probabilities and possibilities.

19

Free translation; the original document is in Spanish.

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12. Talking about obligations. Due to the nature of the language abilities described in the CEFR document, perhaps some of the units in the English V program require certain adjustments to fit the descriptors of the A2 level. The grounds for the selection of vocabulary are the lists of vocabulary prepared by Cambridge University. There is an on-line file20, Vocabulary list for KET and for KETfS (KET for Schools), which includes a vast corpus of vocabulary for KET candidates, i.e. A2 level students. It must be noted that vocabulary changes over time, so the source included in this proposal is bound to be updated after a specific period of time has passed; therefore, it is also necessary to update the contents of the English IV and English V programs accordingly. The list used in this proposal was published in 2009, and it is updated every year. Due to the level described for the new English V program which will eventually be implemented, this proposal includes items that focus on the A2 level of the CEFR. Thus, the proposal for vocabulary to be included in the English V program, bridging its contents to those of the English IV program, is as follows21:

20 21

http://www.cambridgeesol.org/assets/pdf/exams/ket/ket-vocab-list.pdf, March 19th, 2012. NB The chart does not intend to mean that the units of the English IV and English V program are matched or in any way parallel; it only intends to list the units in the order they are presented originally.

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Unit

English IV program22

English V program

Vocabulary proposal for the English V program23

New school, Using new friends English learn English

actor (n), adult (adj & n), artist (n), assistant (n), as well to (adv), at/@ (n), band (n), birthday (n), change (n & v), more chatroom (n), cheers! (exclam), child (n), class member (n), colleague (n), conversation (n), cool (adj), country (n), countryside (n), date (n), describe (v), during (prep), enjoy (v), enter (v), examination/exam (n), foreign (adj), friendly (adj), from (prep), girl (n), glasses (n pl), guy (n), home (n & adv), hungry (adj), hurry (v), idea (n), important (adj), improve (v), job (n), language (n), learn (v), live (v), meal (n), Miss (n), Mr (n), Mrs (n), Ms (n), myself (pron), name (n), nationality (n), ours (pron), ourselves (pron), own (adj), per (prep), pity (n), pleasant (adj), programme (n), pupil (n), quite (adv), quiz (n), shut (v), spell (v), surname, (n), tall (adj), teach (v), teenager (n), text book (n), text message (n), top (n), uniform (n), university (n), useful (adj), usual (adj), visitor (n), wake up (phr v), wash up (phr v), welcome (v), whose (pron), wonderful (adj).

Family relationship s

Compliment s

all right/alright (adv), almost (adv), amazing (adj), anybody (pron), anyone (pron), aunt (n), baby (n), barbecue (n), beautiful (adj), brilliant (adj), brother (n), child/children (n), classmate (n), clever (adj), cousin (n), dad(dy) (n), daughter (n), dead (adj), dear (adj), doctor (n), engineer (n), everybody (pron), everyone (pron), family (n), fine (adj), friend (n), grandchild (n), grand(d)dad (n), granddaughter (n), grandfather (n),

22 23

The new English IV program only has seven units. Since there are more units and contents in the English V program than there are vocabulary items for the A2 level, some units are left out, as they correspond to level B1 and beyond, according to the European Framework.

23

grandma

(n),

grandmother

(n),

grandpa

(n),

grandparent (n), grandson (n), great (adj) grow up (phr v), husband (n), look after (phr v), lovely (adj), lucky (adj), married (adj), mother (n), mum(my) (n), neighbor (n), nice (adj), old (adj), parent (n), pen-friend (n), person (n), pretty (adj), single (adj), sister (n), son (n), special (adj), wife. 3 Everyday activities, preferences and abilities Phone conversatio ns activity (n), adventure (n), afraid (adj), afternoon (n), against (prep), alone (adj & adv), also (adv), always (adv), arm (n), ball (n), banana (n), baseball (n), basketball (n), bicycle (n), bike (n), boat (n), bored (ad), boring (adj), brake (n & v), break (n & v), busy (adj), call (v), camera (n), camp (n & v), campsite (n), car (n), careful (adj), cartoon (n), catch (v), club (n), coach (n), competition (n), dance (n & v), danger (n), dangerous (adj), download (n & v), dragon (n), drive (v), each (det & pronoun), evening (n), exercise (n & v), excited (adj), exciting (adj), fan (n), fashion (n), favourite (adj), finish (v), first (adv & adj), fish (n & v), fun (n), funny (adj), game (n), get fit (v), golf (n), group (n), half (n & pron), hard (adj & adv), health (n), healthy (adj), high (adj), hip hop (n), hit (v), hobby (n), ice skating (n), internet (n), join (v), keep (v), kilometer/km (n), last (adj & adv), laugh (v), leg (n), level (n), look out (phr v), lose (v), low (adj), luck (n), match (n) matter (v), meeting (n), message (n), middle (n), mile (n) miss (v), mistake (n), motorbike (n), mountain (n), move (v), neck (n), never (adv), next (adj & adv), number (n), of course (not) (adv), office (n), often (adv), outdoor (adj), outdoors (adv), outside (prep & adv), phone (v & n),

photo(graph) (n), photography (n), piano (n), play (v & n), pool (n), pop (adj & n), poster (n), practice (n), practice (v), prefer (v), prize (n), pull (v), push (v), quick

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(adj), race (n), racket (n), receptionist (n), reggae (n), river (n), road (n), rock (n), safe (adj), scooter (n), second (n & adj), ship (n), sing (v), skate (v), skateboard (n), ski (v), snowboard (n), snowboarding (n), sock (n), song (n), speak (v), sport (n), sports centre (n), stadium (n), surfboard (n), surfing (n), swim (v), table-tennis (n), take off (phr v), team (n), telephone (n & v), tennis (n), tent (v), total (adj & n), trainers (n pl), understand (v), v/versus (prep), volleyball (n), walk (v), watch (n & v), win (v), wind (n), windsurfing (n), 4 My place Giving about (adv & prep), accident (n), actually (adv), address (n), agree (v), angry (adj), answer (n & v) apartment (n), area (n), ask (v), bad (adj), bank (n), beach (n), because (conj), become (v), belong (v), between (prep), borrow (v), boss (n), build (v), building (n), bus (n), but (conj), cafe/caf (n), carry (v), castle (n), cathedral (n), centre (n), church (n), cinema (n), circus (n), city (n), cross (v), crossing (n), crossroads (n), crowd (n), crowded (adj), decide (v), delay (n & v), disco (n), dish (n), dream (n & v), driving licence (n), except (prep), excuse (v), exhibition (n), exit (n), explore (v), explorer (n), fast food (n), festival (n), film (n & v), flat (n), floor (n), get off (phr v), get on (phr v), go out (phr v), guide (n), guidebook (n), hairdresser (n), hill (n), hospital (n), island (n), journey (n), information (n), instead (adv), instead of (prep phr), king (n), kite (n), library (n), lift (n), luggage (n), need (v), opera (n), party (n), perhaps (adv), picnic (n), place (n), platform (n), playground (n), post office (n), railway (n), restaurant (n), ride (n & v), roundabout (n), sad (adj), safe (adj), save (v), sorry (adj), station (n), store (n), street (n), supermarket (n), theatre (n), ticket (n), toilet

and spaces; advice going around

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(n), tour (n & v), tour guide (n), tourist (n), tourist information centre (n), town (n), traffic (n), traffic lights (n pl), train (n), travel (v), travel agent (n), trip (n), trouble (n), village (n), world (n), zoo (n). 5 Hanging out Formal and a, an (art), advertisement (n), assistant (n), bag (n), and shopping informal instructions
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belt (n), bill (n), black (adj), blouse (n), blue (adj), box (n), buy (v), credit card (n), cash (n & v), CD (n), CD player (n), cheap (adj), cheque (n), choose (v), clock (n), clothes (n pl), coat (n), colour (n), com (n), comfortable (adj), cost (n & v), costume (n), customer (n), dark (adj), difference (n), different (adj), digital (adj), discount (n), dollar (n), downstairs (adv), dress (n & v), DVD (n), DVD player (n), earn (v), electric (adj), else (adv), entrance (n), euro (n), expensive (adj), extra (det & adj), fashion (n), free (adj), green (adj), grey (adj), guitar (n), hairdryer (n), help (v), ice (n), instructions (n pl), interested (adj), interesting (adj), jeans (n pl), kind (adj & n), laptop (computer) (n), large (adj), look for (phr v), magazine (n), make up (n), market (n), mirror (n), money (n), mouse (n), MP3 player (n), newspaper (n), online (adj & adv), orange (n), pair (n), pay (v), pence (n pl), penny (n), pharmacy (n), pink (adj), present (n), price (n), purple (adj), put on (phr v), return (n & v), sale (n), shirt (n), shoe (n), shop (n & v), shop assistant (n), shorts (n pl), size (n), skirt (n), soft (adj), suit (n), sweater (n), towel (n), toy (n), trousers (n pl), try on (phr v), T-shirt (n), upstairs (adv), variety (n), yellow (adj).

Things remember

to Future plans arrive (v), back (n, adv & adj), before (adv & prep), beginner (n), believe (v), blanket (n), burn (v), career (n) certain (adj), certainly (not) (adv), die (v), foggy

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The vocabulary suggested here is rather related to the English IV program, as the concept of giving instructions is not part of the A2 level, according to the CEFR descriptors.

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(adj), guest (n), guest-house (n), happen (v), nearly (adv), picture (n), project (n), ready (adj), sick (adj), so (conj & adv), story (n), strange (adj), success (n), sure (adj), surprised (adj), tidy (adj & v), tidy up (v), until (prep), wedding (n), wishes (n pl), yesterday (n & adv), yet (adv). 7 Planning and predicting Making, accepting and declining invitations airport (n), appointment (n), autumn (n), breakfast (n), century (n), cycle (v), dinner (n), drink (n & v), invite (v), lunch (n), meal (n), meet (v), or (conj), quarter (n), spring (n), stay (v), summer (n), suppose (v), thank (v), think (v), tired (adj), tomorrow (n & adv), tonight (n & adv), would (v). 8 Making suggestions and orders 9 Asking favors 10 Describing the materials things bookshelf (n), carpet (n), curtains (n), desk (n), drum (n), engine (n), envelope (n), fork (n), furniture (n), glass (n & adj), gold (n & adj), knife (n), lamp (n), are leather (n & adj), paper (n & adj), piece (n), plastic (n & for giving

made of, as adj), plate (n), rather (adv), repair (v), sheet (n), shelf well as their (n), silver (n & adj), spoon (n), wallet (n), wood (n), origin 11 Expressing doubts, probabilities and possibilities 12 Talking about obligations wool (n).

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LESSENING THE GAP BETWEEN ENGLISH IV AND V

Dra. Mary Elaine Meagher Mtra. Marlin Valenzuela25

Many English teachers have felt the need to shorten the gap between English IV and V. The main problems relate to students' lack of mastery of certain grammatical structures. Generally ENP students are able to supply the form for fill in the blank type exercises, but make many mistakes when required to produce either oral or written presentations. One of the fundamental reasons for this deficit is their inadequacy in relating the form, meaning and use of these structures. A secondary possibility for this shortfall concerns the added dimensions in current programs. Cognitive strategies, self-access abilities, cultural curriculums and technological skills are all most useful when approached from the perspective of promoting FL acquisition. However, teachers need to take care not to focus on amplifications to the detriment of the acquisition of the basic grammatical structures essential to the English IV program. This presentation focuses on the ways English uses different forms to express three time periods: present, past and future stressing what fourth grade students should master in order to facilitate the acquisition of those structures presented in the English V program. We feel it is essential to stress mastery during the fourth grade for several essential reasons: the structures contained in the English IV program are much easier than those included in English V. Also the fourth grade students (due to their age and previous educational
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This presentation is based on Chapter 7 of Celce-Murcia, M. and Larsen-Freeman, D. (1999), The Grammar Book, Heinle& Heinle

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experience) are more disciplined and easier to handle. When students haven't mastered English IV structures to a sufficient degree, the teaching load for English V becomes much heavier. See Van Patten (1996) for the rationale and necessity of teaching the form meaning relationship. In short, Van Patten feels there is no real acquisition without students' fixing this intrinsic correlation. He refers to this as the difference between input and intake, the latter being essential for any real L2 acquisition. Content is approached from this perspective. After examining a variety of material produced for L2 teacher education, we decided that the most appropriate source for our presentation was The Grammar Book (1999) by Celce-Murcia and Larsen-Freemen1. The

fundamental reason for this was the clarity with which the authors explain the English Tense Aspect System from the perspective of form, meaning, and use associations. Tense relates to time, precisely the time of the speech event: simultaneous, before, afterwards. Aspect, on the other hand, describes other temporal values from the perspective of internal structure. These other temporal values include: state (static) vs. event (dynamic), change, punctual, duration, repetitive/ habitual. The authors discuss the core meaning of English aspect defining the core meaning of a particular form as the meaning that is most central, primary or invariant (Hatch and Brown 1995). In order to master the structures in English IV it is important for students to be able to distinguish Simple Aspect from progressive Aspect. Simple Aspect refers to events that are conceptualized as complete wholes. It is not

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presented as allowing for further development in contrast to Progressive Aspect, which is incomplete or imperfective, where the event or state is viewed as some portion of a whole and where there is room for further development or change. Examples:

Simple Present: Susan and Carl live in Newark. Present Progressive: Susan and Carl are living in Newark.

The Simple Present in the first sentence presents the fact that Susan and Carl live in Newark as a whole event, not allowing for further development, and with no suggestion of change. Notice, however that the Present Progressive in the second sentence suggests that their living in Newark may be temporary, thus allowing for the possibility of change. In the second sentence, Susan and Carl's living in Newark is some portion of the whole, in the sense that we understand they may have lived elsewhere before moving to Newark and may move again in the future. At this time we are going to quickly review tenses from the English IV program corresponding to either Simple or Progressive Apect.

Simple Present Tense The Simple Present Tense conveys immediate factuality and has an unchanging nature. Examples: The earth rotates around the sun. It is a beautiful day.

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Different Uses a. Habitual actions in the present: He walks to school every day. b. General timeless truths. Water freezes at 0 degrees centigrade. Spaniards eat dinner late. c. Indicate states There is a large house on the corner. I know Mr. Jackson. The car belongs to Bill. d. Subordinate clauses of time or condition when the main clause contains a future-time verb. After he finishes work, he'll do the errands. If Cindy passes the bar exam, she'll be able to practice law. e. Expresses future (when a scheduled event is involved and usually with a future-time adverbial). I have a meeting next Wednesday at that time. f. Present event/action (usually in sporting events or demonstrations or procedures. Here comes the pitch; Vaughn swings and misses. Now I add three eggs to the mixture. g. Present Speech Acts (where the action is accomplished in the speaking of it). I resign from the commission.

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h. Conversational historical present (used to refer to certain past events in narration). So he stands up in the boat and waves his arms to catch our attention.

Simple Past Core meaning includes factuality together with a sense of remoteness. The event can be remote in time: The Toronto Blue Jays won the World Series in 1992. And even if the event is a recent one: I finished my term paper. But the remoteness can also apply to notions other than time: If I walked home from school, it would take all afternoon.

Different Uses a. A definite single completed event/action in the past: I attended a meeting of the committee last week. b. Habitual or repeated action/event in the past: It snowed almost every weekend last winter. c. An event with duration that applied in the past with the implication that it no longer applies in the present: Professor Nelson taught at Yale for 30 years. d. With states in the past: He appeared to be a creative genius. He owed me a lot of money.

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e. Imaginative condition in the subordinate clause (referring to present time) If he took better care of himself, he wouldn't be absent so often. f. Social distancing Did you want to sit down and stay a while? Did you want a cup of coffee?

Simple Future Tense with will (or contracted 'll) The Simple Future is used when the event is conceptualized as a whole. The difference between the core meaning of this tense and Simple Present and Past is that events in future time cannot be factually knowable in the same way as those in the past or present. In this case the use of will is used to indicate a strong prediction (rather than a factual report). Example: We will cover the first half of the book this term.

Different Uses a. An action to take place at some definite future time. Joel will take the bar exam next month. b. A future habitual action or state. After October, Judy will take the 7:30 train to Chicago every day. c. Present habits, about which strong predictions can be made. Erick is so funny. He'll wake up, and before coming downstairs, he'll start playing with his trains.

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d. A situation that may obtain in the present and will obtain in the future but with some future termination in sight (the subordinate clause suggests this limitation). Nora will live in Caracas until she improves her Spanish. e. In the main result clause of future conditionals. If you go, you'll be sorry.

Simple Future (will) Versus Other Ways of Indicating Futurity a. Simple Future with will is used for the following: Future predictions: Belinda will be 40 next year. Spontaneous decisions when the person has control over the action. Ill get the phone. b. Be going to is used for the following: Future predictions (more informal than will) Belinda's going to be 40 next year. Randy and Joyce are going to get married in October. Future Certainty based on current condition or present evidence: Pauline's going to have a baby. It's going to rain today. c. Present Progressive is used for the following: Future plans that have already been made: I'm marching in the parade next week. d. Simple present is used for the following: Fixed scheduled events: We get paid next Friday

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Subordinate clauses of time: If the train arrives on time, we'll beat the rush hour getting home. Progressive Aspect Portrays an event in a way that allows for it to be incomplete or somehow limited in contrast to Simple Aspect that is always conceptualized as complete as a whole. Another difference is that while simple tenses can be used to make generic statements, progressive aspect is always specific.

Generic: Weeds grow like wildfire. Specific: Weeds are growing like wildfire in my garden. Present Progressive (Sometimes called Present Continuous)

Different Uses a. Activity in progress He is attending a meeting now. b. Extended present (action will end and therefore lack the permanence of the simple present tense). I'm studying geology at the University of Colorado. c. A temporary situation Phyllis is living with her parents. d. Repetition or iteration in a series of similar ongoing actions: Henry is kicking the soccer ball around the backyard. e. Expresses future (when event is planned; usually with a future-time adverbial) She's coming tomorrow.

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f. Emotional comment on present habit (usually co-occurring with frequency adverbs always or forever) Hes always delivering in a clutch situation. (approving) He's forever acting up at these affairs. (disapproving) g. A change in progress She's becoming more and more like her mother.

Summary

Simple Aspect Conceptualized as a complete whole.

Progressive Aspect Viewed as a portion of the whole (incomplete) in the sense that progressive aspect indicates a possibility for development or change.

Generic and specific.

Only specific.

Simple Present Tense An immediate factual report

Simple Past Tense Factual but remote. Remote in time, remote in the sense of the conditional or hypothetical nature of events

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and remote in regard to expressing social distancing.

Simple Future Tense Reports strong predication (not factual as events in future time cannot be factually knowable in the same way as those in the past or present.

The following are essential considerations for teaching the form, meaning use associations essential to shorten the IV-Vth gap:

1. Importance of teaching core meanings so students can later relate the meaning of more peripheral uses. 2. Introduce new tense-aspect combinations in contrast to previously presented tense-aspect combinations. 3. Work with pairs of tense-aspect combinations to contrast differences. 4. Van Patten argues that there is no acquisition without comprehension of the form meaning relationship.

Further research should focus specifically on material developed to follow up these suggestions. Although most textbooks claim to include the form meaning relationship, they are generally deficient in this respect. Also commercial texts have been produced for international audiences and don't take into account basic similarities and differences between English and Spanish grammar.

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A SELF-ASSESSMENT GRID FOR FOURTH GRADE STUDENTS Lic. Berumen Granados Carolina Lic. Balderas Zamora Oscar Biol. Ramrez Bautista Jabel
Introduction With the grounds on the principle that the current program for the fourth grade of the EPN is based on the CEFR (Common European Framework of Reference) and that the CEFR offers a self-assessment checklist for students as well as for teachers, we tried to adapt some of the principles used on the making of this checklist to use it as a learning tool. The aim of the Can Do project is to develop and validate a set of performancerelated scales, describing what learners can actually do in the foreign language. In terms of Aldersons (1991) distinction between construct or, assessor and user oriented scales, the ALTE Can Do statements in their original conception are user-orientated. They assist communication between stakeholders in the testing process, and in particular the interpretation of test results by nonspecialists. As such they provide: a) a useful tool for those involved in teaching and testing language students. They can be used as a checklist of what language users can do and thus define the stage they are at; b) a basis for developing diagnostic test tasks, activity-based curricula and teaching materials; c) a means of carrying out an activity-based linguistic audit, of use to people concerned with language training and recruitment in companies;

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d) a means of comparing the objectives of courses and materials in different languages but existing in the same context. They will be of use to people in training and personnel management, as they provide easily understandable descriptions of performance, which can be used for specifying requirements to language trainers, formulating job descriptions, specifying language requirements for new posts. Considering ALTE as a reference, this proposal will focus on the area of study. The CEFR offers the self-assessment grid as a draft for a self-assessment orientation tool based on the six levels that is intended to help learners to profile their main language skills, and decide at which level they might look at a checklist of more detailed descriptors in order to self-assess their level of proficiency (Council of Europe 2001, p.25). In other words, the CEFR recognizes that self-assessment cannot not be undertaken on the basis of the self-assessment grid alone. This was confirmed by experience in the early stages of the ELP (English Language Portfolio) pilot projects. In Principles and Guidelines it is stated that the Language Biography facilitates the learners involvement in planning, reflecting upon and assessing his or her learning process and progress. The note on this paragraph reflects the accumulated experience of the ELP Validation Committee: In order to plan their learn ing and assess their progress, learners need goal-setting and self-assessment checklists that expand on the summary descriptors contained in the selfassessment grid. Thus, it will be useful to consider using this checklist.

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Criterios de Desempeo Comunicativo de acuerdo con el Programa de Ingls IV de la ENP

Unidad 1 Nuevos amigos (New school, new friends) Al trmino de la unidad, el alumno ser capaz de:

Comprensin Oral identificar diferentes formas de saludar y presentarse formal e informalmente. identificar informacin general sobre otras personas.

Expresin Oral presentarse y saludar a otra persona en diferentes contextos.

Comprensin Escrita identificar saludos y maneras de presentarse en conversaciones escritas.

Expresin Escrita escribir diferentes maneras de presentarse y saludarse de acuerdo con el contexto. redactar informacin bsica personal y de terceros, as como formular las preguntas para obtener dicha informacin. redactar un texto sencillo utilizando las frases ms comunes para aclarar dudas, pedir y dar permisos. redactar una serie de instrucciones bsicas.

formular y responder a preguntas bsicas sobre informacin personal.

reconocer informacin bsica personal y de terceros.

reconocer frases para aclarar dudas, pedir y dar permisos dentro del saln de clases. comprender diferentes maneras de recibir y dar instrucciones en el saln de clases.

utilizar las frases ms comunes para aclarar dudas y pedir y dar permisos dentro del saln de clases. dar instrucciones dentro del saln de clases.

reconocer en un texto escrito las frases ms comunes para aclarar dudas y pedir y dar permisos dentro del saln de clases. seguir instrucciones contenidas en un texto escrito.

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UNIDAD 2 Relaciones familiares (Family Relationships) Al trmino de la unidad, el alumno ser capaz de: Comprensin Oral entender informacin acerca de su familia o la familia de alguien ms. Expresin Oral dar informacin acerca de su familia o pedir informacin acerca de la familia de alguien ms. Comprensin Escrita identificar la informacin acerca de la familia en un texto escrito. Expresin Escrita describir de forma escrita informacin acerca de su familia.

identificar la informacin sobre pertenencia y propiedad.

hablar sobre pertenencia y reconocer el sentido de propiedad. pertenencia y propiedad en un texto escrito. El alumno podr dar y pedir informacin acerca de oficios, ocupaciones y profesiones.

escribir sobre relaciones de pertenencia y propiedad.

hablar sobre oficios, ocupaciones y profesiones.

entender la informacin en un texto escrito relacionada con oficios, ocupaciones y profesiones.

expresar de forma escrita informacin relacionada con oficios, ocupaciones y profesiones.

El alumno comprender descripciones fsicas y de personalidad de s mismo y de terceros.

El alumno ser capaz de hacer descripciones fsicas y de personalidad de s mismo y de terceros, as como de pedir dicha informacin.

El alumno comprender en un texto escrito descripciones fsicas y de personalidad de s mismo y de terceros.

El alumno podr hacer descripciones fsicas y de personalidad de s mismo y de terceros de forma escrita.

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UNIDAD 3 Rutinas, preferencias y habilidades (Everyday activities, preferences and abilities). Al trmino de la unidad, el alumno ser capaz de:

Comprensin Oral reconocer las diferentes horas del da en una conversacin. identificar el tipo de pregunta para dar informacin bsica sobre s mismo (rutinas, hbitos, gustos y preferencias). identificar habilidades o talentos e indicar la precisin con la que se desarrollan en una conversacin.

Expresin Oral preguntar y dar la hora. intercambiar informacin sobre la hora. intercambiar informacin sobre rutinas y hbitos de s mismo y de otras personas. preguntar y responder acerca de los gustos y preferencias propias y de la gente que conoce. expresar de manera oral sus gustos y preferencias, as como las de otros. expresar sus habilidades o talentos e indicar la precisin con la que los desarrolla.

Comprensin Escrita reconocer las diferentes horas del da en un texto.

Expresin Escrita escribir frases y oraciones simples. pedir y proporcionar detalles personales en forma escrita. escribir textos cortos sobre sus actividades diarias especificando la frecuencia con que las realiza. expresar de manera escrita sus gustos y preferencias, as como las de otros. expresar sus habilidades o talentos e indicar la precisin con la que los desarrolla.

identificar el tipo de informacin para dar informacin bsica sobre s mismo u otros (rutinas, hbitos, gustos y preferencias). identificar habilidades o talentos e indicar la precisin con la que se desarrollan en una conversacin escrita.

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UNIDAD 4 Ubicacin de lugares y objetos (My place and spaces; going around). Al trmino de la unidad, el alumno ser capaz de:

Comprensin Oral reconocer la localizacin de lugares y objetos a partir de un audio.

Expresin Oral expresar la existencia y localizacin de lugares y objetos.

Comprensin Escrita obtener informacin sobre transporte pblico, trenes, taxis.

Expresin Escrita expresar por escrito la existencia y localizacin de lugares y objetos.

seguir indicaciones para localizar lugares y objetos a partir de un audio..

pedir y dar informacin referente a mapas y ubicaciones de tiendas, correos, y servicios.

seguir instrucciones para llegar a algn lugar.

dar informacin referente a mapas y ubicaciones de tiendas, correos, y servicios.

solicitar, proporcionar y seguir indicaciones para localizar lugares y objetos.

seguir indicaciones para localizar lugares y objetos.

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Unidad 5 Eventos en curso e ir de compras (Current events and Shopping) Al trmino de la unidad, el alumno ser capaz de:

Comprensin Oral reconocer eventos o actividades que suceden en el momento.

Expresin Oral formular preguntas y dar respuestas sobre eventos que suceden en el momento. intercambiar informacin sobre lo que est sucediendo es el momento. utilizar las diferentes formas para la adquisicin o venta de un objeto.

Comprensin Escrita reconocer los eventos o acciones que estn ocurriendo en el momento.

Expresin Escrita describir lo que est sucediendo en el momento.

comprender la forma para comprar o vender algo. El alumno reconocer frases para la compra o venta de un producto.

reconocer los marcadores que se utilizan para la descripcin de los objetos que se venden o adquieren.

describir de manera escrita un objeto para su venta o compra. solicitar lo que necesita comprar o vender.

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Unidad 6 Eventos pasados (Things to remember) Al trmino de la unidad, el alumno ser capaz de:

Comprensin Oral identificar las expresiones relacionadas a describir los eventos o hechos del pasado. reconocer las diferentes formas de expresar el pasado.

Expresin Oral describir las acciones o eventos ocurridos en el pasado.

Comprensin Escrita reconocer los eventos ocurridos en el pasado.

Expresin Escrita escribir sobre hechos o eventos que ocurrieron en el pasado.

intercambiar informacin acerca de eventos ocurridos en el pasado. expresar hbitos ocurridos en el pasado.

inferir informacin sobre los hechos ocurridos en el pasado.

redactar ancdotas que le hayan ocurrido a l o a terceros.

UNIDAD 7 Planes (Planning) Al trmino de la unidad, el alumno ser capaz de: Comprensin Oral comprender informacin acerca de los planes para el futuro. Expresin Oral hablar y preguntar sobre planes para el futuro. Comprensin Escrita comprender en un texto escrito sobre planes para el futuro. Expresin Escrita escribir sobre planes para el futuro.

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A LEAP FROM IV TO V PROGRAMME (SUGGESTIONS ABOUT USING A BLOG)

Mtra. Mara Mercedes Camacho Reyes. mercam128@yahoo.com Lic. Dulce Mara Montes de Oca Olivo. dulcemontesdeoca@yahoo.com.mx Biol. Norma Lizrraga Jimnez. Normaliz_28@yahoo.com

Introduction Every year whenever the English prepa teacher begins a course, he has to deal with the problem of what to do at the beginning of the course, when his/her students do not have a textbook. He is evaluating the level of his students and at the same time he is trying to attract them to stay in the class. This paper deals with different suggestions for the teachers they can find in the blog www.sade2012.blogspot.mx which is a collection of materials used in our actual classes. The blog is divided in four parts: Grammar, practice and produce, musical videos with its lyrics, games and tongue twisters, and extensive reading. This proposal pretends to get the teachers to know what possibilities they can have in class by using the aid of this blog.

The main purpose of this presentation is to give teachers different tips on what to do the first days of class by using either blended learning or just ideas to use in the classroom.

The objectives to be achieved are:

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a) To present the different possibilities of teaching with the blog b) To work with the activities suggested in the class c) To observe that there are different chances of adapting the material according to the level of the group. Theory Students from ENP (Escuela Nacional Preparatoria) have to face different challenges in their school lives. As future university students they must have certain knowledge about the world that is not acquired in all the schools at the same level. Mostly, they are expected to possess different learning strategies that will lead them to become either workers in an office, or directors, or investigators, though their needs vary a bit, they are confronted with various test in life such as the possession of abilities of using Internet, of coping with their society, working in teams and also having reading and writing skills. The skills mentioned above indicate the student is competent in his field and he is able to be an independent learner. Monereo gives different definitions of the ideal learner, and also he defines the competences for searching for information:

Se refiere al conjunto de estrategias que permiten al alumnado aprender a partir de sus propios recursos. Algunas nociones o conceptos emparentados con esta competencia matizan su significado:

Se trata de lograr un aprendiz permanente. capaz de aprender a lo largo de toda su vida y, por lo tanto de adaptarse a los mltiples cambios tecnolgicos que previsiblemente se producirn.

Nos referimos a un aprendiz autnomo que emplea sus recursos de manera autodirigida, pero no autodidacta. No se trata, en sentido estricto, de alguien que

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aprendido sin ayuda de nadie (si es que esa persona existe) o que aprende solo, sin alguien que en su momento interioriz las pautas, recomendaciones y guas de otros ms expertos, y ahora puede emplearlas sin su presencia fsica (aunque de algn modo psicolgicamente siempre le acompaan; son la afortunada expresin de James Wertsch: voces en su mente. Hablamos de un aprendiz que autorregula (o sus sinnimos: supervisa, monitoriza) su proceso de aprendizaje, tomando activamente decisiones sobre qu, cmo, cundo y dnde aprender en cada momento. Tambin nos referamos a alguien que es capaz de aprender en situaciones de enseanza no formales, como museos, programas televisivos, secciones de prensa, etc. Alguien, por consiguiente, abierto a todo tipo de experiencias de aprendizaje, a lo largo y ancho de su vida Finalmente, hablamos de un aprendiz estratgico, una persona que dispone esos recursos o conocimientos en funcin del objetivo perseguido, pero tambin tomando decisiones ajustadas al contexto de aprendizaje, sabiendo que lo que es adecuado bajo unas circunstancias puede ser diferente en otras (Monereo, 2004: 15).

Thus, the independent learner requires the teacher to go along with him through certain parts of his life, so that when the student finishes this stage he is capable of taking his own decisions using all the possible sources of information to solve the problem, or project he has to solve or present before a public. As it is seen autonomy is obtain not through self-study but under the supervision of an expert, in this case the teacher in a classroom. One of the solutions that has been looked at is blended learning, whose definition was given in:
Badrul Khans blended e-learning framework, referred to here as Khans Octagonal Framework (see Figure 1) enables one to select appropriate ingredients

48

(http://BooksToRead.com/framework). Khans framework serves as a guide to plan, develop, deliver, manage, and evaluate blended learning programs. Organizations exploring strategies for effective learning and performance have to consider a variety of issues to ensure effective delivery of learning and thus a high return on investment

http://old.jazanu.edu.sa/deanships/e-learning/images/stories/B.pdf

The acquisition of Independence means the teacher is carefully supervising the activities both in the classroom and in internet. The principle to be followed is to go from the simple to the complicated, always following an order so that the students feel they have the freedom to choose what they want to do

Ofrecer suficientes oportunidades para practicar la competencia en distintos contexto. Recordemos que la competencia no tiene lmite y que para lograr a alguien competente en, por ejemplo bsqueda de informacin no basta con que sepa emplear un buscador popular para encontrar informacin sobre un tema sino que debe ser capaz de buscar en distintos tipos de entornos (directorios,

49

metabuscadores, listas de distribucin, documentos de textos, etc. ) y con un alto nivel de calidad en los resultados(rapidez, exhaustividad, relevancia de lo encontrado). Avanzar gradualmente desde situaciones y problemas sencillos, con pocas variables, a problemas ms desestructurados, abiertos y complejos que requieren un dominio superior de la competencia (Monereo, 2004: 11)

Another principle for making our students independent is that they have many chances of looking at examples of how exactly the teacher wants the project to be done, what is expected from the students, the objectives of the Project and how he is going to interact with his/her team mates.
Para que cada competencia tenga realmente sentido para el alumnado es imprescindible explicar de manera clara y consistente cul es el inters y la importancia personal, profesional y social de este aprendizaje. Con este fin no debe escatimarse el uso de ejemplos y contraejemplos de lo que supone poseer es competencia o, por el contrario, de la frgil y peligrosa situacin en que alguien se situara si no tuviese algn dominio sobre esa competencia. Ofrecer suficientes oportunidades para practicar la competencia en distintos contextos. Recordemos que la competencia no tiene lmite y que para lograr a alguien competente en, por ejemplo bsqueda de informacin no basta con que sepa emplear un buscador popular para encontrar informacin sobre un tema sino que debe ser capaz de buscar en distintos tipos de entornos (directorios, metabuscadores, listas de distribucin, documentos de textos, etc. ) y con un alto nivel de calidad en los resultados(rapidez, exhaustividad, relevancia de lo encontrado). Avanzar gradualmente desde situaciones y problemas sencillos, con pocas variables, a problemas ms desestructurados, abiertos y complejos que requieren un dominio superior de la competencia. (Ibid: 77)

50

A new panorama is presented to students when internet appears in their extra class activities or it becomes a relevant part in the class. It is the teachers labor to indicate their pupils how to use this tool for academic purposes, since they already know the fun, or the danger of Internet. They also know that they get a new identity and they also break the frontiers of time and space, since many activities can be happening at the same time in the different places in the planet, for which you dont need to use a physical place. Then, you can have two times the virtual and the real one.

Teniendo en cuenta que el nico requisito para poder acceder a dichos usos es el tener la tecnologa apropiada, la caracterstica principal de Internet es la ruptura de las barreras espaciales y temporales. En este sentido el acceso podra ser universal.

Acceso a la informacin. Nunca en ningn otro momento histrico, la humanidad ha tenido acceso a tanta informacin de modo tan generalizado y puntual.

La construccin de la identidad y la pluriculturalidad debido a las caractersticas del propio medio. En primer lugar cada usuario se construye conscientemente o no, una identidad electrnica para presentarse en la red. En la red somos lo que decimos. En segundo lugar la interaccin abierta con otras identidades electrnicas de las que se ignora su procedencia cultural o geogrfica, sumada a la ausencia de comunicacin no verbal, plantea nuevas formas de comunicarse. Finalmente, el carcter mundial y abierto de la red favorece el desarrollo de interacciones interculturales.( Monereo 77)

Grammar Over the years language teachers have faced two ways of teaching, one that is in favor of showing the use of the language and the other focus on the language

51

forms of analysis. Through the time it has been proven that the learner acquires language in both ways, according to the context he is faced with. In fact, what Celce Murcia thinks is that the ideal situation is for the teacher to know about grammar and use so that he is able to mix the teaching of grammar and show the students the different uses of the language, besides helping the students see what is not possible in English. According to this writer:

Using language grammatically and being able to communicate are not the same, but they are both important goals. Thus the language field would be well served by finding a way to help learners accomplish both (In Celce-Murcia 1992) (CelceMurcia, 1999: 2)

At the same time, Celce Murcia considers that there are three levels of grammar that should be taken into consideration when organizing its teaching; the first is the sub essential or morphological level, the sentencial or syntactic level, and the suprasential or discourse level. The subsentential level, the level below the sentence, verb tenses are described through the use of verb tense morphology: Subsentential level: past progressive= be (past tense) + base form of verb + ing (morphology) was/were + walk + ing=was/were walking

Sentential level: one basic word-order rule in English that verbs normally follow subjects and come before adverbials (syntax) She was walking home from school that day subject verb adverbials

52

Suprasentential level: One discourse rule is that narratives often begin with the present perfect tense as a scene setter. Then the past and past progressive tenses are used to relate to specific actions that occurred in an episode. She has never been as lucky as she was one day last May. She was walking Present perfect past past progressive

School that day when she ran into a friend Past Presentation, practice and production

There are three main stages in any lesson: Presentation, Practice, and Production. A lesson which includes all these stages can help children learn more efficiently.

The presentation stage involves explaining the aims of the lesson so that children know what they will learn and why. It is also during this stage that the teacher explains the new language, including both its meaning and form, and how to say or write it correctly. A good presentation will be understandable, interesting and in a context the children can understand, such as a song, game or story.

The goal of the practice stage is to help the children use the new language you have just explained to them. The teacher can ask the children to produce sentences or answer questions that demonstrate they understand how to use the language correctly. In a good practice stage, language will also be in a

53

context which children understand. It is at this stage that error correction is most important.

The final stage is the production stage. This stage can help motivate children to communicate meaning with the new language. Children should have the opportunity during this stage to experiment with the language, for example they can use the names of animals to make a story. You do not need to correct too much during this stage, but you can observe the children and give feedback at the end of the stage.

Not all lessons need all three stages. This is simply one way to help children learn new language in an enjoyable and effective way. This model may not be useful in some lessons, for example those lessons in which children are practicing language they already know.

Taken from: http://www.englishonline.org.cn/en/teachers/teaching-articles/planpreparation/ppp#

This method of presentation, practice and production is an approach that follows a definite sequence:

1. The teacher presents the new vocabulary and explains the form of the language in a meaningful context. 2. The students practice this new vocabulary through controlled activities such as worksheets or question and answer activities. 3. The students use or produce what they have learned in a communicative activity such as a role-play, communication game, or question and answer session.

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http://www.myenglishlanguage.com/presentation.htm

SUMMARY Our proposal is based on the PPP (Presentation, practice and produce) which is part of the communicative approach and it is used to develop a lesson in the classroom.

55

Conclusions:
As an attempt to shorten the gap between English IV and V this paper endeavors to analyze some elements in both programs to show some inconsistencies between them which may affect students learning process. Some of the conclusions we achieved as a result of our research are: a) We have to consider what the objectives of the program indicate; revise the instructional sequence of the strategies proposed as well as to what extent we want to embrace the new technologies and the autonomous learning. No matter what contents or strategies are being used for the new programs they should be clear so that teachers and students can understand what they are expected to accomplish. b) In order to relate form, meaning and use working with grammatical structures in class, we as teachers have to focus on teaching the core meanings of each structure, so that they can later relate the meaning of more peripheral uses. Once new tense aspect combinations have been introduced to students, they will be able to contrast them to previously presented tense-aspect combinations and work with different kinds of exercises and even produce oral or written presentations more accurately. c) Teachers should provide their students with the vocabulary they need to deal successfully not only with their class demands but also with the real-life ones. Therefore, a set of high-frequency words at CEFR A2 level which could be included in the new version of the English IV program will be very helpful for both teachers and students and will facilitate the transition to the fifth grade. d) Phonetic skills are necessary for effective communication. For that reason effective language users (even A1 level students) should be able to distinguish

56

and produce unfamiliar sounds and prosodic patterns; to perceive unfamiliar sound sequences; as listener, to resolve, divide a continuous stream of sounds into a meaningful, structured string of distinct and significant parts; understand the process of sound perception and production applicable to new language learning. e) A Can Do project based on the fourth grade program and the CEFR (Common European Framework of Reference) will help teachers and students to develop and validate a set of performance-related scales, describing what learners can actually do in the foreign language. f) Finally, we propose the use of a blog for students who are just attending the fifth grade, which is a collection of materials currently used in fourth grade. The blog is divided in four parts: Grammar, practice and produce, musical videos with its lyrics, games and tongue twisters, and extensive reading. This proposal pretends to help students to reinforce fourth grade contents and abilities and to prepare them for the new contents to be acquired.

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APPENDIX 1

Unit 1
1,40 1,20 1,00 0,80 0,60 0,40 0,20 0,00 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Evaluation

Strategies

Unit 1: 68.95% covered.

UNIT 2
1,2 1
E valuation

0,8 0,6 0,4 0,2 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 S tra te g ie s

Unit 2: 62.7% covered.

58

UNIT 3
2
E valuation

1,5 1 0,5 0 1 2 3 4 5 S trateg ies 6 7 8 9

Unit 3: 68.95% covered.

UNIT 4
1,2 1
E V AL UAT IO N

0,8 0,6 0,4 0,2 0 1 2 3 4 5 6 7 8 S T R AT E G IE S

Unit 4: 36.1% covered.

59

UNIT 5
1 0,9 0,8 0,7 0,6 0,5 0,4 0,3 0,2 0,1 0 1 2 3 4 5 6 7 8 9 10 11 S T R AT E G IE S
E V AL UAT IO N

Unit 5: 33.4% covered.

UNIT 6
1,4 1,2 1 0,8 0,6 0,4 0,2 0 1 2 3 4 5 6 7 8 9 10 11 12 S tra teg ies
E valuation

Unit 6: 44 % covered.

60

Unit 7
1,20 1,00

E valuation

0,80 0,60 0,40 0,20 0,00 1 2 3 4 S tra te g ie s 5 6

Unit 7: 25.65% covered.

61

UNIDAD 1. NUEVOS AMIGOS (NEW SCHOOL, NEW FRIENDS)

PURPOSES OF THE UNIT OBJECTIVES CALLA STAGES MULTIMEDIA BLOOM FOR DIGITAL ERA

SELF-EVALUATION

METACOGNITION

DECLARATIVE KNOWLEDGE

PROCEDURAL KNOWLEDGE

PRESENTATION

REMEMBERING

PREPARATION

EVALUATING

EXPANSION

ANALYSING

APPLYING

At the end of the unit

Student will be able to:

Selective attention Student will use Identify and use common phrases vocabulary about in english to numbers, dates, comunicate in the names, nationality, classroom age, date of birth,etc., Transfer Advance preparation Elaboration Student will introduce him/herself and others Have social contact using short greetings and farewell expressions Advance organization Selective attention Auditory representation/ Transfer Selective attention/ Self monitoring Selective attention/self monitoring Transfer Give and follow simple instructions from the classroom Handle with common expressions used in the classroom, according to his/her immediate needs Imagery Advance organization/Selective attention Transfer/ inferencing Resourcing/ Note taking Imagery Transfer/ inferencing

CREATING

PRACTICE

INTERNET

OTHER

AUDIO

VIDEO

SUGGESTED STRATEGIES. ACTIVITIES FOR THE 4 SKILLS

UNDERSTANDING

ATTITUDE

1.13 1.13

1.19 1.19 0.85 0.85 0.79

Ask, answer and Ask and answer about interchange him/herself , where personal he/she lives and the information people he/she knows

1.04 0.85

0.92 0.73

0.85 0.58 0.58 0.52 0.58 0.86 13.79

Identify cognates Identify cognates and infer their Use selective reading meaning Understand and give simple short instructions

UNIDAD 2. RELACIONES FAMILIARES (FAMILY RELATIONSHIPS)

PURPOSES OF THE UNIT

DECLARATIVE KNOWLEDGE

OBJECTIVES

CALLA STAGES

MULTIMEDIA

BLOOM FOR DIGITAL ERA

SELF-EVALUATION

UNDERSTANDING

PRESENTATION

METACOGNITION

REMEMBERING

PREPARATION

PROCEDURAL KNOWLEDGE ATTITUDE

EVALUATING

EXPANSION

ANALYSING

At the end of the unit

Student will be able to:

SUGGESTED STRATEGIES. ACTIVITIES FOR THE 4 SKILLS

Student will use vocabulary related to the different family relationships Student will use vocabulary related to the different occupations

talk about family members talk about professions and occupations

Advance organization.

CREATING

PRACTICE

APPLYING

INTERNET

OTHER

AUDIO

VIDEO

0.98 0.79 0.73 0.73

Selective attention.
Transfer/ Elaboration.

Use your kinesthetic sense. Transfer. Selective attention.

0.85 0.85 0.79 0.85 0.98 0.79 1.04 0.73

Student will express show ownership possession Describe about his/her physical appearance as well as their personality and others

Elaboration. Deduction/ imagery/transfer. Advenced organization/selective attention. Grouping.

identify their own physical appearance and others as well as their perssonalities.

Question and clarification. Elaboration/transfer. Resourcing/ imagery/transfer. 0.73 0.85 0.83 12.5 0.84

Practice scanning.

Selective attention.

63

UNIDAD 3. RUTINAS, PREFERENCIAS Y HABILIDADES (EVERYDAY ACTIVITIES, PREFERENCES AND HABILITIES)

SELF-EVALUATION

METACOGNITION

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

PURPOSES OF THE UNIT

OBJECTIVES

CALLA STAGES

MULTIMEDIA

BLOOM FOR DIGITAL ERA

PRESENTATION

REMEMBERING

PREPARATION

EVALUATING

EXPANSION

ANALYSING

PRACTICE

Student will be able to:

The student will be able to describe his daily activities and habits and the frequency he carries them out.

Exchange information about daily activities incuding the activities schedule

Tranfer/ Cooperation Advance preparation 1.3125 1.25 1.1875 1.1875

Describe his abilities Will express his abilities and preferences Exchange information about his preferences.

Cooperation/tranfe r Resourcing/Select ive attention/Summari zing Selective attention Cooperation Auditory representation

Imaginery/ Transfer

APPLYING

INTERNET

At the end of the unit

CREATING

SUGGESTED STRATEGIES. ACTIVITIES FOR THE 4 SKILLS

UNDERSTANDING

ATTITUDE

OTHER

AUDIO

VIDEO

1.4375 0.7917

Will say the time and date.

Asking for and giving the time

0.7292 0.7917 0.5833 1.0301 1.0301

Will use the scanning strategy

Selective attention

64

UNIDAD 4. UBICACIN DE LUGARES Y OBJETOS (MY PLACE AND SPACES: GOING AROUND)

METACOGNITION

DECLARATIVE KNOWLEDGE

PROCEDURAL KNOWLEDGE

PRESENTATION

REMEMBERING

PREPARATION

SELFEVALUATION

ANALYSING

APPLYING

PRACTICE

INTERNET

OTHER

AUDIO

VIDEO

Student will be able to:

CREATING
0.9167 0.9167 0.7917 0.9167 1.13 0.7917 0.9167 0.8542

At the end of the unit

Student will ask and give informatio n related to the services of his or her communit y and their location, also about different objects.

Locate places and objects.

Advance Organization Advance Organization / Note Taking Transfer Resourcing / Transfer / Cooperation

Ask and give information about the location of places and objects information about the location of places and objects. Ask, give and follow instructions to locate a place or service.

Transfer Advance Organization /

Resourcing Transfer

Note Taking / Transfer

EVALUATING

EXPANSION

SUGGESTED STRATEGIES. ACTIVITIES FOR THE 4 SKILLS

UNDERSTANDING

ATTITUDE

PURPOSE OBJECTIVES S OF THE UNIT

CALLA STAGES

MULTIMEDIA

BLOOM FOR DIGITAL ERA

65

UNIDAD 5. UBICACIN DE LUGARES Y OBJETOS (MY PLACE AND SPACES: GOING AROUND)
OBJECTIVES CALLA STAGES MULTIMEDIA BLOOM FOR DIGITAL ERA

SELF-EVALUATION

METACOGNITION

PURPOSES OF THE UNIT

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

PREPARATION

EVALUATING

EXPANSION

ANALYSING

At the end of the unit

Student will be able to:

Preparation Selective attention/ Note taking

CREATING

PRACTICE

INTERNET

APPLYING

OTHER

AUDIO

VIDEO

SUGGESTED STRATEGIES ACTIVITIES FOR THE 4 SKILLS

UNDERSTANDING

ATTITUDE

PRESENTATION

REMEMBERING

0.79167 0.85417 0.72917 0.85417

Ask and answer Student will describe the about the activities activities done at the in the moment of moment of speaking speaking

Check understanding Cooperation/ Selfevaluation Cooperation/ Acting out

0.91667

Student will make a difference between Simple Present and Present Progressive Use expressions and needed vocabulary to compare, sell and buy several items or products

0.33333

Buy and sell objects

Selective attention/ Use background knowledge Acting out/ Cooperation

0.58333 0.52083

Get the general idea from a text

Discriminate discourse markers Check understanding / Use of resources Discriminate discourse markers

0.45833

Find specific information (Scanning)

0.58333 0.0625

66

UNIDAD 6. EVENTOS PASADOS (THINGS TO REMEMBER)

PURPOSES OF THE UNIT

UNDERSTANDING

PRESENTATION

REMEMBERING

PREPARATION

Students will refer a past event refer to past indicating the events. date it occurred

Presentation/ Selective attention/ Note taking. Discriminate discourse markers. Infering/ Checking understanding.

CREATING
0.458 0.396 0.396 0.854 0.917 0.854 1.229 0.792 1.104 0.854 0.521 0.458 0.736

Exchange information about

Ask and answer about past events.

Cooperation/ Contextualize. Presentation/ Use of images/Use background knowledge. Cooperation/ Use of images.

Use expressions Exchange and enough information about vocabulary to situations and speak about characters of the completed past. events.

Personalize Practice/ Note taking/ Organizing. Expansion. Selective attention

Identify affixes and cognates.

Presentation. Deduction

APPLYING

PRACTICE

INTERNET

OTHER

At the end of the unit

Student will be able to:

EVALUATING

EXPANSION

ANALYSING

SUGGESTED STRATEGIES. ACTIVITIES FOR THE 4 SKILLS

SELF-EVALUATION

METACOGNITION

OBJECTIVES

CALLA STAGES

MULTIMEDIA

BLOOM FOR DIGITAL ERA

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

ATTITUDE

AUDIO

VIDEO

67

UNIDAD 7. PLANES (PLANNING)

PURPOSES OBJECTIVES OF THE UNIT

UNDERSTANDING

PRESENTATION

REMEMBERING

PREPARATION

CREATING

APPLYING

PRACTICE

INTERNET

OTHER

At the end of the unit

Student will be able to:

EVALUATING

EXPANSION

ANALYSING

SUGGESTED STRATEGIES. ACTIVITIES FOR THE 4 SKILLS

SELF-EVALUATION

METACOGNITION

CALLA STAGES

MULTIMEDIA

BLOOM FOR DIGITAL ERA

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

ATTITUDE

AUDIO

VIDEO

self-talk Selective attention/ Selfmonitoring/ inferencing Student will express future plans Ask and answer about plans in the future Advanced organization/ Organizational planning Elaboration /transfer Transfer/ Summarizing Note taking

0.85

0.98

0.79 0.79 0.92 0.79 0.85 5.13

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BIBLIOGRAPHY Introduction
Plan Nacional de Desarrollo 2007-2012. Mxico http://pnd.calderon.presidencia.gob.mx/pdf/PND_2007-2012.pdf. Plan de Desarrollo 2008-2011. Mxico, UNAM. Acuerdo por el que se crea la Coordinacin General de Lenguas de la UNAM The Common European Framework in its political and educational context Programa de Ingls IV modificado 11-11-11. 1407. pdf.

Designing Objectives
Daz, Frida (2006). Estrategias docentes para un aprendizaje significativo. Mxico: McGraw Hill. Estvez, E. ((2004). Ensear a aprender. Mxico: Paids. Keith Jonson, Robert (1989) The Second Language Curriculum. UK. OUP. O' Malley, J. M., and Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. Oxford, R. (1990). Language Learning Strategies. Boston: Heinle & Heinle Publishers. Williams, M. & Burden, R. (1999). Psicologa para profesores de idiomas. UK: Cambridge University Press.

Pronunciation and phonetics

Proposal for vocabulary for English V

Carballo Riva Palacio, Guadalupe Eugenia, and Osorio Mate, Celia Ruth, 2010. Adecuacin al programa de Ingls IV. Escuela Nacional Preparatoria, UNAM. Richards, Jack C., and Renandya, Willy A. (editors), 2008. Methodology in language teaching. An anthology of current practice. Primera edicin SEP (Coleccin RIEB), Cambridge University Press.

Internet sources: KET vocabulary list, available at http://www.cambridgeesol.org/assets/pdf/exams/ket/ket-vocab-list.pdf, April 5, 2012. The Common European Framework in its political and educational context. Electronic version at www.uk.cambridge.org/elt. April 5, 2012.

Lessening the gap between English IV and V

AGUILAR, G. (2008), Instruccin explicita, apoyada en la gramtica cognoscitiva, sobre el funcionamiento de la frase nominal en la comprensin de textos en ingls a alumnos de 6 ao de la Escuela Nacional Preparatoria, tesis para obtener el grado de Maestra en Lingstica Aplicada, Mxico D.F., Posgrado en Lingstica UNAM. CELCE-MURCIA and LARSEN-FREEMAN (1999), The Grammar Book, Heinle and Heinle.

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DOUGHTY, C. and LONG (eds.) (2003), Handbook of second language acquisition, Oxford, Blackwell.

HALLIDAY, M. (1985) An introduction to functional grammar (Cito por el segundo edicin 1994), London: Edward Arnold.

LANGACKER, R. (1987), Foundations of cognitive grammar Volume I: theoretical prerequisites, Stanford, Stanford University Press.

LANGACKER, R. (1991), Foundations of cognitive grammar Volume II: descriptive application, Stanford, Stanford University Press.

LANGACKER, R. (2001), Cognitive linguistics, language pedagogy, and the English present tense in Applied Cognitive Linguistics I: Theory and Language Acquisition, New York: Mouton. TALMY, L. (1975), Figure and ground in complex sentences in Proceedings of the first annual meeting of the Berkeley Linguistics Society, Berkeley, Calif., Berkeley Linguistics Society.

LONG, M. (1997), Construct validity in SLA: A response to Firth and Wagner in Modern Language Journal 81, 3, 318-23.

LONG, M. (1992), Second language acquisition in Bright, W. (ed.), Oxford International Encyclopedia of Linguistics (pp. 16-19), Oxford, Oxford University Press.

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LONG, M. (2006), Problems in SLA. Mahwah, NJ, Lawrence Erlbaum Associates.

MEAGHER, M. (ed.) 2007, Form and meaning in context: explorations in English grammar, Mxico D.F., ENP-UNAM.

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PLANTIN, C. (1998): La argumentacin, Barcelona, Ariel. SCHLEPPEGRELL, M. 2004, The language of schooling, Mahwah, N.J., Erlbaum.

TALMY, L. (1983) How language structures space in (eds. H. Pick and L. Acredolo), Spatial orientation: theory, research and application, New York, Plenum Press.

TALMY, L. (2000a), Toward a cognitive semantics: volume I concept structuring systems, Cambridge, MIT Press.

TALMY, L. (2000b), Toward a cognitive semantics: volume II typology and process in concept structuring, Cambridge, Mass., MIT Press.

VALENZUELA, M. (2009), Los usos del morfema ing y sus frecuencias: una comparacin entre nativo hablantes e hispano hablante, tesis para obtener el grado de Maestra en Lingstica Aplicada, Mxico D.F., Posgrado en Lingstica UNAM.

VAN PATTEN, B. (1996), Input processing and grammar instruction in second language acquisition, Norwood, Ablex.

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A self assessment grid for fourth grade students

Alderson, J. C. 1991: Bands and scores. In: Alderson, J.C and North, B. (eds.): Language testing in the 1990s London: British Council / Macmillan, Developments in ELT, 7186.

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Council of Europe, 2001: Common Framework of Reference for Languages: learning, teaching, assessment. Cambridge: Cambridge University Press.

Little, D., 2005: The Common European Framework and the European Language Portfolio: involving learners and their judgements in the assessment process. Language Testing 22 (3).

A Leap from IV to V programme (suggestions about using a blog)

Celce Murcia, Marianne, (1999)The Grammar Book, Heinle & Heinle, U.S.A. Monereo, Carles, (2007) La Internet y Competencias Bsicas, ed Grao, Barcelona
thttp://old.jazanu.edu.sa/deanships/e-learning/images/stories/B.pdf

www.sade2012.blogspot.mx http://www.englishonline.org.cn/en/teachers/teaching-articles/planpreparation/ppp# http://www.myenglishlanguage.com/presentation.htm

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