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El enfoque AICLE: La planificación en EP

ResoluciónDictamen 9639Puntaje 0,4420hs relojProyecto 81/14 NCDestinatarios: Docentes de Inglés de Educación Primaria

Dirección de CapacitaciónProvincia de Buenos Aires

http://ciie-r10.wikispaces.com/ Oscar_marino@hotmail.com

Capacitador ETROscar Marino

2015

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Objetivos

•Reflexionar acerca de los múltiples factores que intervienen en la práctica docente en el contexto de la provincia de Buenos Aires.

•Desarrollar una actitud crítica de la actividad áulica, para favorecer el desarrollo profesional.

•Conocer los principios básicos del enfoque AICLE. •Planificar secuencias a partir del enfoque AICLE adecuadas a

los lineamientos del diseño curricular de la provincia de Buenos Aires.

•Desarrollar un sentido crítico sobre el grado de efectividad de distintos métodos, recursos y estrategias disponibles para el aula de primaria.

•Diseñar y elaborar una muestra de materiales didácticos a partir del enfoque AICLE.

•Diseñar estrategias de evaluación de proceso que se enmarquen dentro de lo prescripto en el diseño curricular vigente.

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General framework of curricular policies(Levels and modalities of Buenos Aires Province Educational System)

Primary Education(6,7,8,9,10,11)

Curriculum Design for PE

General framework for

PE1st cycl

e1st, 2nd and 3rd year

2nd cycl

e4th, 5th and 6th yearAreas

Language Practices

Maths

Social Science

Natural Science

PEArt

English

Teaching English in the 2nd CycleContentsDidactic orientationReflection spaceAssessmentBibliography

Secondary Education(12,13,14,15,16,17) Tertiary Education

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• Read “Teaching English in the second cycle” in the Curriculum Design for Primary Education of Buenos Aires Province and find the answers to this questionnaire.

The rationale of teaching EFL in PE

• Where is English present in our society? • Which is the main aim of teaching EFL in PE? • Explain the intercultural aspect of learning a foreign

language and the contribution of the subject to the development of children.

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Purposes• Choose a purpose related to EP and one

specific purpose of the subject and describe them.

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ContentsExplain this concept map.

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ContextsCan you suggest different topics related to the contexts proposed by the CD?

TasksChoose some tasks and classify them according to the four communicative skills.

Language practices and linguistic unitsChoose some language practices from the list and associate the necessary linguistic units to carry out

those practices. Three topics (Associate them with the correspondent context)My family and my homeHuman activitiesChanges in nature Look at the examples of possible sequences of linguistic items, tasks and languages practices to carry

out during the second cycle, choose a context, a topic and design a simple lesson plan/sequence for your class.

“Can do” descriptorsWhat are “Can do” descriptors?

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General orientations

Evaluation

Bibliography

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Complete the first two columns of the KWL chart about CLIL

What I Know What I Want to know What I Learned

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According to your opinion, which model resembles how our students are exposed to English in EP in our jurisdiction? What could be the advantages and disadvantages of the other models in our schools?

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•Think about your school, Is the CLIL methodology applied? If so, which model?

•During your daily classroom activities, Are the 4 Cs of CLIL considered?

If so, describe briefly how.If your answer is negative describe how you would include them.Share this activity with your mates.

•How would you describe the CLIL methodology to those colleagues who are not acquainted with this?

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Too many things perhaps?

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In pairs or groups let´s read CLIL – how to do it

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