Cur ricu Oaxac a de Juárez Teacher Saulo Orlando Santos Sánchez Academic Advisor to

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Curricular Building WorkshopNational English Program in Basic EducationGENERAL ACTIVITY REPORTNEPBE-Professional Development Workshop"Planning a Social Practice of the Language"Cycle 4México, D.F.December 11th-13th, 2011Oaxaca de Juárez, Oax.Teacher Saulo Orlando Santos SánchezAcademic Advisor to CommissionerOaxaca de Juárez, Oax.Curricular Building WorkshopNational English Program in Basic EducationGENERAL ACTIVITY REPORTNEPBE-Professional Development Workshop"Planning a Social Practice of the Language"Cycle 4México, D.F.December 11th-13th, 2011Oaxaca de Juárez, Oax.Teacher Saulo Orlando Santos SánchezAcademic Advisor to CommissionerOaxaca de Juárez, Oax.
Curricular Building Workshop
National English Program in Basic Education






GENERAL ACTIVITY REPORT



NEPBE-Professional Development Workshop
"Planning a Social Practice of the Language"

Cycle 4


México, D.F.
December 11th-13th, 2011
Oaxaca de Juárez, Oax.
Teacher Saulo Orlando Santos Sánchez
Academic Advisor to Commissioner
Oaxaca de Juárez, Oax.
Curricular Building Workshop
National English Program in Basic Education






GENERAL ACTIVITY REPORT



NEPBE-Professional Development Workshop
"Planning a Social Practice of the Language"

Cycle 4


México, D.F.
December 11th-13th, 2011
Oaxaca de Juárez, Oax.
Teacher Saulo Orlando Santos Sánchez
Academic Advisor to Commissioner
Oaxaca de Juárez, Oax.



PRESENTATION
Teacher Saulo Orlando Santos Sánchez, Academic Advisor to Commissioner by the Unidad de Apoyo Académico through the Instituto Estatal de Educación Pública de Oaxaca and the Coordinación General de Educación Básica y Normal; submits the following
GENERAL ACTIVITY REPORT
Carried out during the Curricular Building Workshop from the National English Program in Basic Education (NEPBE), held in the city of México, D.F. throughout December 11th, 12th and 13th of 2011.



















INTRODUCTION
Teaching a foreign language is not a simple task, and if English is not for less in so much as we need a group of elements that permit us to transmit knowledge, not only in the case of grammar, but in the most personal life aspects.
While time goes on it has changed the manner of teaching English, that is to say, no longer works activities inside the classroom with students just sitting and just listening to their teacher writing only what the teacher says taking large vocabulary notes or answering tedious questionnaires.
Nowdays is necessary to use technics and apply tactics that allow us to teach in a more accurate and active way facing the upcoming conventions taking in advantage every minute with our students in order to show them a world that claims to be taken, giving them the appropriate outfit to support them at the moment they achieve their purposes in this world full of challenges and also, to know when to catch not the best opportunity if not the slightest.
















GOAL
The main goal of this record is to inform about the activities carried out by me during the Professional Development Workshop according to the topic "Planning a Social Practice of the Language" that corresponds to the Cycle 4 from the National English Program in Basic Education (NEPBE) in the Secondary level.
For the implementation of the diverse activities, there were necessary some aspects like punctuality, interest and the best effort to participate in the personal and the grouped mode, the contributions of experience from other partners some of them with a few years on duty and some of them with several years.
It is worth mentioning the contributions and the endeavors made by all participants heeding this workshop´s call, but most important, heeding the education´s call.

















DEVELOPMENT
December 11th.- Check in and welcome coexistence.
At the edge of 21:00 hours and delay of almost 2 hours due to the Adoración a la Virgen de Guadalupe, I arrived to the hotel "Fiesta Americana" place intended for the realization of the Curricular Building Workshop from the NEPBE.
I checked in and I went to my room, later I went to the dining room.
During this time I introduced myself and other teacher-partners took advantage to introduce themselves too. Most teachers came from inside the country. A few comments they said were the next:
- Some states did not yet have free English books.
- Some states were only working according to the syllabus.
- Some schools in poor areas principally were in troubles teaching the english level raised in the syllabus.
- Some teachers did not yet have the syllabus in its original format and they had it only in copies.

However, I think each state has had its mishap besides every teacher-partner has had his/her own disadvantage to accomplish this labor and all of us must contribute if we want a better generation of students.























December 12th.- Presentation and beginning of the Professional Development Workshop with the topic "Planning a Social Practice of the Language"

At the time of almost 8:00 hours, the workshop started with the introducing of the facilitator in charge Ricardo García.

At first activity, the participants were organized into teams of five once the facilitator asked us to introduce by ourselves in a briefly manner and that we mentioned the quantity of years of teaching experience each one had and we added the number of years as a whole.

Then we mentioned the expectations we contemplated for the workshop development and in a bond leaflet we wrote the next:

Learning more about the syllabus.
Expanding the vision on the Social Practice of the Language.
Improving the way we teach some topics.
Practicing more English.
Applying the syllabus contents correctly.


Once we concluded this activity, the facilitator asked each team to choose a volunteer in order to develop the dynamic "The Robots" I volunteered to be the role player.























Dynamic of "The Robots"

GOAL: Raise awareness among participants on how to treat people.

PROCEDURE: The facilitator called volunteers outside the classroom and asked us to play the role as a "Robot Controller", so we had to command the other partners; in this case they had to perform the "Robots" role.

DEVELOPMENT: On more time, the facilitator called volunteers inside the classroom with the purpose of playing the role game and immediately returned to my team and began to assign tasks to each member. Everyone obeyed and did the task I had commanded; in this case I played the role of the "Robot Controller".

When the dynamic ended, the facilitator asked both "Robot Controllers" and "Robots":

-How did you feel playing the role as a "Robot Controller"?
-How did you feel playing the role as a "Robot"?
-What do you think about when commanding your students?

This dynamic helped us a lot to reflex the manner we treat our students at the moment we are in class, the way we should organize and plan our activities in order to accomplish an objective and reaching a goal.























For the next activity and grouped in the same teams, the facilitator asked each one to think about images related according to the following central reference:

Specific Competencies


As a personal opinion I decided to make the following drawings:








































These drawings helped me to explain the abilities each student develops through the specific competencies of the language where the communication between two people can be taken to a higher level developing more accurate skills and leading a set of attitudes, artfulness and values in the way of obtaining a mutual benefit.

Then, the facilitator asked each team to choose a spokesperson with the purpose of explaining to other teams the reason of the images that everyone had drawn. By unanimous votes I was selected.

Once finished the images activity, grouped in the same teams we held the dynamic of "The Storm" which the facilitator commanded directions with the purpose of moving around to the right and to the left and to change partners at the voice of "storm!" …--

This activity was useful and entertaining because increased the power of partnership and boosted the unity and the good social practices.

To continue with the activities planned for this day, one more time the facilitator asked us to make teams now with different partners and then we discussed the following topic:


"Integration of types of content"


For the realization of this topic my team and I implemented the information contained in the Syllabus cycle 4, unit III corresponding to First Grade of the Literary and Ludic environment under the Specific Competency "Participate in language games to recognize and comprehend the future tense in forecasts".

It is important to mention that there was disagreement with the word "Forecast" due to as we saw it as only related to the weather and poorly matched to the manner of predicting some event.

Throughout this practice I gave some opinions and suggestions and made the design of some banners including central ideas.











December 13th.- Continuity of the workshop and closing.

At 8:00 hours started the activities designed for this occasion and for this reason the facilitator asked us to be integrated in the same teams as we did the day after.

Firstly, the facilitator gave us a street map and then he wanted us to take a look on it carefully and in a second disposition we had a party planning and we needed to organize our time in order to buy all the indispensable things with the purpose of having a successful party.

This drill was relevant because raised awareness on time and kind of work at the moment we are planning our activities.

Something that happens when we are planning our activities is that we do not take into consideration some strategies to apply on in an easy way.


Dynamic of the "Blind Sack"


GOAL: Elicit on participants the use strategies in a maximum manner.

PROCEDURE: The facilitator asked us to join in our teams once more then gave us a sack containing colored marbles each color determined the value in points also gave us a plastic spoon for taking out the marbles from the sack.

DEVELOPMENT: To accomplish this performance, it was necessary to name a partner from every team as a referee which one had the responsibility to take the time in a 20 seconds turn and make sure the participants did not look inside the sack when taking out the marbles. I volunteered to play the referee role. Once ready we began three rounds at a time.
















Once finishing the activity the facilitator asked about the following:

-Was the activity easy?
-How could you have taken out more marbles?
-Did you respect the game rules?

This dynamic let us to take into consideration the way we could get the large bunch of marbles per each round and how to apply better strategies so as to ensure that a maximum point score regarding some regulations.

It is the same planning our activities inside or outside the classroom we have to consider some elements like kind of content, timing, strategies and rules we must follow if we want the best results without forgetting the flexibility we should offer to our students and others.

As a last activity the facilitator asked us to share the good moments and the learning experiences we had had throughout the workshop, so I highlighted the following:

Respect for the other point of view is essential.
Individual work is good team work is better.
More participatory learn more.
Saying "I just know that I don´t know anything" is a successful beginning.
Constant motivation is the main ingredient to reach good results.























CONCLUSIONS

Constant teacher preparation is currently a fundamental requirement for incorporation of better students to the working life.

This is the reason when we speak about "Second Language or Foreign Language", "Social Practices of the Language", "Globalization", "Information and Communication Technologies", "Social Networks", "Competencies", etc., is no more business of First World countries and so, we must (or should) be part of all this, part of the Modern World as some people call it.

The activities carried out during the Curricular Building Workshop from the NEPBE have been crucial to determine the role we play as teacher and the manner we funnel the precise information to our students and how to improve their environment not only in academic situations if the environment for life.