Presentation on theme: "REFORM TRANSITION ADAPTATION OF RESOURCES 2006-2011."— Presentation transcript:
REFORM TRANSITION ADAPTATION OF RESOURCES 2006-2011
Reflect on differences and similarities between SECONDARY BOOKS 2006 and 2011 Pre 1. What is the main difference between the books 2006 and 2011? 2. Do you consider the NEBPE books to be a useful resource? Explain your answer. 3. Share your interpretations of the classroom organization table with the group. While 4. Take a glance at instructions on the books to identify classroom organization. 5. What is the main characteristic of each set of books used in both reforms? (Feedback 9) 6. What didactic strategies can or can´t be used to complement 2006 book with 2011 book? (Debate teams) 7. Look for activities that match between both reform books to complement 2006 syllabus. (Adaptation- planning) Post 10. Why is it important to use these resources? 11. How can you motivate your teachers to use the NEPBE resources?
CLASSROOM ORGANIZATION INSTRUCTIONS FROM REFORM 2006 BOOKS INSTRUCTIONS FROM REFORM 2011 BOOKS Individual work439 Pair work712 Group work812 Total5833 Share your interpretations of the classroom organization table with the group.
SECOND GRADE: Publishing house 2006: Living English. Mac Millan Publishing house 2011: Teens Club, Castillo TOPICPAGE NUMBERSUNITPAGES NUMBERUNIT Adjectives of degree 30-391 12-17 Track 4 1 Verbs24-291 21-22 97-98 Track 2 3 Simple Past161-177524-31, 32-33 (product)1 Imperatives/gi ving advice and suggestions (should, shouldnt) 54-642 12-19 (reading book), 54-57 Track 8 2 Descriptions and instructions 120-125470-79 Track 20 3
THIRD GRADE: Publishing house 2006: Choices, Mac Millan Publishing house 2011: Brillian Teens, Santillana. Simple Past18-291 108-114, 126 Track 9 3 Rules and regulations, Imperative verbs 40-492 50-65 Track 27 2 Future tense98-102, 106-1215184-189, 92 (Reading book)5
COMPARATIVE TABLE BETWEEN BOOKS 20062011 Work with final projectsWork through the product (process) Social practice is reached by the reflection of texts Communicative practice through the context Mostly individual activities, few interaction in pairs and small group Few individual work, mostly pair and small group interaction Grammar reference at the end to help instructions Picture dictionary to help leveling Listening activities FEEDBACK
Adaptation - PLANNING Team work 1. Analyze the exercises presented in unit 3 from books 2006 2. Look for exercises that can be adapted from books 2011 to 2006 Look throughout the book (all units) Look for similarities in content (topic, grammar point, context) RECESS 3. Organize the order of the activities to be adapted 4. Plan the lessons in a socio-cultural/constructivistic approach Encourage communicative activities
Planning online team work
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