1. PLANNING WITH PNIEB
SYLLABUS
A hands on presentation.

2. SUGGESTED LESSON PLAN FORMAT

3. AGAPITO GONZALEZ CAVAZOS
II
4th.
4
MORENO SANCHEZ MARIO
Listen to and express immediate and practical needs
POSTER WITH AN ILLUSTRATED DIALOGUE
Familiar and Community
Interpret and produce expressions to offer help for the school year in a dialogue
AskNow isbegin with the copy &decisions.
yourself: to start making paste part
Let’s time
• How many sessions do my students have to
accomplish the PRODUCT?
• What stage or stages of the product I want to
achieve with this communicative situation?
• How many sessions do my students have to
accomplish THE SELECTED STAGE OF THE
PRODUCT?

4. Get and analyze the “official school year calendar”
19 sessions for this
social practice.
According “PNIEB” and “CENNI” Unit 1 with
We also havedeterminedin august; working(bloque 1
Therefore, wetwo weeks the period of first week is
Now that weto begin in August 27th. the the social the o
primer count how unit sessions you have 21th
usedsocial practice ofmany1 up to September in that
first for bimestre) is on “SEPTEMBER AND OCTOBER”
practice ,administrative paperwork and diagnosis tests
completing the 4 weeks.
period.

5. AGAPITO GONZALEZ CAVAZOS
II
4th.
4
MORENO SANCHEZ MARIO
Listen to and express immediate and practical needs
Familiar and Community
POSTER WITH AN ILLUSTRATED DIALOGUE
Suggest situations where it is convenient To
offer and ask for help
Interpret and produce expressions to offer help for the school year in a dialogue
Now read, analyze and determinesessions for sessions
So far we know that there are 19 how many this
your students will need to accomplish each STAGE OF
Social Practice.
THE PRODUCT.
Select the stage of the product that you want your
students to accomplish.
2 sessions
3 sessions
3 sessions
2 sessions
3 sessions

6. The lets look lesson plan format, the suggested lesson
Nowsuggestedat the bottom part ashas a section for the
You can use: one, two, three or of many sections as
communicative is where many decisions and
40 min. session) .
plan format, heresituation (each for depending your teacher
Neccesary (with another sheet);
on the
length of your creativity are needed. planning.
communicative situation

7. Uses non-verbal language
to offer and ask for help.
POSTER WITH AN ILLUSTRATED DIALOGUE
Suggest situations where it is convenient To offer and ask
for help
For this presentation lets only use one section of the
suggested lesson plan format.
Choose the achievement that is related to the stage of the
Product that you are going to develop in this communicative
situation.

8. Uses non-verbal language
to offer and ask for help.
Identify every day life
Situations (in a set of
illustrations)
in which it is suitable
to offer
or ask for help.
Now finally read the
Now look and read
And look and read
the “CONTENTS”
the “CONTENTS” the
“CONTENTS” of of
Topic, purpose
and participantsKnow
in
of the To Do
the To Be
the communicative
(Doing
(Knowing about the
(Being with the
situation. through
language), that are
language), that are
language), that are
Offer sincere
help to others
related, or help to
related, or help to
related, or help to
Develop the
Develop the
Develop the
selected
selected
selected
“ACHIEVEMENT”
“ACHIEVEMENT”
“ACHIEVEMENT”

9. AGAPITO GONZALEZ CAVAZOS
II
4th.
MORENO SANCHEZ MARIO
POSTER WITH AN ILLUSTRATED DIALOGUE
4
Listen to and express immediate and practical needs
Suggest situations where it is
Familiar and Community
convenient To offer and ask for help
Interpret and produce expressions to offer help for the school year in a dialogue
By now, you have make your lesson plan getting information
From the Syllabus, from here your creativity is needed.
Uses non-verbal language
to offer and ask for help.
Identify every day life
Situations (in a set of
illustrations) in which
it is suitable to offer
or ask for help.
Topic, purpose
and participants in
the communicative
situation.
Offer sincere
help to others
Look and read again:
Begin building a Didactic Sequence that
1. Achievement (MY practice and
will help your studentsSTUDENT’S GOAL)
2. To doACHIEVEMENT, and by my help
(the communicative
master theinteractive situation) actions carried outwill students in this
concrete
them reach the(my students raise the product.
3. To know stage of awareness about their knowledge, know
aspects about the language they had not reflected on before, and develop
greater confidence and versatility to use the language.)
4. To be. (how my students carry out the attitudes and values underlying
oral and written texts)

10. AGAPITO GONZALEZ CAVAZOS
II
4th.
MORENO SANCHEZ MARIO
POSTER WITH AN ILLUSTRATED DIALOGUE
4
Listen to and express immediate and practical needs
Suggest situations where it is
Familiar and Community
convenient To offer and ask for help
Interpret and produce expressions to offer help for the school year in a dialogue
1
2
Uses non-verbal language
to offer and ask for help.
Remember how many session you determine for
this stage of the product
Identify every day life
Situations (in a set of
illustrations) in which
it is suitable to offer
or ask for help.
2 sessions
Topic, purpose
and participants in
the communicative
situation.
Offer sincere
help to others

11. AGAPITO GONZALEZ CAVAZOS
II
4th.
Uses non-verbal language
to offer and ask for help.
Identify every day life
Situations (in a set of
illustrations) in which
it is suitable to offer
or ask for help.
4
MORENO SANCHEZ MARIO
POSTER WITH AN ILLUSTRATED DIALOGUE
Listen to and express immediate and practical needs
Suggest situations where it is
Familiar and Community
convenient To offer and ask for help
Interpret and produce expressions to offer help for the school year in a dialogue
1
2
5 min
T shows a video or pictures of school situations where someone gives or gets help.
(doubts, a dull pencil, a sick student in a wheel chair). Ask Ss to describe the context and
brainstorm the problem and the solutions. Stick them on different parts of the classroom.
10 min
T writes parts of short dialogues related to the pictures or video on cards and give them to
Ss and let them look for their partners and stand in front of the picture. The team gathers
their cards and orders the dialogue. Stick under the picture. Ask to the group if they are
offering or asking for help.
10 min
Ss read aloud the dialogue and identify the words, structures or polite formulas used to
ask and offer help, highlight them with different colors. Ss go to the board and classify on a
word map.
Topic, purpose
and participants in
the communicative
situation.
Offer sincere
help to others
WARM UP /
INITIAL
PRESENTATION
PRACTICE
DEVELOPMENT
10 min
T shows a new situation Ss brainstorm ideas to finish the dialogue using the models,
asking teacher for help and using dictionary. T suggests corrections giving clues. Write the
dialogue. Ss read aloud.
APPLICATION
5 min (Homework)
T shows Ss an example of the final project they will do all along the unit and asks them to
gather the material needed. (Cardboard, white paper, illustrations or cut outs)
Think and choose a situation where they could give or get help. Draw on a draft paper.
CLOSING
ASSESSMENT

12. AGAPITO GONZALEZ CAVAZOS
II
4th.
Uses non-verbal language
to offer and ask for help.
4
MORENO SANCHEZ MARIO
POSTER WITH AN ILLUSTRATED DIALOGUE
Listen to and express immediate and practical needs
Suggest situations where it is
Familiar and Community
convenient To offer and ask for help
Interpret and produce expressions to offer help for the school year in a dialogue
2
2
5 min
One volunteer comes to the front to explain their situations. T asks model questions and
help the volunteer to answer. Ss practice the questions and answers.
What is the problem?
Do you need to ask or offer help?
nd
Which words can you use?
Or use the back of the LESSON PLANNING FORMAT that you
Use another LESSON PLAN FORMAT, for the 2 DIDACTIC
used for the 1st DIDACTIC SEQUENCE; keep the most
SEQUENCE (session) of the COMMUNICATIVE SITUATION
10 min
important information for reference.
Identify every day life
Situations (in a set of
illustrations) in which
it is suitable to offer
or ask for help.
10 min
10 min
5 min (Homework)
Topic, purpose
and participants in
the communicative
situation.
Offer sincere
help to others

13. AGAPITO GONZALEZ CAVAZOS
4
MORENO SANCHEZ MARIO
POSTER WITH AN ILLUSTRATED DIALOGUE
Now write the material that you are going you will need
Then determine the types of assessments to need for this
didactic sequence. communicative situation.
according with the
II
4th.
Uses non-verbal language
to offer and ask for help.
Identify every day life
Situations (in a set of
illustrations) in which
it is suitable to offer
or ask for help.
Listen to and express immediate and practical needs
Suggest situations where it is
Familiar and Community
convenient To offer and ask for help
Interpret and produce expressions to offer help for the school year in a dialogue
1
2
5 min
T shows a video or pictures of school situations where someone gives or gets help.
(doubts, a dull pencil, a sick student in a wheel chair). Ask Ss to describe the context and
brainstorm the problem and the solutions. Stick them on different parts of the classroom.
10 min
T writes parts of short dialogues related to the pictures or video on cards and give them to
Ss and let them look for their partners and stand in front of the picture. The team gathers
their cards and orders the dialogue. Stick under the picture. Ask to the group if they are
offering or asking for help.
10 min
Ss read aloud the dialogue and identify the words, structures or polite formulas used to
ask and offer help, highlight them with different colors. Ss go to the board and classify on a
word map.
Topic, purpose
and participants in
the communicative
situation.
Offer sincere
help to others
10 min
T shows a new situation Ss brainstorm ideas to finish the dialogue using the models,
asking teacher for help and using dictionary. T suggests corrections giving clues. Write the
dialogue. Ss read aloud.
5 min (Homework)
T shows Ss an example of the final project they will do all along the unit and asks them to
gather the material needed. (Cardboard, white paper, illustrations or cut outs)
Think and choose a situation where they could give or get help. Draw on a draft paper.
Cards w/ model
situations on big
format.
Blank cards
Markers
dictionary
Classroom wall
Example final p.
(check list)The
student identify
situations to ASK
FOR HELP
Or OFFER HELP
(rubric)The student
distinguishes the
expressions to offer
and ask for help.
(rubric)The student
uses correctly the
expressions to offer
and ask for help.
(portfolio)The
students work on
the final project

14. AGAPITO GONZALEZ CAVAZOS
II
4th.
4
MORENO SANCHEZ MARIO
POSTER WITH AN ILLUSTRATED DIALOGUE
Listen to and express immediate and practical needs
Suggest situations where it is
Familiar and Community
convenient To offer and ask for help
Interpret and produce expressions to offer help for the school year in a dialogue
1
2
You are almost done !!!
Check your lesson plan with this questions:
Uses non-verbal language
5 min
Cards w/ model
1. Does the shows a video or pictures of school situations wheresequences) integrate the
didactic sequence (or someone gives or gets help.
to offer and ask for help.
T
situations on big
(doubts, a dull pencil, a sick student in a wheel chair). Ask Ss to describe the context and
“to do”, “to know” and the solutions. Stick them on different parts of the classroom. format.
and “to be”?
brainstorm the problem
Blank cards
Markers
Identify every day life
2. Does the didactic sequence helps to develop the stage
dictionary
10 min
Situations (in a set of
Classroom wall
T writes parts of short dialogues related to the pictures or video on cards and give them to
illustrations) in which Ss and let them look for their partners and stand in front of the picture. The team gathers
Example final p.
of the product?
it is suitable to offer their cards and orders the dialogue. Stick under the picture. Ask to the group if they are
or ask for help.
offering or asking for
3. Does the didactic help.
sequence involve pair or group work?
10 min
Ss activities will help students
the
the words, structures or polite formulas used to the
4. Does the read aloudhelp,dialogue and identify different colors. Ss go to theto reachon a final
ask and offer
highlight them with
board and classify
project?word map.
min
Topic, purpose
5. participants the shows a new situation Ss brainstorm ideas to finish the dialogue usingCLEAR
Does in 10 assessment instruments give the models,
T
and
asking teacher for help and using dictionary. T suggests corrections giving clues. Write the
the communicative dialogue. Ss read aloud.
INFORMATION about the student achievment?
situation.
(check list)The
student identify
situations to ASK
FOR HELP
Or OFFER HELP
(rubric)The student
distinguishes the
expressions to offer
and ask for help.
Offer sincere
help to others
5 min (Homework)
T shows Ss an example of the final project they will do all along the unit and asks them to
gather the material needed. (Cardboard, white paper, illustrations or cut outs)
Think and choose a situation where they could give or get help. Draw on a draft paper.
(rubric)The student
uses correctly the
expressions to offer
and ask for help.
(portfolio)The
students work on
the final project

15. And finally always consider this tips when planning a
COMMUNICATIVE SITUATION.
Guarantee foresee difficulties and possible solutions as well about, and being
•• Allow to the development contents (doing with, knowing as to evaluate
Articulate the curricular of routine activities that:
each stage and the process as a that involves an initial, development and
through language) in a process whole.
•closingthe way to approach unknown or particularly difficult contents that
Ease phase.
••Are the product of consensus and continue with the process and obtain the
requirecooperative work, i.e. distribute actions that involve responsibilities
Foster an in-depth treatment to negotiation between teacher and
students, instead of being previously determined.everyone participates, make
intended product.
among students, offer opportunities in which
• Foster confidence in studentsand and are awaregiveuse of English.
•sure couples exchange knowledge confidence in the what they need to learn.
Boost students’ self-esteem in the classroom, of a sense of belonging to
the class, extend learning, and allow the processes to be more efficient in this
situation.

16. THANK YOU !!!.