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Effective English Teaching Strategies

This document summarizes the author's experience teaching English in secondary school to obtain their degree in Secondary Education with an English specialty. It discusses the context of the National English Program in Mexico and assessments of students' reading comprehension, written expression, oral expression, individual work, and teamwork. It concludes that working as a student teacher in secondary school was a challenge but provided experience in designing fun English classes focused on the national program through songs and other pedagogical strategies.

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2 views13 pages

Effective English Teaching Strategies

This document summarizes the author's experience teaching English in secondary school to obtain their degree in Secondary Education with an English specialty. It discusses the context of the National English Program in Mexico and assessments of students' reading comprehension, written expression, oral expression, individual work, and teamwork. It concludes that working as a student teacher in secondary school was a challenge but provided experience in designing fun English classes focused on the national program through songs and other pedagogical strategies.

Uploaded by

santos
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

“PEDAGOGICAL STRATEGY FOR TEACHING LEARNING

OF ENGLISH IN THE SECONDARY SCHOOL”

PRESENT:
SANTOS HERNÁNDEZ FLORES

TO OBTAIN THE DEGREE IN:


SECONDARY EDUCATION
WITH SPECIALTY IN FOREIGN LANGUAGE
(ENGLISH)
INTRODUCTION
PNIEB My experience in
secondary school
CONTEXTUAL FRAMEWORK

Clock and Kiosk

Church of the”Virgen
City Hall
Inmaculada Concepción”
“Reforma Integral para la Educación Básica and
National English Program in Basic Education.
The “Programa Nacional del
Inglés” claims that upon
completion of secondary
education, students will
obtain the main idea and
some details of a variety of
oral and written texts using
their knowledge of the world,
respond to oral and written
language in various linguistic
and non-linguistic ways,
initiate or intervene in a
variety of verbal and non-
verbal conversations.
Pages used 147-149 fourth
chapter
My experience in 3° grade, group
“C”
Students worked in
teams
during classes
Points assessed Graph of results

• Reading
comprehension.
• Written expression.
• Oral expression.
• Individual work.
• Teamwork.
• Teamwork.
• Oral
Comprehension.
• Reading
Comprehension.

• Oral
comprehension.
• Reading
comprehension.
• Oral expression.
Understanding the
topic.
• Reading
comprehension.
• Oral
comprehension.
• Written
expression.
• Teamwork.

• Oral comprehension.
• Reading comprehension.
• Oral expression.
Understanding the topic.
CONCLUSION

 Working in a Secondary school was a challenge as a "Normal"


student because through one year of practice, the practitioner
gained experience during each class. My experience was in the 3°
grade group "C". Practitioner also learned to design fun classes with
a focus on the "National English Program" where the proposal was
obtained from an interview that was applied to the students. In this
way the classes were taught through songs as a pedagogical
strategy.

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