MAYORGA_CARLOS_LANGUAGE_TEACHING_STRATEGIES_PORTFOLIO

Sixth Semester September 2018–February 2019

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LANGUAGE TEACHING STRATEGIES Sixth Semester

September 2018–February 2019

Contenido Universidad Técnica de Ambato ................................................................................................ 3 Misión ......................................................................................................................................... 3 Visión .......................................................................................................................................... 3 Facultad de Ciencias Humanas y de la Educación ...................................................................... 4 Misión ......................................................................................................................................... 4 Visión .......................................................................................................................................... 4 Perfil de Egreso........................................................................................................................... 5 1.

Trabajo Colaborativo........................................................................................................... 7

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Trabajo Práctico ................................................................................................................ 15

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Trabajo Autónomo ............................................................................................................ 23

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Proyecto Integrador de Saberes (PIS) ............................................................................... 31

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Prácticas Preprofesionales ................................................................................................ 34

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Reflexión ........................................................................................................................... 35

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Autor: Carlos Daniel Mayorga Gaona

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Universidad Técnica de Ambato Misión Formar profesionales líderes, competentes con visión humanista y pensamiento crítico a través de la docencia, la investigación y la vinculación, que apliquen, promuevan y difundan el conocimiento, respondiendo a las necesidades del país.

Visión La Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un centro de formación superior con liderazgo y proyección nacional e internacional.

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Autor: Carlos Daniel Mayorga Gaona

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Facultad de Ciencias Humanas y de la Educación Misión Formar profesionales íntegros de tercero y cuarto nivel en Ciencias Humanas y de la Educación, con bases científicas y tecnológicas, para el desempeño competente en procesos educacionales y de desarrollo del ser humano, a través del ejercicio de la investigación y vinculación con la colectividad, que respondan a los requerimientos del entorno sociocultural.

Visión La Facultad de Ciencias Humanas y de la Educación se constituirá en una institución de educación superior que garantiza la sustentabilidad y sostenibilidad en la formación de líderes profesionales, que transforman el contexto social en el área humanística y educativa del país, mediante la investigación científica y la práctica tecnológica, bajo principios éticos, políticos y culturales, que promuevan la calidad de vida y bienestar de los ecuatorianos.

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Sílabo https://humanaseducaciononline.uta.edu.ec/pluginfile.php/179741/mod_resource/content/ 1/LANGUAGE%20TEACHING%20STRATEGIES_SILLABUS_18-19.pdf

Programa Analítico https://humanaseducaciononline.uta.edu.ec/pluginfile.php/190579/mod_resource/content/ 1/LANGUAGE%20TEACHING%20STRATEGIES_ANALITICO_18-19.pdf

Guías PAE

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Perfil de Egreso Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido y desarrollado las siguientes competencias, capacidades, habilidades, destrezas y desempeños como resultados de su formación profesional: 1. Usa el idioma inglés a un nivel B2 del Common European Framework.

2. Maneja competentemente los métodos y estrategias metodológicas para la enseñanza del idioma inglés según las exigencias del Teaching Knowledge Test (TKT) 3. Diseña programas o cursos específicos y sus respectivos materiales didácticos.

4. Elabora materiales didácticos mediante la utilización de NTIC´s.

5. Transforma el contexto educativo a través de la práctica de valores.

6. Genera escenarios de aprendizaje significativos dando lugar a la investigación participativa, el aprendizaje basado en problemas y el trabajo en equipo.

7. Maneja leyes y reglamentos de Educación Ecuatoriana.

8. Aplica técnicas de valoración de los aprendizajes, así como también de su propio desempeño docente.

9. Manejo de los aspectos sociales, intelectuales y psicológicos de los estudiantes para promover el aprendizaje.

La Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de ingreso dos simulaciones de exámenes con estándares internacionales. Siendo así, Teaching Knowledge Test (TKT) test de acreditación internacional para la enseñanza del inglés y Test of English as a Foreign Language (TOEFL) para la competencia comunicativa. Para ello la Coordinación de Carrera de Idiomas organizará dentro de los módulos optativos seminarios taller de preparación para dichos tests, los mismos que podrán ser aprobados a partir del séptimo semestre.

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1. Trabajo Colaborativo

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

“LANGUAGE TEACHING STRATEGIES” FIRST PARTIAL Sixth Semester

TOPIC: Listening Presentations

Student: Mayorga Gaona Carlos Daniel

AMBATO – ECUADOR September 2018 – February 2019

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UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

“LANGUAGE TEACHING STRATEGIES” SECOND PARTIAL Sixth Semester

TOPIC: Listening Lesson Plan Student: Mayorga Gaona Carlos Daniel

AMBATO – ECUADOR September 2018 – February 2019

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INFORMATIVE DATA: TEACHER: Carlos Mayorga SCHOOL YEAR: September 2018-February 2019 COURSE: VI AGE: 10-12

AREA: ENGLISH SUBJECT: English 2 PARALLEL: A

DATE: January 15 TIME: GROUP: There are 30 students in this 2019 min. group, 16 men and 14 women

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N° OF STUDENTS: 30

Aims: To allow students to listen for gist and specific information about inspirational people in order to match and answer some questions.

Objectives: Ss. will be able to talk about inspirational people they know about.

Ss. will be able to distinguish what makes a person inspiring.

Ss. will be able to identify topics by inferring with pictures.

Ss. will be able to skim through a text to find out its topic and answer some questions.

Ss. will be able to scan for specific details in a reading in order to answer some questions.

Ss. will be able to write a small paragraph about contributions a famous inspirational person has done for human rights.

Assessment: Formative assessment / controlled and guided activities Anticipated problems: Difficulty to comprehend the meaning of some new words, expressions, new grammar structures.

Solution: Make Ss. Practice and notice the use of the different presented vocabulary and structures in context. Use a dictionary TIMING 40 minutes

TEACHER ACTIVITY

STUDENT ACTIVITY

SUCCESS INDICATORS

Pre-listening: -T. hands out photocopies of the listening -Ss. can talk about inspirational activity. people they know about.

-T. asks Ss. to associate an inspiring person -Ss. associate an inspiring person with with as many words as they can think of. as many words as they can think of.

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Autor: Carlos Daniel Mayorga Gaona

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-T. invites Ss. to establish the topic of the -Ss. can distinguish what makes a conversation by inferring with the picture of -Ss. infer the listening by looking at the person inspiring. the reading. picture.

-T encourages Ss. to actively participate to promote speaking on do they consider -Ss. answer the following question do themselves inspiring why or why not? they consider themselves inspiring why or why not?

While listening: -Ss. listens for gist.

First Listening: -T. writes some questions on the board -T. presents the topic.

-Ss. answer some questions.

-T. instructs and encourage Ss. to infer and get some information in order to answer -Ss. listen to the activity to answer some general questions: some questions first.    

-Ss. can identify topics by inferring with pictures.

-Ss. can skim a text to find out its topic and answer some questions.

-Ss. infer some information Who are the people?

What are they talking about?

Where are they?

-Ss. answer the questions of activity Who wants to be a professional one. soccer player?

-T. also encourages Ss. to write down some -Ss. take extra important notes. other pieces of information they listen from the activity.

-Ss. can scan for specific details in a reading in order to answer some questions.

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Second Listening: -T. asks Ss. to listen to the activity once/twice more.

-T. asks Ss. to complete the unscramble -Ss. listen to the activity to complete questions and verify them while they listen the unscramble questions. if they are correct.

Post-Listening: -T. asks some Ss. to give the information aloud.

-T. asks Ss. which is their favorite celebrity -Ss. answer questions aloud. that inspires them to be better human begins.

-Ss. talk about their favorite celebrity that inspires them to be better human begins.

Follow-up (if time) -T. asks Ss to discuss in pairs about famous inspirational people that have made a huge impact in our world.

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-Ss discuss in pair about inspirational -Ss can write a small paragraph about -T. asks Ss. to write a small paragraph about people that have made a huge impact contributions a famous inspirational what important things a famous inspirational in our world. person has done for human rights. person has done to contribute to human rights.

- Ss will write a small paragraph about what important things a famous inspirational person has done to contribute to human rights.

Homework/Further work: Students will create a collage with about 5 pictures in order to give a brief description of the person they admire. To be presented in from of the class.

ENGLISH TEACHER

AREA COORDINATOR

SCHOOL CORDINATOR

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HANDOUT 1 LISTENING ACTIVITY

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Autor: Carlos Daniel Mayorga Gaona

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2. Trabajo Práctico

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

“LANGUAGE TEACHING STRATEGIES” FIRST PARTIAL Sixth Semester

TOPIC: Reading Presentations Student: Mayorga Gaona Carlos Daniel

AMBATO – ECUADOR September 2018 – February 2019

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UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

“LANGUAGE TEACHING STRATEGIES” SECOND PARTIAL Sixth Semester

TOPIC: Reading Lesson Plan

Student: Mayorga Gaona Carlos Daniel

AMBATO – ECUADOR September 2018 – February 2019

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INFORMATIVE DATA: TEACHER: Carlos Mayorga SCHOOL YEAR: September 2018-February 2019 COURSE: VI AGE: 10-12

AREA: ENGLISH SUBJECT: English 2

PARALLEL: A

DATE: January 15 TIME: GROUP: There are 30 students in this 2019 min. group, 16 men and 14 women

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N° OF STUDENTS: 30

Aims: To allow students to use clues in the context and specific information about the creator of Facebook in order to improve reading comprehension and answer some questions about the topic.

Objectives: Ss. Will be able to talk about social networks and its everyday use Ss. Will be able to skim through a text to determine its topic and answer some questions Ss. Will be able to scan for specific details in a reading in order to answer some questions Assessment: Formative assessment / controlled and guided activities Anticipated problems: Difficulty to comprehend the meaning of some new words, expressions, new grammar structures.

Solution: Make Ss. Practice and notice the use of the different presented vocabulary and structures in context. Use a dictionary TIMING 40 minutes

TEACHER ACTIVITY

STUDENT ACTIVITY

Pre-reading: -T asks Ss. to associate the word Facebook -Ss. answer the questions. with as many words as they can think of -T asks Ss. to list some advantages and disadvantages of using social networks.

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Autor: Carlos Daniel Mayorga Gaona

SUCCESS INDICATORS -Ss. can talk about social networks and its everyday use.

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-Ss. list some advantages and -Ss. can list some advantages and -T encourages Ss. to actively participate to disadvantages of using social disadvantages of using social promote speaking. networks. networks.

While reading: -T. gives out photocopies of the reading -Ss. can skim a text to determine its activity. topic and answer some questions.

-T. presents the topic.

-Ss. read for gist.

-T. instructs and encourage Ss. to skim the -Ss. can scan for specific details in a reading in order to answer some questions: -Ss. answer questions. reading in order to answer some questions.  Who is Mark Zuckerberg and What -Ss. scan the text (3 minutes tops) happened in 2004?  What is the website of the decade? -Ss. associate the headings (Part 3) And How many users does it have around the world?

-Ss. answer the questions (Part 4 and 5) 

What was developed at Harvard University?

-Ss. asks Ss. to compare answers.

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Why did Harvard University accuse -Ss. check new vocabulary someone of?

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Extra: In what state of the United States is Harvard University located

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-T. asks Ss. to scan the text (3 minutes tops) in order to associate the headings. (Part 3) -T. asks Ss. to compare answers T. asks Ss. to read the text more carefully and do Part 4 and 5) -T. asks Ss. to compare answers -T. checks new vocabulary with Ss.

Post-reading: -T. asks some Ss. to answer the questions -Ss. answer questions aloud. aloud.

-Ss. talk about their favorite social -T. asks Ss. which is their favorite social network network?

Follow-up (if time) -T. asks Ss to discuss in pairs about other social networks they know and state their -Ss. will write a small paragraph pros and cons.

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-T. asks Ss to write a short paragraph about a social network they use by giving their pros and cons of it.

Homework/Further work: Students will write a compare and contrast paragraph about two social network sites.

ENGLISH TEACHER

AREA COORDINATOR

SCHOOL CORDINATOR

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HANDOUT 1 READING ACTIVITY

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Autor: Carlos Daniel Mayorga Gaona

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3. Trabajo Autónomo

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

“LANGUAGE TEACHING STRATEGIES” FIRST PARTIAL Sixth Semester

TOPIC: CLIL PRESENTATION

Student: Mayorga Gaona Carlos Daniel

AMBATO – ECUADOR September 2018 – February 2019

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UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

“LANGUAGE TEACHING STRATEGIES” SECOND PARTIAL Sixth Semester

TOPIC: Demo Class Student: Mayorga Gaona Carlos Daniel

AMBATO – ECUADOR September 2018 – February 2019

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INFORMATIVE DATA: TEACHER: Carlos Mayorga SCHOOL YEAR: September 2018-February 2019 COURSE: VI

AREA: ENGLISH SUBJECT: English 2 PARALLEL: A

DATE: January 19 TIME: GROUP: There are 21 students in this 2019 min. group, 7 men and 14 women Recent topic work: Lifestyles of teenagers today

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N° OF STUDENTS: 21

Recent Language work: Verb patterns with enjoy, like and interested in

Aims: To allow students to listen for gist and specific information about inspirational people in order to talk about someone that inspires them.

Objectives: Ss. will be able to talk about inspirational people they know about.

Ss. will be able to distinguish what makes a person inspiring.

Ss. will be able to identify topics by inferring with pictures.

Ss. will be able to skim through a text to find out its topic and answer some questions.

Ss. will be able to scan for specific details in a reading in order to answer some questions.

Ss. will be able to write a small paragraph about contributions a famous inspirational person has done for human rights.

Assessment: Formative assessment / controlled and guided activities Anticipated problems: Difficulty to comprehend the meaning of some new words, expressions, new grammar structures.

Solution: Make Ss. Practice and notice the use of the different presented vocabulary and structures in context. Use a dictionary Materials: English student book Level A2.2 (primero), notebooks, photocopies TIMING

TEACHER ACTIVITY

STUDENT ACTIVITY

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Autor: Carlos Daniel Mayorga Gaona

SUCCESS INDICATORS

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40 minutes

-Ss. associate the picture projected on -Ss. can talk about inspirational people they Pre-listening: -T. asks Ss. to associate the picture projected the screen with as many adjectives as know about. on the screen with adjectives through a they can think of. game.

-Ss. pay close attention to the presentation -T. presents the topic. “Inspirational people� through a PPT presentation.

-Ss. can distinguish what makes a person -T. explains the meaning of 4 inspirational inspiring. adjectives. (Dedicated, Creative, Helpful, and Determine) -T. ask Ss. if they consider themselves -Ss. answer the following question do -Ss. can inspiration people? they consider themselves inspiring pictures. why or why not?

identify topics by inferring with

-T. hands out photocopies of the listening activity.

While listening: First Listening: -T. writes some questions on the board

-Ss. infer the listening by looking at the -Ss. can skim a text to find out its topic and picture. answer some questions.

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-T. instructs and encourage Ss. to infer and get some information in order to answer some general questions: -Ss. listen for gist.   

Who are the people?

What are they talking about?

Where are they?

-Ss. answer some questions.

-Ss. can scan for specific details in a reading in order to answer some questions.

-T. also encourages Ss. to write down some other pieces of information they listen from the activity.

Second Listening: Ss. try answer the Trivia -T. makes Ss. take the Lionel Messi Trivia activity 2 out loud.

-Ss. listen to the activity to answer some questions first.

-T. asks Ss. to listen to the activity once/twice more.

-Ss. answer the questions of activity 3.

-T. asks Ss. to complete activity 3

-Ss. take extra important notes.

Post-Listening: -Ss. answer questions aloud.

-T. asks some Ss. to give the information aloud.

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-T. asks Ss to discuss in pairs about a person -Ss. talk about a person that inspire that inspires them by answering the them by answering the following following questions. questions.

-Ss. give their partners answer out Why do you admire this person? loud.

What are the main qualities this person has?

- Ss can write a small paragraph about contributions a famous inspirational person -Ss discuss in pair about inspirational has done for human rights Follow-up (if time) -T. asks Ss to discuss in pairs about famous people that have made a huge impact inspirational people that have made a huge in our world. impact in our world.

- Ss will write a small paragraph about -T. asks Ss. to write a small paragraph about what important things a famous what important things a famous inspirational inspirational person has done to person has done to contribute to human contribute to human rights. rights.

Additional possibilities: Ss will research three celebrities that have been inspired by famous activities like Mather Luther King, Gandhi or Nelson Mandela. They will find out some information about how this inspirational people have shaped their way of thinking.

Homework/Further work: Students will write a small passage of about 100 words about a famous inspiring person that has contributed to human kind. Mention the three most important things he has done for the world.

ENGLISH TEACHER

AREA COORDINATOR

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SCHOOL CORDINATOR

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Autor: Carlos Daniel Mayorga Gaona

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4. Componente Teรณrico

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5. Proyecto Integrador de Saberes (PIS) Trabajo final del PIS (Carreras Nuevas)

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6. Prรกcticas Pre profesionales Informe Final de Prรกcticas pre profesionales

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7. Reflexión The “Universidad Técnica de Ambato” main mission is to educate and graduate critical thinkers and socially responsible citizens who can contribute to shape a rapidly evolving world.

Language Teaching Strategies is a course I have taken at “Carrera de Idiomas.” This subject has given me the opportunity to further improve my four language skills: listening, speaking, reading and writing. Therefore, in this essay I will discuss; the important things I have learned and also how this subject relates to the exit profile and the Educational Model of the UTA.

The syllabus of Language Teaching Strategies mainly focuses on preparing students to develop useful strategies in order to teach become a teacher. Throughout the semester I have learned different strategies related to teaching which include the four learning skills reading, listening, speaking and writing. Furthermore, I also learned how to create lesson plans based on the four skills.

The exit profile of the “Carrera de Idiomas” states upon completion of the program students will demonstrate that they have acquired and developed the following competencies, abilities, skills and performances as a result of their professional training. The first one is learning different ways to manage all kinds of intellectual and psychological aspects of the students. I also have acquired new methods and methodological strategies for teaching which will allow me to manage social intellectual and psychological aspects of students to advocate learning in them.

The Educational Model of the UTA mentions that it will train competent professional leaders with a humanistic vision and critical thinking through teaching. Making a connection with Language Teaching Strategies is on point because throughout the semester I was able to work collaborative with my peers. This also has enabled me to see the perspective of others from the good to the bad as a way to enrich myself with the new knowledge. Furthermore, as you know problem solving can be difficult and sometimes tedious. I can now say with certainty I feel more comfortable confronting different kinds of problems with ease. These aspects will surely come in handy when I finally venture into the real world as a teacher to forge future generations.

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In conclusion, Language Teaching Strategies has permitted me to acquire new knowledge to come closer to accomplishing the exit profile of the “Carrera de Idiomas� In addition, the Educational Model of the UTA in other words will foster a creative and collaborative environment that stimulates the intellect future professionals to inspire and allow them to use their imagination at their full potential for a better world.

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