MAYORGA_CARLOS_TEACHING_CHILDREN_R_PORTFOLIO

Sixth Semester September 2018–February 2019 aaa aa

2

TEACHING CHILDREN 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

2.

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

3.

Trabajo Autónomo ............................................................................................................ 29

4.

Proyecto Integrador de Saberes (PIS) ............................................................................... 50

5.

Prácticas Preprofesionales ................................................................................................ 54

6.

Reflexión ........................................................................................................................... 55

Aaaaa

Autor: Carlos Daniel Mayorga Gaona

3

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.

Aaaaa

Autor: Carlos Daniel Mayorga Gaona

4

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.

4

5

Sílabo https://utaedumy.sharepoint.com/:b:/g/personal/xcalero_uta_edu_ec/EZp_FLSn6cJBp8i8uP f49ycBvh3OhFO91IQt62VISa_C9Q?e=Vmmmzt

Programa Analítico https://utaedumy.sharepoint.com/:b:/g/personal/xcalero_uta_edu_ec/EY4JssI6dy9IlTKft7iJL K8BgBvubOmXaMjOisEkYyr5ow?e=N3t55c

Guías PAE

5

6

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.

6

7

1. Trabajo Colaborativo

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

“TEACHING CHILDREN” FIRST PARTIAL Sixth Semester

TOPIC: Multiple Intelligences Assignment Student: Mayorga Gaona Carlos Daniel

AMBATO – ECUADOR September 2018 – February 2019

7

8

Aaaaa

Autor: Carlos Daniel Mayorga Gaona

9

9

10

10

11

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

“TEACHING CHILDREN” SECOND PARTIAL Sixth Semester

TOPIC: CLIL Papers Presentation Student: Mayorga Gaona Carlos Daniel

AMBATO – ECUADOR September 2018 – February 2019 Aaaaa

Autor: Carlos Daniel Mayorga Gaona

12

12

13

13

14

14

15

2. Trabajo Práctico

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

“TEACHING CHILDREN” FIRST PARTIAL Sixth Semester

TOPIC: Game and Story Telling Assignment

Student: Mayorga Gaona Carlos Daniel

AMBATO – ECUADOR September 2018 – February 2019

15

16

Game Assignment

16

17

17

18

18

19

19

20

20

21

Aaaaa

Autor: Carlos Daniel Mayorga Gaona

22

The Three Little Pigs Once upon a time there was an old mother pig who had three little pigs and not enough food to feed them. So when they were old enough, she sent them out into the world to seek their fortunes.

The first little pig was very lazy. He didn't want to work at all and he built his house out of straw.

The second little pig worked a little bit harder but he was somewhat lazy too and he built his house out of sticks.

The third little pig worked hard all day and built his house with bricks. It was a sturdy house complete with a fine fireplace and chimney. It looked like it could withstand the strongest winds.

The next day, a wolf happened to pass by the lane where the three little pigs lived; and he saw the straw house, and he smelled the pig inside. He thought the pig would make a mighty fine meal and his mouth began to water.

So he knocked on the door and said: "Little pig! Little pig!

Let me in! Let me in!

"No! No! No! Not by the hairs on my chinny chin chin!" the pig shouted

22

23

Then the wolf showed his teeth and said: "Then I'll huff and I'll puff and I'll blow your house down." growled the wolf He blew so hard that the straw house flew away.

The poor pig ran as fast as he could to his brother’s house.

The wolf continued down the lane and he passed by the second house made of sticks; and he saw the house, and he smelled the pigs inside, and his mouth began to water as he thought about the fine dinner they would make.

So he knocked on the door and said: "Little pigs! Little pigs!

Let me in! Let me in!"

"No! No! No! Not by the hairs on our chinny chin chin!" the pigs shouted So the wolf showed his teeth and said: "Then I'll huff and I'll puff and I'll blow your house down."

He blew so hard that the house of sticks fell down. The two terrified pigs ran as fast as they could to their last brother’s house.

23

24

The wolf chased them down the lane and he almost caught them. But they made it to the brick house and slammed the door closed before the wolf could catch them. The three little pigs they were very frightened, they knew the wolf wanted to eat them. And that was very, very true.

The wolf hadn't eaten all day and he had worked up a large appetite chasing the pigs around and now he could smell all three of them inside and he knew that the three little pigs would make a lovely feast.

So the wolf knocked on the door and said: "Little pigs! Little pigs!

Let me in! Let me in!"

"No! No! No! Not by the hairs on our chinny chin chin!" cried the pigs So the wolf showed his teeth and said: "Then I'll huff and I'll puff and I'll blow your house down."

Well! he huffed and he puffed. He puffed and he huffed. And he huffed, huffed, and he puffed, puffed; but he could not blow the house down. At last, he was so out of breath that he couldn't huff and he couldn't puff anymore. So he stopped to rest and thought a bit.

24

25

The wolf danced about with rage, but a light bolt lite up he was going to enter the house through the chimney.

But while he was climbing on to the roof the little pig made up a blazing fire and put on a big pot full of water to boil. Then, just as the wolf was coming down the chimney, the little piggy pulled off the lid, and Yeeeeeeow! The wolf yelled as he fell into the boiling water. The wolf jumped out of the pot and out he went from the house.

He ran for the forest and he never bothered the three little pigs again.

25

26

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

“TEACHING CHILDREN” SECOND PARTIAL Sixth Semester

TOPIC: CLIL Assignment

Student: Mayorga Gaona Carlos Daniel

AMBATO – ECUADOR September 2018 – February 2019

26

27

Aaaaa

Autor: Carlos Daniel Mayorga Gaona

28

Worksheet Activity

Aaaaa

Autor: Carlos Daniel Mayorga Gaona

29

3. Trabajo Autónomo

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

“TEACHING CHILDREN” FIRST PARTIAL Sixth Semester

TOPIC: Characteristic of learners

Student: Mayorga Gaona Carlos Daniel

AMBATO – ECUADOR September 2018 – February 2019

29

30

30

31

31

32

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

“TEACHING CHILDREN” SECOND PARTIAL Sixth Semester

TOPIC: Topic Based Assignment

Student: Mayorga Gaona Carlos Daniel

AMBATO – ECUADOR September 2018 – February 2019

32

33

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: 40 GROUP: There are 30 students in this N° OF STUDENTS: 30 2019 min. group, 16 men and 14 women 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.

Aaaaa

Autor: Carlos Daniel Mayorga Gaona

34

-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.

34

35

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.

35

36

-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

36

37

Aaaaa

Autor: Carlos Daniel Mayorga Gaona

38

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

40

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.

Aaaaa

Autor: Carlos Daniel Mayorga Gaona

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

39

-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.



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



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

39

40

-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.

40

41

-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

41

42

Aaaaa

Autor: Carlos Daniel Mayorga Gaona

43

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: 40 GROUP: There are 30 students in this N° OF STUDENTS: 30 2019 min. group, 16 men and 14 women Aims: To allow students to speak about describing people by using idiomatic expressions in order to give a formal presentation.

Objectives: Ss. will be able to describe people using idiomatic expressions.

Ss. will be able to listen for specific information to complete sentences accurately.

Ss. will be able to talk about themselves.

Ss. will be able to speak and present their own ideas in class.

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. Teacher’s assistance.

TIMING 40 minutes

TEACHER ACTIVITY

STUDENT ACTIVITY

Before the lesson: -T. hands out photocopies of the speaking activity.

-T. asks Ss. to brainstorm about their habits.

Aaaaa

Autor: Carlos Daniel Mayorga Gaona

SUCCESS INDICATORS

-Ss. can talk about themselves.

44

-T. asks Ss. to explore the pictures in -Ss. infer by looking at the pictures. handout to understand the situations.

-T. asks Ss. to complete both conversation fill ins using their own ideas.

-Ss. write answers using their own ideas.

During the activity -T. asks Ss. to read some of their answers aloud.

-Ss. can listen for specific -Ss. read their guessed answers aloud. information to complete sentences -T. instructs to listen to the recording and accurately complete it with the right expressions from -Ss. listens for specific information. the word bank.

-T tells Ss. to complete activity 2 “Matching the idioms with their meaning.

-Ss. answer the questions.

-T. asks Ss. to read their answers for activity 1-2 -Ss. read their answer for activity 1-2 -T. asks students to complete activity 3 with their own information.

-Ss. answer the questions in activity 3 After the activity

44

45

-T asks Ss. to get in groups of 3 to share the -Ss. read the information and explain information they wrote. their answers.

-T tells Ss. to report what they found -Ss. report what they found they interested to their other peers. interesting about their classmate’s answers.

-Ss. can describe people using -T asks to work in groups of 4 Ss. to create idiomatic expressions. short dialogs like those of the conversations -Ss. get in groups of 4 create short containing idioms and using their dialogs similar to those of the information. conversations with idioms using their information.

-Ss. can speak and present their own ideas in class.

-T picks some Ss. to perform the short -Ss. present the short dialogs in front of dialogs in front of the class. the class.

Homework/Further work: Students will write a passage of 4-6 ideas about what are the most important aspects about describing a person personality.

TEACHER AREA COORDINATOR SCHOOL CORDINATOR

45

46

Aaaaa

Autor: Carlos Daniel Mayorga Gaona

47

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: 40 GROUP: There are 30 students in this N° OF STUDENTS: 30 2019 min. group, 16 men and 14 women Aims: To allow students to listen for gist and specific information about Facebook in order to write a small passage about social networks Objectives: Ss. Will be able to talk about social networks and its everyday use Ss. Will be able to list some advantages and disadvantages of using social networks.

Ss. Will be able to write a small passage in order to compare social networks.

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

-T. hands out photocopies of the writing activity.

-T. asks Ss to discuss in pairs about other -Ss. discuss the pros and cons of social -Ss. can talk about social networks social networks they know and state their networks they know. and its everyday use. pros and cons.

Aaaaa

Autor: Carlos Daniel Mayorga Gaona

48

T. asks Ss. to pass to the board to write some -Ss. write some pros and cons about -Ss. can list some advantages and of their pros and cons about social networks social networks on the board they disadvantages of using social they know about. know about. networks.

-T. asks students to take the reading worksheet that was giving to them the other day about Facebook to read it again and -Ss. take out the reading about answer some questions on the worksheet.

Facebook and read it again and answer the questions about the reading.

Ss. can write a small passage in order to compare social networks.

-T. asks students to discuss the answers and Ss. Students compare their answers compare with their partners. about the reading.

-T. asks students to write a small passage Ss. write a small passage about the about the social networks they use social network they use

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

ENGLISH TEACHER

AREA COORDINATOR

SCHOOL CORDINATOR

48

49

Aaaaa

Autor: Carlos Daniel Mayorga Gaona

50

4. Componente Teรณrico

50

51

51

52

52

53

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

53

54

6. Prรกcticas Pre profesionales Informe Final de Prรกcticas pre profesionales

54

55

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.

Teaching Children 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 Teaching Children mainly focuses on preparing students to develop useful strategies in order to teach young children. Throughout the semester I have learned different strategies related to teaching children which include the four learning skills reading, listening, speaking and writing. Furthermore, I also learned how to create lesson plans based different methodology and approaches like the Multiple Intelligences, Task based learning and CLIL. 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 using the English at a B2 level of the Common European Framework. In relation to Teaching Children throughout the semester our professor has aid us in developing different skills and strategies to further improve our English level to acquire this B2 level. In addition, I also have acquired new methods and methodological strategies for teaching young children 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 Teaching Children is on point because throughout the semester I was able to work collaborative with my peers. This also has enable 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.

55

56

In conclusion, Teaching Children 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.

56