CASTILLO ALTAMIRANO DANILO

Autor /a:

Universidad Técnica de Ambato

Danil o Israel

Facultad de Ciencias Humanas y de la Educación Carrera de Idiomas

Castill o Altam irano

PORTAFOLIO ESTUDIANTIL Language Teaching Strategies (Estrategias de Enseñanza)

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Contenido Universidad Técnica de Ambato...................................................................3 Misión...........................................................................................................3 Visión...........................................................................................................3 Facultad de Ciencias Humanas y de la Eduación.........................................3 Misión........................................................¡Error! Marcador no definido.

Visión.........................................................¡Error! Marcador no definido.

Perfil de Egreso............................................................................................4 1. Trabajo Colaborativo............................¡Error! Marcador no definido.

2. Trabajo Práctico....................................................................................11 3. Trabajo Autónomo................................................................................18 4. Proyecto Integrador de Saberes (PIS). .¡Error! Marcador no definido.

5. Prácticas Preprofesionales...................¡Error! Marcador no definido.

6. Reflexión..............................................¡Error! Marcador no definido.

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Danilo Castillo

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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.

Facultad de Ciencias Humanas y de la Educación Misión Formar profesionales íntegros de tercero y cuarto nivel en Ciencias con bases científicas 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 respondan a los requerimientos del entorno sociocultural.

Visión

La Facultad de Ciencias Humanas y de la Educación se construirá 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, Aaaaa

Danilo Castillo

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bajo principios éticos, políticos y culturales, que promuevan la calidad de vida y bienestar de los ecuatorianos.

Sílabo https://humanaseducaciononline.uta.edu.ec/pluginfile.php/179741/mod_re source/content/1/LANGUAGE%20TEACHING%20STRATEGIES_SILLABUS_1819.pdf

Programa Analítico https://humanaseducaciononline.uta.edu.ec/pluginfile.php/190579/mod_re source/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 metodológicas para la enseñanza

los

métodos

y

estrategias

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 tráves 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

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acreditación internacional para la enseñanza del inglés y Test of English as a Foreign Language (TOEFL) para la competencia comunicativa.

1. Trabajo Colaborativo

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LISTENIN PPT + LISTENING LESSON PLAN

INFORMATIVE DATA:

TEACHER: Castillo Danilo SCHOOL YEAR: September 2018- June 2019

AREA: ENGLISH SUBJECT: English 2

COURSE: Level B1.1 (2nd BGU) GROUP: There are 21 students in this group, 7 men and 14 women

PARALLEL: A DATE: November 21, 2018

Recent topic work: Present perfect and past perfect tenses

TIME: 30

N° OF STUDENTS 21

minutes

Recent Language work: students will be able to talk about events that have happened recently and share experiences

Aims: to allow students to listen for gist and specific information about healthy environment and vocabulary words related to it Objectives: Students will be able to use the new vocabulary about healthy environment Students will be able to recognize relative clauses in the listening Students will be able to identify the events that happened in the listening Students will be able to use relative clauses to give extra information after the activity Assessment: Formative assessment/controlled and guided activities Anticipated problems: difficulty to understand the events that happened in the listening and relative clauses Solution: make students practice how to identify relative clauses by listening to the activity several times Materials: coursebook, notebooks TIMIN G

TEACHER ACTIVITY

STUDENT ACTIVITY

SUCCESS INDICATORS

Pre-listening 30

-

minut es

Teacher brainstorms ideas about environment and what people should do to take care of it

-

Teacher presents new vocabulary that is going to be useful for the listening activity

-

Teacher makes students read the vocabulary in the box to complete the diagram in pairs

-

Teacher makes students read the dialogue below in order to look for new vocabulary before listening and identify relative pronouns

Students will:

-

Students give the teacher their ideas about the environment

-

Students asks the teacher if they have trouble with the new vocabulary

-

Students complete the activity using the new vocabulary.

-

Students read the dialogue and identify relative pronouns

-

Students listen for gist

While-listening First Listening -

-

Teacher writes some questions on the board

Teacher plays the audio and makes students complete the diagram with the words in the box

Students use the new vocabulary about healthy environment

Students can recognize relative clauses in the listening

Students can identify the events that happened in the listening

What is the main idea of the conversation?

What environmental problems are they talking about?

What do you think people should do to take care of the environment?

-

Students answer the questions

Second-listening -

-

-

Teacher makes students listen to the audio one more time to recognize the events that happened in it

Students make notes of new vocabulary words Students can use relative clauses to give extra information after the activity

Students make notes of new vocabulary words

Post-listening - Teacher asks the questions written on the board - Teacher makes students complete activity number three in order to recognize the events that happened in the listening - Teacher makes students compare their answers in pairs

-

Students answer the questions

-

Students complete activity number 3

Additional possibilities: teacher sends for homework to complete the last activity which is join the sentences using relative pronouns

_ ENGLISH TEACHER

AREA COORDINATOR

SCHOOL

CORDINATOR

READING PPT + READING LESSON PLAN

INFORMATIVE DATA:

TEACHER: Castillo Danilo SCHOOL YEAR: September 2018- June 2019

AREA: ENGLISH SUBJECT: English 2

COURSE: Level B1.1 (2nd BGU) GROUP: There are 21 students in this group, 7 men and 14 women

PARALLEL: A DATE: October 31st , 2018

Recent topic work: Present perfect and past perfect tenses

TIME: 30

N° OF STUDENTS 21

minutes

Recent Language work: students will be able to talk about events that have happened recently and share experiences

Aims: to allow students to read gist and for specific information about healthy habits Objectives: Students will be able to talk about healthy habits people do every day Students will be able to analyze words with similar meaning in the reading Students will be able to analyze the organization of the essay and identify the thesis statement of each one Students will be able to identify sequence connectors to maintain the connection between ideas Assessment: Formative assessment/controlled and guided activities Anticipated problems: difficulty to understand the organization of an essay and the main idea Solution: make students practice how to identify the thesis statement and supporting details Materials: coursebook, notebooks TIMIN G

TEACHER ACTIVITY

STUDENT ACTIVITY

SUCCESS INDICATORS

30 minut es

Pre-reading -The teacher brainstorms about what students like or dislike about their habits when eating - The teachers asks students to list some of the eating habits they have -The teacher makes students predict what the reading will be about by looking at the title

While-reading -The teacher makes students read the text from the book - The teacher makes students skim the text to look for information to answer some questions -What sequence connectors are used in the reading?

-what are some healthy habits mentioned in the text?

-

What is the main idea of the text?

-

According to the text what has made people change their eating habits?

Students will:

Students talk about their eating habits

Students can talk about their eating habits

Students try to predict what the reading will be about by looking at the title Students can skim a text to look for specific information to answer the questions Students read the text using skimming to look for information to answer the questions Students answer the questions Students discuss the answers with the teacher

Students check their answers with a partner

Students ask the teacher for new vocabulary words

Students can identify the main idea of the text

-The teacher makes students scan the text to do the activities

-

The teacher makes students compare their answers in pairs

-

The teacher makes students check new vocabulary from the text

Post-reading The teacher makes students do answer the questions The teacher makes students talk about the healthy habits in the text The teacher asks students how can healthy habits can help to protect the environment FOLLOW-UP(IF TIME) The teacher makes students talk about their own eating habits with a partner

Additional possibilities: teacher sends for homework to complete the last activity which is write a short paragraph about protecting the environment Homework/Further work: students will write a paragraph about how can healthy habits can help to protect the environment

_ ENGLISH TEACHER

AREA COORDINATOR

SCHOOL CORDINATOR

2. Trabajo Prรกctico SPEAKING PPT + SPEAKING LESSON PLAN

INFORMATIVE DATA:

TEACHER: Castillo Danilo SCHOOL YEAR: September 2018- June 2019

AREA: ENGLISH SUBJECT: English

COURSE: Level B1.1 (2nd BGU) GROUP: There are 21 students in this group, 7 men and 14 women

PARALLEL: A DATE: November 21, 2018

Recent topic work: Using sequence connectors to organize of a text

TIME: 30

N° OF STUDENTS 21

minutes

Recent Language work: students will be able to use sequence connector while writing a paragraph

Aims: to allow students to talk about lifestyles, customs and habits from the past Objectives: Students will be able to use new expressions useful while speaking such as look, I guess, I know, think, well Students will be able to talk about lifestyles in the past Students will be able to speculate customs and habits from the past Assessment: Formative assessment/controlled and guided activities Anticipated problems: difficulty to pronounce words in an appropriate way Solution: make students practice pronunciation over and over again Materials: coursebook, notebooks TIMIN G

TEACHER ACTIVITY

STUDENT ACTIVITY

SUCCESS INDICATORS

PRE-LISTENING 30

-

Teacher presents new vocabulary that is going to be useful for the listening activity

-

Teacher makes students read the vocabulary in the box to complete the first activity in the book

minut es

-

Students read the dialogue before listening

-

Students asks the teacher if they have trouble with the new vocabulary Students can use new expressions useful while speaking such as look, I guess, I know, think, well

WHILE-LISTENING -

-

The teacher plays the listening for the first time Students complete the activity using the new vocabulary.

-

Students read the dialogue to complete it with the listening

-

They ask questions if they have doubts

The teacher makes students fill in the blanks the information from the listening

-

The teacher makes students compare their answers in pairs

-

The teacher checks the answers with the whole class

POST-LISTENING -

-

The teacher asks students some questions about the listening , what it

was about, what expressions they use to get engaged in the conversation -

The teacher makes students read the dialogue after it was completed

-

-

The teacher makes students do the following activity, which is about matching the expressions in exercise 1 with their meanings.

-

Students match the expressions with their definitions

-

Students make notes of new vocabulary words

The teacher checks the answers with the whole class

Students can talk about lifestyles in the past

-

SPEAKING ACTIVITY -

The teacher makes students do the gap activity

-

The teacher suggests using expressions such as Look, Well, I guess, I know, I think for this activity

-

The teacher gives students some cards for the activity which has to be done in pairs, one for student A, and the other for student B

-

The teacher makes students complete their cards and describe them so the other students can draw what has been described The teacher makes students exchange cards and discuss

-

-

-

Students A and B complete their cards trying to speculate from the picture given Student A describe his picture so student B draws what student A described and then student B Students exchange cards and discuss about habits and customs from the past

Students can speculate customs and habits from the past

Additional possibilities: teacher asks students to create their own dialogue with the vocabulary they just learned to present in front of the class Homework / Further work: the teacher gives students some cards about

_ ENGLISH TEACHER

AREA COORDINATOR

SCHOOL CORDINATOR

WRITING PPT

3. Trabajo Autรณnomo CLIL PPT + DEMO CLASS RUBRIC

4. Componente Teรณrico Evaluaciones sobre el 40% PRIMER PARCIAL

SEGUNDO PARCIAL

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

de

6. Prรกcticas profesionales Informe Final de Prรกcticas pre profesionales

Pre

7. Reflexiรณn This semester, I had the opportunity to take Language Teaching Strategies that helped me a lot to learn some important topics about how important the management of the classroom is. It was an interesting course in which I achieved the learning outcomes.

In this subject, I mainly learned two things. One thing I learned is the importance of teachers.

I learned teachers are in charge of students. They have to create a good learning environment.

In addition, teachers have to take into account they have to create a lesson plan to give a class and that way manage the classroom in a good and organized way.

In Language Teaching Strategies, I achieved some learning outcomes, which were about different and interesting topics. I learned about different curriculums and annual planning.

The most interesting thing was how to create a lesson plan. I used some strategies to achieve the learning outcomes. I tried to be responsible and present all my assignments on time. I paid attention in class so I could understand all the things the teacher used to explain. I studied for all my quizzes not only to get a good grade but also to learn more.

To sum up, I would like to say that Language Teaching Strategies, was an interesting course for me. I learned a lot which is going to be useful in the future. I learned some important topics to manage the classroom and be able to create a good learning environment.