TEACHING CHILDREN

Autor :

Universidad Técnica de Ambato

Castill o

Facultad de Ciencias Humanas y de la Educación Carrera de Idiomas

Altam irano Danil o Israel

PORTAFOLIO ESTUDIANTIL TEACHING CHILDREN Semestre: Septiembre 2018 – Febrero 2019

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<Semestre:

Septiembre 2018 – Febrero 2019>

Contenido Universidad Técnica de Ambato..................................................................................................3 Misión.........................................................................................................................................3 Visión...........................................................................................................................................3 Facultad de Ciencias Humanas y de la Eduación........................................................................3 Misión.........................................................................................................................................3 Visión...........................................................................................................................................4 Perfil de Egreso...........................................................................................................................6 1.

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

2.

Trabajo Práctico.................................................................................................................13

3.

Trabajo Autónomo.............................................................................................................26

4.

Proyecto Integrador de Saberes (PIS)................................................................................52

5.

Prácticas Preprofesionales.................................................................................................53

6.

Reflexión............................................................................................................................54

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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 líderes competentes, con visión humanística 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”

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Visión “La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educación de 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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Sílabo https://utaedumy.sharepoint.com/:b:/g/personal/xcalero_uta_edu_ec/EZp_FLSn6cJBp8i8uPf49ycBvh3OhF O91IQt62VISa_C9Q?e=Vmmmzt

Programa Analítico https://utaedumy.sharepoint.com/:b:/g/personal/xcalero_uta_edu_ec/EY4JssI6dy9IlTKft7iJLK8BgBvubOmX aMjOisEkYyr5ow?e=N3t55c

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

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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 “A”

TOPIC: MULTIPLE INTELLIGENCES ASSIGMENT Student’s name: Castillo Altamirano Danilo Israel

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

“TEACHING CHILDREN” SECOND PARTIAL Sixth Semester “A”

TOPIC: CLIL PRESENTATION Student’s name: Castillo Altamirano Danilo Israel

AMBATO – ECUADOR September 2018 – February 2019

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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: Games and Story Telling

Student: Castillo Altamirano Danilo Israel

AMBATO – ECUADOR September 2018 – February 2019

GAMES ASSIGNMENT

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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 ASSIGMENT

Student: Castillo Altamirano Danilo Israel

AMBATO – ECUADOR September 2018 – February 2019

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1. Complete with the words given

Product- Factors- Times sign

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3. Trabajo Autónomo

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

MODALIDAD PRESENCIAL

“TEACHING CHILDREN” SECOND PARTIAL Sixth Semester

TOPIC: CHARACTERISTICS OF YOUNG LEARNERS

Student: Castillo Altamirano Danilo Israel

AMBATO – ECUADOR September 2018 – February 2019

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 ASSIGMENT

Student: Castillo Altamirano Danilo Israel

AMBATO – ECUADOR September 2018 – February 2019

CLASS: Fifth Grade DATE: January 15, 2019th, 2018 TEACHERS’ NAME: CASTILLO DANILO AND YAZÁN MISHEL LESSON OBJECTIVES: TEST STUDENTS’ KNOWLEDGE

SUBJECT: Grammar and Vocabulary TOPIC: Imperatives and Prepositions of place TIME: 40 MINUTES Level: Beginners

GENERAL OBJECTIVE: At the end of the class students will be able to change imperatives to the negative form and talk about ways to improve their English by using the correct grammar rules.

SPECIFIC OBJECTIVES: Students will be able to read an article and identify imperatives.

Students will be able to listen and identify the correct verb in a recipe.

Students will be able to write imperatives using the correct grammar.

APPROACH/ THEORY USED:

TOPIC - BASED APPROACH

CONTENTS: BACKGROUND, DESIGN, PROCEDURE, ROLES, CONCLUSION PROCEDURE STAGES TEACHER’S ACTIVITIES STUDENTS’ AND ACTIVITIES TIME 1 The teacher asks the students to remember all the Ss’ recall information things that they have learned about prepositions of place and imperatives.

Ss’ complete The teacher asks the students to complete the handout 1 Handout 1: Read the advice on how to get a job in a game design. Notice the words in bold

AUDIO-VISUAL AIDS

EVALUATION

the Ss’ participation the

2 The teacher asks the students to complete the recipe Ss’ listen and complete Tv “My favorite dish – Pepperoni pasta” and choose the the activity correct form of the verb to complete the recipe.

Ss’ participation

3

complete The teacher asks the students to complete the put the Ss’ activity words in the correct order Write an imperative for each situation. Use verbs from the box.

the

Ss’ participation

4

The teacher asks the students to complete the activity Ss’ perform the activity in pairs and ask Ss’ to get in pairs. Change the affirmative

Ss’ performance

imperatives to negative imperatives. Student A reads the affirmative, Student B says the negative.

Then change roles.

The teacher asks the students to discuss ways to improve your English. Use affirmative and negative imperatives.

HANDOUT 1

How to get a job in Game Design Activity 1: Read the advice on how to get a job in a game design. Notice the words in bold

Activity 2: Find and complete these sentences in the article from Activity 1.

Write the missing words.

1. ________________________________ games all the time. Make them!

2. ________________________________about a college degree.

3. ________________________________your work to other people.

4. ________________________________examples of your work.

5. ________________________________hard.

Activity 3: Look at the sentences from Activity 1. Then circle T for true or F for false for each statement below.

1. All the verbs are negative.

T F 2. We donâ&#x20AC;&#x2122;t need to write the subjects with these verbs.

T F 3. The sentences all give advice.

T F

HANDOUT 2 Love cooking Activity 1: Listen the following recipe “My favorite dish – Pepperoni pasta” and choose the correct form of the verb to complete the recipe.

My favorite dish - Pepperoni pasta 1. Cut / Cutting / Cuts the carrots and onions into small pieces, then added / adding / add them to the salad.

Ingredients: • • • • • • • • •

1 red onion 2 red peppers Pepperoni 5 tomatoes 1 cup of water Olive oil Garlic Oregano Pasta

2. Cook / Cooked / Cooking the meat for about 12 minutes.

3. Boil / Boiled / Boiling the water for 5 minutes, then add / adding / added the pasta.

4. Don’t forget to washed up / washing up / wash up after you have finished eating.

HANDOUT 3 Activity 1: Put the words in the correct order Example: salt Pass me please the 1.

2.

3.

4.

5.

6.

Pass me the salt please.

door please Answer the _______________________________________ lunch Don’t your forget _______________________________________ English Speak please in _______________________________________ Wait please for me _____________________________________________ sister with Play your ___________________________________ your speak Don’t mouth full with _____________________________

Activity 2: Write an imperative for each situation. Use verbs from the box.

Ask

be

eat

give

go

stay

study

wear

Example: A: I have a test tomorrow. I’m not a good student.

B: __Study___ hard.

1. A: I have a big meeting tomorrow. It’s midnight now.

B: _________to sleep.

2. A: I’m often late to class. I have a test tomorrow.

B: _________on time.

3. A: I eat junk food every day.

B: _________healthy

food.

4. A: I have a cold. I also need to go shopping.

5. A: That old woman doesn’t have a seat.

B: _________home.

B: Please_________ her your

seat.

6. A: Look at all that snow outside.

B: _________your boots.

7. A: I don’t understand the assignment.

B: _________the teacher.

HANDOUT 4 Improve your English!

Activity 1: Work with a partner. Change the affirmative imperatives to negative imperatives. Student A reads the affirmative, Student B says the negative. Then change roles.

Example: Student A: Eat in the library.

Student B: Donâ&#x20AC;&#x2122;t eat in the library.

1. Eat in the library.

6. Open the window.

2. Be late for work.

7. Park your car here.

3. Sit in that seat.

8. Feed the animals.

4. Use the elevator.

9. Close your book.

5. Call him at midnight.

Activity 2: Work with a group. Discuss ways to improve your English. Use affirmative and negative imperatives.

Read in English.

Donâ&#x20AC;&#x2122;t miss classâ&#x20AC;Ś

CLASS: Fifth Grade SUBJECT: Grammar and Vocabulary DATE: January 15, 2019th, 2018 TOPIC: Imperatives and Prepositions of place TEACHERS’ NAME: CASTILLO DANILO AND YAZÁN TIME: 40 MINUTES MISHEL Level: Beginners LESSON OBJECTIVES: GENERAL OBJECTIVE: At the end of the class students will be perform ando give basic commands using the verbs learned during the class.

SPECIFIC OBJECTIVES: • Students will listen and sing a song about imperatives.

• Students will play a game online.

•Students will perform and act using imperatives.

APPROACH/ THEORY USED:

TOPIC - BASED APPROACH

CONTENTS: BACKGROUND, DESIGN, PROCEDURE, ROLES, CONCLUSION PROCEDURE STAGES TEACHER’S ACTIVITIES STUDENTS’ AUDIO-VISUAL AIDS AND ACTIVITIES TIME 1 The teacher plays the ‘Imperatives song’: Ss’ listen to and dance Tv https://www.youtube.com/watch?v=CThfI7_E7Vk the song The teacher introduces the new topic by presenting a Ss’ pay attention to the PPt presentation. Also he gives instructions about what explanation students should do – Stand up. Sit down. Stop talking.

Etc. Write several examples on the board and have

EVALUATION

Ss’ get in groups

students copy into notebooks.

The teacher gives each student Handout 1 and make Ss’ complete them complete it in pairs. handout The teacher asks students to stand up and do the Ss’ do the mimics mimics of the handout 1. Then, Student 1 reads the instruction of this handout and Student 2 does the mimics.

The teacher asks students to sit down.

the

Ss’ participation

2

3

The teacher asks students to listen to the instructions that he is going to read and if one student knows the meaning he can pass to the front and do the mimic.

The teacher will give a star for each participation, at the end of the game the student who has more stars will win a cookie.

Then the teacher makes students to play a game online http://enjoyenglish.free.fr/english/college/imperatif/niv 2/index.html In this game students can ask to the ant to do whatever they want. They just have to type it!

Finally, the teacher asks students to get in pairs and complete the handout 2 The, the teacher gives feedback.

Ss’ pass to the front and Tv do the mimics

St’ play the game online

Ss’ listen to the teacher

Ss’ participation

PPT PRESENTATION

GRAMMAR AND VOCABULARY Studentâ&#x20AC;&#x2122;s name:_______________ Course:______________________ Date:________________________

HANDOUT 1

Game online http://enjoyenglish.free.fr/english/college/imperatif/niv2/index.html

HANDOUT 2

Get Out of Bed Diane Z. Shore

Use the word bank to complete the script and then act it with your partner.

Don’t pull

Get up

Stop acting

Get out

don’t make me go

Mom (yelling): ________ of bed you silly fool! ___________right now, it’s time for school.

If you don’t dress without a fuss, I’ll throw you naked on the bus!

Child: Oh, Mom, ______________today.

I’m feeling worse than yesterday.

You don’t know what I’m going through.

I’ve got a strange, rare case of flu.

My body aches, my throat is sore.

I’m sure I’m knocking on death’s door.

You can’t send me to school—achoo!— (sneeze) ‘Cause everyone could get it, too.

Besides the kids despise me there.

They always tease, and always stare And all the teachers know my name.

When something’s wrong, it’s me they blame Mom (yelling): You faked a headache yesterday. __________that stuff on me today. ___________like a silly fool—

The principal cannot skip school!

INFORMATIVE DATA:

TEACHER: Castillo Danilo, Yazán Mishel AREA: ENGLISH SCHOOL YEAR: September 2018June 2019

SUBJECT: Grammar COURSE: Fifth grade

PARALLEL: A

GROUP: There are 21 students in this group, 7 men and 14 women

DATE: January 15th , 2019

TIME: 30

N° OF STUDENTS 21

minutes

Aims: to allow students to use different prepositions in order to follow instructions for the game Scavenger hunt: prepositions of movement Objectives:

 Students will be able to identify prepositions  Students will be able to demonstrate correct usage of prepositions Students will be able to follow instructions with different prepositions 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

40

The teacher plays a song for the students in order to make them practice prepositions.

minut es

Students listen carefully to the song and along with the teacher.

Students can identify different prepositions

https://www.youtube.com/watch? v=xyMrLQ4ZI-4

The teacher draws a box to use as a visual aid.

The teacher introduces prepositions to the students by asking them to think of two words that describe what they could do with a box.

The teacher brainstorms these words and write them on the board. Most of the words will be prepositions. (Examples: inside, into, under, by, over, beneath, beside

The teacher presents the next activity which is Scavenger hunt: prepositions of movement

Students pay attention to the prepositions the teacher is introducing.

Students can demonstrate the correct usage of prepositions Students tell the teacher what they could do with the box by using prepositions.

Students look at the board with the prepositions the teacher has just written on it.

The teacher creates ten clues and gives each small group of students one handout, and instructs them to read the clues together

Students are given handouts with instructions on it for the game.

Students can follow instructions with different prepositions Students follow the clues on the handout

CLUES FOR Scavenger hunt: prepositions of movement

At the end of the game, the team who follows all the steps will find the treasure, which is some chocolate golden coins

1. Walk through the classroom.

2. Walk from your seat until you get to the board 3. Once you are there look at the pictures on the wall 4. Grab one of the pictures and look behind it 5. There are some instructions on it 6. Look under all the desks in the classroom 7. You will find the final clue 8. In order to find the treasure, you need to be standing on the first seat 9. Walk 2 steps to your right 10. Then, walk 6 steps straight and two steps to your right 11. Once, you are there, look behind the teacherâ&#x20AC;&#x2122;s seat 12. Congratulations you have found the chocolate golden coins INFORMATIVE DATA:

TEACHER: Castillo Danilo, YazĂĄn Mishel SCHOOL YEAR: September 2018- June 2019 COURSE: Fifth grade

AREA: SUBJECT:

ENGLISH G r a mmar

PARALLEL: A

GROUP: There are 21 students in this group, 7 men and 14 women

DATE: January 15th , 2019

TIME: 30

N° OF STUDENTS 21

minutes

Aims: to allow students to follow instructions in order to practice prepositions Objectives:

ď&#x201A;ˇ Students will be able to ask questions with preposition Students will be able to follow instructions with different prepositions Students will be able to use appropriately prepositions in different situations 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: handouts TIMIN G

TEACHER ACTIVITY

STUDENT ACTIVITY

SUCCESS INDICATORS

40 minut es

.

The teacher starts the class with the game “Hide the teddy” The student leaves the classroom The teacher makes one student get and after a few minutes comes out of the classroom; meanwhile back the other students hide the teddy bear.

Students can ask questions with prepositions.

The teacher makes the student come back

The student by asking questions has to locate the teddy. The question structure they should practice with The student asks questions to find them first is: 'Is the teddy on the out where the teddy bear is floor?' 'Is the teddy in a bag?'

The teacher makes one more student play with the same structure and questions

After the game the teacher write some prepositions on the board to make students practice

One more student leaves the classroom and follow the same structure to make questions to find out where the teddy bear is.

Students practice the prepositions written on the board

Students complete the handout “where is the dog” in pairs The teacher gives students some handouts “where is the dog” to complete in pairs.

Students read their answers aloud

Students can use prepositions appropriately in different situations

The teacher checks the answers and makes students read aloud

4. Componente Teรณrico

5. Proyecto Integrador Saberes (PIS)

de

6. Prรกcticas Preprofesionales

7. Reflexiรณn This semester, I had the opportunity to take Teaching Children that helped me a lot to learn some important topics about how important the management of the classroom is, how to deal with different kind of children and the problems they can face. 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 different methods and approaches used in class with students. I learned teachers are in charge of students. They have to create a good learning environment. In addition, teachers have to take into account that students are different. They learn in different ways because of multiple intelligences

In Teaching Children, I achieved some learning outcomes, which were about different and interesting topics. I learned about the so many methods that can be applied in class. The most interesting thing was multiple intelligences and how students learn in different ways from each other.

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 Teaching Children 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 by using some techniques I have learned in this semester.