ORTIZ BRITO JOSUE DANIEL_ COMMUNICATIVE GRAMMAR

Universidad Tecnica de Ambato Facultad de Ciencias Humanas y de la Educacion Carrera de Pedagogia de los Idiomas Nacionales y Extranjeros

STUDENT’S PORTFOLIO COMMUNICATIVE GRAMMAR MG. EDGAR GUADIA ENCALADA TRUJILLO

Student’s name: Josue Daniel Ortiz Brito THIRD “B”

MARCH – AUGUST 2019 AMBATO – ECUADOR

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INDEX 1. COVER PAGE---------------------------------------------------------------------------------------.1 2. MISION/VISION UNIVERSIDAD TECNICA DE AMBATO……………………………………….3 3. MISION/VISION FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION…………4 4. MISION/VISION CARRERA DE PEDAGOGIA DE LOS IDIOMAS……………………………..5 5. SYLLABUS/PAEGUIDES/ ANALYTIC PROGRAM………………......................................6 6. EXIT PROFILE…………………………………………………………………………………………………….7 7. COLLABORATIVE WORK……………………………………………………………………………………8 8. WORKSHOP…………………………………………………………………………………………………….12 9. AUTONOMOUS WORK…………………………………………………………………………………….23 10. THEORICAL COMPONENT………………………………………………………………………………..33 11. PROJECT………………………………………………………………………………………………………….36 12. INTERNSHIP REPORT……………………………………………………………………………………….57 13. REFLECTION…………………………………………………………………………………………………….59

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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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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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Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros 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 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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Syllabus https://utaedumy.sharepoint.com/personal/eg_encalada_uta_edu_ec/_layouts/15/onedrive.aspx?id=%2Fpe

Analytic Program https://utaedumy.sharepoint.com/personal/eg_encalada_uta_edu_ec/_layouts/15/onedrive.aspx?id=%2Fpe rsonal%2Feg%5Fencalada%5Futa%5Fedu%5Fec%2FDocuments%2FSEMESTRE%20MAR%2DAG O2019%2FSILABOS%20MAR%2EAGO%2E2019%2FSILABOS%20APROBADOS%20MAR%2EAGO2 019%2FPlanAlitico%20COMM%2EGRAMMAR%2Epdf&parent=%2Fpersonal%2Feg%5Fencalada %5Futa%5Fedu%5Fec%2FDocuments%2FSEMESTRE%20MAR%2DAGO2019%2FSILABOS%20M AR%2EAGO%2E2019%2FSILABOS%20APROBADOS%20MAR%2EAGO2019&cid=27d759d14d9e-48a9-ac25-d91851a79f9e

GUIDES PAE https://utaedumy.sharepoint.com/personal/eg_encalada_uta_edu_ec/Documents/Forms/All.aspx?cid=bff75 257-7ccd-4c55-ae2bd78dca7942e9&RootFolder=%2fpersonal%2feg%5fencalada%5futa%5fedu%5fec%2fDocument s%2fSEMESTRE%20MAR%2dAGO2019%2fSILABOS%20MAR%2eAGO%2e2019%2fCOMMUNICA TIVE%20GRAMMAR%2fGUIAS%20PAE%20COMM%2eGRAMM%2e2&FolderCTID=0x0120006E 263AE225C783458F1241D276A65727

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EXIT PROFILE  Aplica destrezas, habilidades, procedimientos, técnicas y herramientas de su área de conocimiento para la resolución de problemas socioeducativos.  Planifica el micro currículo para mediar el inter aprendizaje que evidencie en el aula la aplicación de la Reforma Curricular de la Educación Inicial.  Implementa métodos y estrategias de gestión social y desarrollo inclusivas, en procura de generar la accesibilidad de derechos de los diferentes actores educativos.  Valora el bienestar individual y colectivo a través de un proyecto ético de vida profesional.  Planifica procesos sociales y educativos sostenibles en contextos organizacionales, incorporando las dinámicas de inclusión social.  Analiza los escenarios de intervención socioeducativo y articula los diferentes contextos con las exigencias de las exigencias del Plan Nacional de Desarrollo y de las Políticas Socioeducativas.

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Collaborative Work

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FIRST TERM

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SECOND TERM

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Workshop

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GUIDE PAE 1

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GUIDE PAE 2

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GUIDE PAE 3

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GUIDE PAE 4 In this video the teacher will use the inductive method to teach grammar specific articles in English. As a result, she asks if they have a car and what is the status of this. Then, she continues asking questions. In this case, what are the advantages and disadvantages of having a new car or an old car? At that moment the two students begin to give answers, unconsciously in their answers they were already using the articles "a, an, the".

In the next part the teacher shows images about cars, so that the students can identify the previous vocabulary for the activity they will do. Through a question she introduces a part of grammar, which facilitates learning. In the third part, the teacher continues with a small warm up, in which the students must listen to a story and they must order some images in order of how the story unfolds. Even the different activities that the teacher performs help the class be dynamic and not only focus on teaching grammar.

In the fourth part the teacher already presents the theme of grammar. Then, students do an activity with a sheet. In this the students must discover the error, basically they are discovering what the rules are. Something interesting was that the teacher used the grammar rules of the book after many activities, her goal was that the class is not monotonous and that the students participate.

Finally, to demonstrate the learning. The teacher says that they should do a story conversation, then the students use the vocabulary and also the articles correctly. Therefore, she deduces that the class was significant.

The steps that the teacher used to give an inductive class were the following:

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Introducing topics

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Building scheme: old car vs. new car

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Pre-teaching vocabulary for novice learners

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Listening task to introduce grammar in context

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Introducing the grammar topic

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Introducing grammar rules from the text

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Introducing speaking task using the cues

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Recapping the target grammar

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GUIDE PAE 5 Using authentic texts 1

SIMPLE PAST

I had a great weekend. On Friday afternoon, I finished work at 5 PM. I went home and took a shower. Then I went to see a couple of my friends at a bar downtown. We had a couple of beers and a nice talk. Tom told us about his new job, and Jim told us about his new girlfriend.

After a while, we went to a restaurant and had pizza. I went to bed late that night, but I was very happy. On Saturday morning I went running in the park. I ran 5 kilometers, and then came home.

After that, I met my girlfriend for lunch. We went to a Thai restaurant near my house. I love Thai food! I spent the evening with my girlfriend, watching TV on the sofa. The next day, I got up and caught the train to my parents’ town. I usually go to see my parents on Sundays, at least twice a month. My mom usually makes a roast, and we go for a walk in the park or in the country after lunch. This weekend was a bit different, though. My parents took me out for a nice lunch, because it was my birthday. After lunch, we took a walk (as usual) and then I caught the train back to London. Now it’s Monday and I’m back at work, but I’ve got big plans for next weekend!

Questions 1. When did the author finish working? a) He finished work at 5 P.M b) He finished work at 6 P.M c) He finished work at 8 P.M d) He finished work at 9 P.M 2. Match correctly the following sentences. a) I went to see a b) I went to bed late that night

1) Friends at a bar downtown 2) Couple of my friends at a bar downtown

3. What restaurant did go the author and friends eating at? a) They went to an Ecuadorian restaurant b) They went to an Italian restaurant 23

c) They went to Thai restaurant d) They went to a France restaurant Bibliography:

Mk, N. (01 de 2015). TeachingEnglish. Obtenido de https://www.teachingenglish.org.uk/blogs/ninamk/using-authentic-texts

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Autonomous Work 25

FIRST TERM

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SECOND TERM

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Theoretical Component

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FIRST TERM

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SECOND TERM

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Project

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PIS

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Reflection

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COMMUNICATIVE GRAMMAR

The syllabus of communicative grammar has come up very useful for me, by learning this syllable, I have learned how to communicate better with other people. In addition, this contributes significantly in language learning, because it focuses on how to teach topics generally "Grammar", but also includes topics on how to perform initial activities in each class "Warm up", which is very useful according to my opinion.

In addition, the follow-up of this subject contributes considerably in our graduation profile, because it induces us to what it would be a prepared classes, dynamic, and above all not monotonous. Actually, I think it is very important to study this subject, as it allows us to reinforce our idea of what it means to "teach". Through this, we can meet precise objectives and serve as teacher of pedagogy of national and foreign languages.

In summary, I think it is very important to study communicative grammar, because it serves us for the future. This syllabus gives us cognitive, practical, and theoretical tools to create an active environment in class, through dynamics, games with students to subsequently teach a specific topic, I am sure this will be useful for the next semester.

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