LANGUAGE TEACHING STRATEGIES

Autor /a: Quisp e

Universidad Técnica de Ambato

AcostFacultad a Laura Marib

de Ciencias Humanas y de la Educación Carrera de Idiomas

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PORTAFOLIO ESTUDIANTIL LANGUAGE TEACHING STRATEGIES Sexto Semestre Septiembre 2018 – Febrero 2019

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LANGUAGE TEACHING STRATEGIES Sexto Semestre

Septiembre 2018 – Febrero 2019

Contenido Universidad Técnica de Ambato.............................................................................................................3 Misión.....................................................................................................................................................3 Visión......................................................................................................................................................3 Facultad de Ciencias Humanas y de la Educación..................................................................................4 Misión.....................................................................................................................................................4 Visión......................................................................................................................................................4 Sílabo......................................................................................................................................................5 Programa Analítico.................................................................................................................................5 Guías PAE................................................................................................................................................5 Perfil de Egreso.......................................................................................................................................6 1.

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

2.

Trabajo Práctico.............................................................................................................................16

3.

Trabajo Autónomo........................................................................................................................21

4.

Componente Teórico.....................................................................................................................25

5.

Proyecto Integrador de Saberes (PIS)...........................................................................................30

6.

Prácticas Preprofesionales............................................................................................................31

7.

Reflexión.......................................................................................................................................32

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Quispe Acosta Laura Maribel Nombre del Estudiante

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 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 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.

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

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 Origen Lenguaje (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.

1. Trabajo Colaborativo UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS LANGUAGE TEACHING STRATEGIES

Sixth Level “FIRST PARTIAL”

STUDENT’S NAME: QUISPE ACOSTA LAURA MARIBEL

AMBATO – ECUADOR September 2018 – February 2019

UNIDAD EDUCATIVA “UTA” INFORMATIVE DATA TEACHER:

Quispe Acosta Laura Maribel.

SCHOOL YEAR:

AREA:

September 2018 – February 2019

DATE: GROUP: They are 21 students in this November group, 11 women and 10 men.

2018.

Recent topic work: Reading (Cycling for a cause)

ENGLISH

SUBJECT: English 2

21st,

TIME: 40 minutes

N° OF STUDENTS 21

Recent Language work: Past perfect, past simple tense.

Aims: To allow students to listen for a gist and specific information about “Mysteries” in order to complete the information.

Objectives: Ss. will be able to talk about a mystery they have heard or read before.

Ss. will be able to describe six different pictures presented in the activity.

Ss. will able to match the picture to the events presented in the activity.

Ss. will be able to put in order the events of the story.

Ss. will be able to write the adverbs with their correct meaning.

Assessment: Formative assessment/ controlled and guided activities.

Anticipated problems: Difficulty to grasp the meaning of some words, expressions, new grammar structure.

Solution: Make sure that students realize the use of different presented vocabulary and use of adverbs. Use dictionary.

Materials: Teacher’s book, English A2. 2 Student book, markers, eraser, board and photocopies, radio tape, CD. TIMING

TEACHER ACTIVITY

STUDENT ACTIVITY

SUCCESS INDICATORS

40 minutes

Pre-listening Pre-listening -T. gives out photocopies of the listening - Ss ask and answer some activity. questions.

- T. brainstorms about mysteries drawing a circle on the board.

- T. makes sure Ss understand what a mystery is.

MYSTERY Def: something strange or not known that has - Ss talk about a mystery that they not yet been explained or understood. have heard.

-T. asks Ss if they have heard about a mystery.

- Ss infer.

- T. invites Ss to share what they have heard.

-T. invites Ss to describe about the six pictures from activity 1.

What happen in picture (a)?

Why? While-listening First listening T. introduces 5 adverbs: strangely, While listening mysteriously, immediately, suddenly, unfortunately -T. asks to make activity 1 and plays the tune.

- Ss listen to the activity in order to -T. asks some questions about the listening. match the picture to the events in What this story is about? activity 1.

What did happen when Tina crossed the Ss order the events in activity 2. bridge?

Who was the ring from? .

Second listening -T. plays the tune again to complete the second part from activity 1 -T. asks Ss to make activity 2.

-T. asks Ss to correct answers.

Ss. can talk about a mystery they have heard or read before.

Ss. can describe six different pictures presented in the activity.

Ss. can match the picture to the events presented in the activity.

Ss. can to put in order the events of the story.

Ss. can write the adverbs with their correct meaning

Post-listening - T. asks one students to read the vocabulary Post-listening strategy chat.

-T. asks to complete activity 3 - Ss match some adverbs with their -T. asks Ss to correct answers meaning.

Additional possibilities: Students will join in groups of four in order to talk about mysteries they have heard.

Homework/Further work: Students will write their own sentences using the adverbs presented in class.

2. Trabajo Práctico UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS LANGUAGE TEACHING STRATEGIES

Sixth Level “FIRST PARTIAL”

STUDENT’S NAME: QUISPE ACOSTA LAURA MARIBEL

AMBATO – ECUADOR September 2018 – February 2019

READING LESSON PLAN INFORMATIVE DATA TEACHER: Quispe Acosta Laura Maribel.

SCHOOL YEAR: February 2018 – August 2018 COURSE: I EGB

GROUP: They are 22 students.

AREA: ENGLISH SUBJECT: English 2 PARALLEL: A

DATE: October 31st, 2018.

Recent topic work: Fantasy

TIME: 45 minutes

N° OF STUDENTS

Recent Language work: Stories for all kinds.

Aims: To allow students to identify the most important element of a story.

Objectives: Students will be able to use recognize, there are, there is, preposition of place and imperatives.

Students will be able to use vocabulary; challenge, fool, draw, hide, stand still, behead, awaken to express share their thoughts and give information.

Students will be able to talk about wonder of the world.

Assessment: Formative assessment/ controlled and guided activities.

Anticipated problems: Difficulty to understand and express new words, expressions, new grammar structure.

Solution: Make sure that students practice and realize the used of the vocabulary presented in context. Use dictionary.

Materials: Notebook, photocopies.

TIMING

TEACHER ACTIVITY

STUDENT ACTIVITY

SUCCESS INDICATORS

30 minutes

Pre-reading - T. introduces the topic asking the next questions.

Do you like stories? , What is your favorite story? , What is it about?

-T. presents a trivial game about Greek stories as warm-up. PPT - T. introduces the first activity if the text, page 40 and explains about the activity.

Do you know the term “word cloud”?

-T. asks to complete activity 1.

-T. introduces the vocabulary by pictures (activity 2) -T. Asks to match the columns.

-T. checks the answers.

While-reading.

-T. invites students to read silently and do the corresponding activity.

-T. asks to label the picture in pairs.

-T. asks. Do you enjoy the story?, What are the main characters in the story?, If you were Perseus how would you use the magical objects to kill Medusa?

Post-reading.

T. asks to summarize the story of “Persues and

-

Students answer the question.

-

Students can talk about their favorite story.

-

Students’ participate.

-

Students can talk about what they know of Greek stories.

-

Ss fill the activity

-

-

Ss look at the pictures.

Ss do the activity.

Ss correct mistakes if it is necessary.

Ss know realize about the objective of the activity.

Ss can infer the meaning about the new words.

-

Ss read silently.

Ss work in pairs.

Ss answer. (Vary answers)

-

-

Ss can identify the vocabulary in the story.

-

Ss can scan the story in order to complete the next activities.

Medusa” using “long, long ago, Once upon a time”.

-

Students write a summary about then story.

Additional possibilities: Students will do four pictures in order to summarize the story and share ideas in team of four students.

Homework/Further work:

_____________________________ ENGLISH TEACHER

______________________________ AREA COORDINATOR

____________________________ SCHOOL CORDINATOR

3. Trabajo Autónomo UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS LANGUAGE TEACHING STRATAGIES

Sixth Level “FIRST PARTIAL”

STUDENT’S NAME: QUISPE ACOSTA LAURA MARIBEL

AMBATO – ECUADOR September 2018 – February 2019

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4. Componente Teรณrico PRIMER PARCIAL

SEGUNDO PARCIAL

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

6. Prรกcticas Preprofesionales

7. ReflexiĂłn In this subject “Language Teaching Strategiesâ€?. I have achieved certain competence according to the Modelo Educativo UTA, which allows me to relate the theory in a real context. The same way, according to the exit profile of Carrera de Idiomas. It manages social, intellectual and psychological aspects that are related with this subject.

The Modelo Educativo UTA is focused on the ideal of being human and professional that is intended to train, endowed with skills as an integrated set of knowledge. For example, to know how to think, to know how to do, and to know how to live in community.

The last one mentioned, I consider one of the most important. Those integrated set of knowledge helped me in solving problems and proposing creative solutions in a specific context, motivated by values and the use of personality power that are focused on the growth of human beings in community.

Regarding to the exist profile, Language Teaching Strategies helps me to manage intellectual aspects through the different strategies, method and approaches that I have learnt to teach English. This subject contributes a lot on me to become a professional English teacher. All the knowledge acquired are going to be fundamental to control a class and that students feel comfortable leaning while they work under the method or strategy that will applied. Moreover, this subject encourages me to feel confident creating my own materials in order teach English as language As a conclusion, I have to mention that Language Teaching Strategies is an essential subject in the process of becoming an English teacher. The exit profile and the Modelo Educativo UTA give an important contribution during this fundamental process to become a professional and also for education in the society.