English

Autho r:Meli

Universidad Técnica de Ambato

ssa Danm aris

Facultad de Ciencias Humanas y de la Educación Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros

Pared es Moral es

PORTFOLIO

ENGLISH Semestre

aaaaa

Elaborado por: María Cristina Páez

March-August 2019

ONE

2

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

Trabajo Colaborativo............................................................................................................6

2.

Trabajo Práctico.................................................................................................................10

3.

Trabajo Autónomo.............................................................................................................15

4.

Proyecto Integrador de Saberes (PIS)................................................................................21

5.

Prácticas Preprofesionales.................................................................................................38

6.

Reflexión............................................................................................................................40

Aaaaa

Author:Melissa Paredes

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.

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”

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. ” "

Aaaaa

Author:Melissa Paredes

4

Sílabo https://utaedumy.sharepoint.com/:b:/g/personal/sj_iza_uta_edu_ec/EeDZp_FK6TFMrJ6LItq9V7UBCrgojLeic D5LuN997kQD7A?e=i6yjkt

Programa Analítico https://utaedu-my.sharepoint.com/:b:/g/personal/sj_iza_uta_edu_ec/EXL1eUxOWBVJts8RO3qRvUBRMr6B7mYbXnvnQsCbUiruw?e=rkpkpO

Guías PAE https://utaedu-my.sharepoint.com/personal/sj_iza_uta_edu_ec/Documents/Forms/All.aspx? ct=1563325768957&or=OWA%2DNT&cid=fc4031b1%2D33ec%2D4e09%2Da64f %2D58508698b5f3&FolderCTID=0x0120007E635776F8B4F94B902F19E0EE524B94&id= %2Fpersonal%2Fsj%5Fiza%5Futa%5Fedu%5Fec%2FDocuments%2FMARZO%2DAGOSTO %202019%2FPORTAFOLIO%20ESTUDIANTIL%2FENGLISH%20I%2DA%2FGUIAS%20PAE %20ENGLISH%201

5

Perfil de Egreso El futuro profesional de la Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros podrá desempeñar los siguientes roles: Profesor/a de Inglés en instituciones educativas a nivel de Educación Inicial, Educación General Básica y Bachillerato.

Profesor/a de inglés en el nivel técnico y tecnológico de la Educación Superior.

Tutor/a académico/a en las instituciones educativas.

Profesor/a de inglés en institutos y academias de idiomas extranjeros.

Tutor/a de inglés en fundaciones y centros para tareas dirigidas.

6

1. Trabajo Colaborativ o

7

First Term.

8

Gadgets

9

Exposition.

10

2. Trabajo Prรกctico

11

FIRST TERM

12

Family Tradition in Food

13

Second Term

Tourist Places In Ecuador.

14

15

3. Trabajo Autรณnomo

16

First Term

Classmate Description

17

18

Second Term

Questions about your last vacation

19

20

21

4. Componente Teórico

ANSWER SHEET TEACHER: Lic. Mg. Sarah Iza Pazmiño STUDENT:……………………………………………………………………………

DATE: ………………………………

22

QUESTIONS

ANSWERS

QUESTIONS

1.

28.

2.

29.

3.

30.

4.

31.

5.

32.

6.

33.

7.

34.

8.

35.

9.

36.

10.

37.

11.

38.

12.

39.

13.

40.

14.

41.

15.

42.

16.

43.

17.

44.

18.

45.

19.

46.

20.

47.

21.

48.

22.

49.

23.

50.

24.

51.

25.

52.

26.

53.

ANSWERS

27.

STUDENT`S SIGNATURE: __________________________ TEACHER`S SIGNATURE: __________________________ UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

23

CARRERA DE PEDAGOGIA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS CICLO ACADÉMICO: Marzo-Agosto 2019 WRITING SECTION (10 points) Follow the teacher´s instructions.

NAME:______________________________________________DATE:___________________ _ TOPIC:______________________________________________________________________ __ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ________________________________________________________________________

24

5. Proyecto Integrador

de

Saberes (PIS)

25

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS. UNIDAD DE ORGANIZACIÓN CURRICULAR AUTORES: ORTÍZ PATIÑO SOLANGE ESTEFANÍA PAREDES MORALES MELISSA DAMARIS PEÑEHERRERA GORDILLO ODALYS MARCELA. PÉREZ SÁNCHEZ PAOLA ANAHÍ.

NIVEL: PRIMER SEMETRE. PROYECTO INTEGRADO DE SABERES

AMBATO - ECUADOR

26

SEPTIEMBRE 2018 – FEBRERO 2019 1. Title of the project: Didactic Resources Used In The English Teaching Process.

2. Objectives A. General Objective.

Analyze the importance of the use of didactic resources for the teaching of the English language. b. Specific Objectives.

Analyze the quality of teaching resources as a teaching model used by the institution.

Establish the types of didactic resources used by the teacher.

Theoretically basis of the importance and frequency of use of teaching resources as pedagogical models.

3. Methodology The resources used for the English language teaching in this section are practical, and appropriate to the level at which students take the language. The classroom has different implements such as Projector, recorder, computer, speakers, CDs, DVD, books, which are necessary for students to understand the language avoiding traditional and boring strategies. In this way, it can be said that English is less tedious for students and beneficial for teachers. The tools used are the observation cards number two and four, which detailed the materials that should be used in each institution. Observation card number two refers mostly to the infrastructure of the institution but in the last part, it mentions the technological resources help to student to increase their interest in learning the language. Observation card number four breaks down all the requirements that the English book must fulfill and thus be apt so that the students can learn in a more effective way.

4. Theoretical Framework Didactic Resources Used In The English Teaching Process.

Didactic resources are all sets of elements that the teacher uses to teach, different topics, but it´s not important in education. The resources help to facilitate to transmit the information and pieces of knowledge. In many ways, didactic resources

27

join the knowledge with the learning process in the student. The use of didactic resources in the school has an important level because they feel the interest to learn. In many ways, it would be new for the students. With didactic resources, teachers can avoid students' frustration and bored. (PeĂąaloza, 2011) Educational resources are influenced by the use of tools in the teaching of the educational process, as use of these facilitating the help to the student. At a general level, it can be said that they serve to put into practice knowledge and learning, constituting as guides of help for the students and a better understanding, becoming more accessible in a nearer and less abstract way, the didactic resources appeal creativity and motivation to the student. The teaching-learning process transmits more entertaining and easier to assimilate pedagogy. They have major importance in the teaching of languages, since they provide a large part of the impetus in a direct and cooperative way, familiarizing themselves with certain structures such as the processes to be obtained, allowing the student to have closer contact in the content.

As teaching resources, we have the main influential radio which goes beyond being a fundamental element of communication, information, and entertainment, this medium has become an essential element for the education of the learner in terms of the listening, main help to improve the student's hearing, comprehension, and vocabulary (Quintana, 2016).

The integration of TV in the practice of curricular activities from the perspective of curricular design as a project that includes the training intentions and the action plan is addressed. The integration of is in the curriculum as a teachinglearning strategy focused on the television medium involves two factors: on the one hand, curricular reform and on the other, teacher training, since it is who carries out the curriculum, incorporating the content of interest such as culture and society. The use of the Internet in the classroom is very useful because it is a powerful tool that

28

motivates, allows students to learn at their own pace, gives us access to databases and electronic publications in these as activities through virtual platforms such as of the main Pearson manifesting in this the verification of what has been learned, we also have applications such as listening training, manifesting better cognition in listening, vocabulary, writing, speaking. (Roldรกn, 2009) A video projector is a device that reproduces different images, videos, and files on a screen, wall or flat surface that can be visible to the public. This device is widely used in the academic field because students generally feel some kind of interest in viewing the images, in some way they can retain the information presented because audiovisual media generally create a great impact on the minds of students. Web Access is necessary in education, because students can investigate the contents taught by teachers in class, in this case as this is focused on learning the English language, students look for the meaning of the words that do not know, they can also reinforce knowledge with the different pages that offer help in improving the level of the language that the person has. Cd's are used to store information, English teachers, take advantage of this resource to present audios to students and improve listening skills in each of the students who have different problems in this skill.

English book for each educational level, the English book should be appropriate for the category that fits the knowledge of the students, the book should present grammar exercises, writing, speaking and listening. This must have units with different themes to increase the interest to learn, the images contained in the book should be attractive to students. The book must contain vocabulary and phrases (Jimenez, 2014) The information provided by the books is more complete and extensive, so students can expand their knowledge with the teacher's guide, you can also investigate

29

more information, and thus extend the knowledge on the subject. You can also use the book to practice with the exercises that are presented. (Sanchez, 2012) Advantages and disadvantages.

One of the advantages of the use of teaching resources is that the content can be taught to the students in a clear and direct way. Students feel more motivated to learn, that way it will not be difficult to learn they will even have more energy to continue with the process. One disadvantage is that the students are using didactic resources the students feel motivated, in some students the hyperactivity is also presented, for this reason, the students are disconnected from the learning process.

5. Schedule ACTIVITIES April WEEKS 1 2 Title of the X project Objectives (general and specific) Methodology Theoretical literature Results Bibliography Written presentation 1st part Written presentation 2nd part Oral presentation

3

4

May 1 2

3

4

June 1 2

3

4

July 1 2

3

X X X X X X X X

6. Results Observation Card N° 4.

Text for teaching the English language The teacher uses an English book the students use an English book

Yes X X

No

4

30

The teacher uses CD`s in class for listening The English book is practical The English book has units for learning The teacher uses other didactic material for the class

X X X X

QUESTION 1.- Does the teacher and the students use an English book?

Does the teacher and the students use an English book?

120 100 80 60 40 20 0

Ortiz S.

Paredes M. Use

Peññ aherrera O.

Perez P.

Doñ´t Use

Analysis and interpretation: We observed that both the students and the teacher made use of the English book. Perform the activities, readings, pronunciation exercises, and other items proposed in the book. In this majority the book has been completed, the teacher previously explains the activities to be carried out and explains to the students that they have problems to complete them.

Question 2.-Does the teacher use CD´s in the class for listening?

31

Does the teacher use CD´s in the class for listening?

120 100 80 60 40 20 0

Ortiz S.

Paredes M. Use

Peññ aherrera O.

Perez P.

Doñ´t Use

Analysis and interpretation: Only two of the four teachers use CDs for English language learning in the classroom, with 50% using CDs. and the remaining 50% do not use them. When not using them, listening is not completely reinforced.

Question 3.- Does the teacher use other didactic material for the class?

Does the teacher use other didactic material for the class?

120 100 80 60 40 20 0

Ortiz S.

Paredes M. Use

Peññ aherrera O. Doñ´t Use

Perez P.

32

Analysis and interpretation: Teachers make appropriate use of other teaching materials, such as posters, collages, crossword puzzles and riddles with didactic images. students pay more attention to the different materials taken by their teacher because they are unconventional.

Question 4.-Does the English book have units for learning?

Does the English book have units for learning?

120 100 80 60 40 20 0

Ortiz S.

Categoríía 2 Have

Categoríía 3

Categoríía 4

Doñ`t Have

Analysis and interpretation: All the students' books have units for learning, the classes are based on the units for the learning of the English language, so in an organized way they can carry out the activities, and be filled with knowledge, which is neither excessive not very deficient, for the correct absorption of ideas and new classes.

33

Question 5.- Is the English book practical?

Is the English book practical?

120 100 80 60 40 20 0

Ortiz S.

Paredes M.

Peññ aherrera O. It is

Perez P.

It isñ`t

Analysis and interpretation: The book is practical since it is divided by units, as we mentioned before, they allow knowledge to be absorbed in an easy way for them since it does not overload the students.

7. Conclusions And Recommendations Conclusions.

The quality of the teaching resources was analyzed as models used by the institution, mentioning that the institution provides a book that has grammar, vocabulary, and exercises to strengthen learning.

It was established that teachers use different types of resources to encourage language learning, they use puzzles, riddles, posters, radio, Cd, projector, and television.

Teachers always use all the resources in their classes, it is used as a methods to teach the English language in an interesting way.

34

Recommendations.

Teachers should make more use of teaching resources to better capture the attention of students.

All the teachers must use CD´s for listening because this resource is important to develop the listening skill.

7. Biography

Jimenez.

(2014).

Taylor y Francis Online.

Obtained https://www.tandfonline.com/doi/abs/10.1174/021470394321341150

from

Peñaloza, J. y. (2011). THE USE OF DIDACTIC RESOURCES APPLIED IN THE COMMUNICATIVE APPROACH IN TEACHING LEARNING PROCESS OF ENGLISH LANGUAGE. Obtained from http://dspace.unl.edu.ec:9001/jspui/bitstream/123456789/2896/1/JIMENEZ %20FLAVIO%20-%20PE%C3%91ALOZA%20ADRIANA.pdf Quintaa, R. (2016). Lenguaje de la radio y sus posibilidades educativas. Obtained from Scielo: file:///C:/Users/ASUS/Downloads/DialnetLaRadioComoRecursoDidacticoEnElAulaDeInfantilYPrim-4182756.pdf Roldán, E. (junio de 2009).

Science Director. https://manarea.webs.ull.es/articulos/art17_sitiosweb.pdf

Obtained

from

Sanchez.

(2012).

Universidad de Valladolid.

Obtained from https://uvadoc.uva.es/bitstream/handle/10324/1391/TFM-E%201.pdf?sequence=1

35

36

37

38

39

5. Prรกcticas Preprofesionale s

40

41

6. Reflexiรณn

42

English One is a subject that helps to improve grammar, vocabulary, and pronunciation, through different activities, which are usually spoken, in this way teacher can listen to students' mistakes and correct them. This way students will have fluency in the English language.

This subject is very necessary because it develops the different skills that exist in the language. It contributes to having a good level in the language, communicating ideas with the use of different phrases which are acquired with the learning of vocabulary skills. In each subject, the grammar rules are taught in detail so that there are no common errors when learning. A student is a teacher in development, the student absorbs all the knowledge of the teacher and even the ways he uses to teach the classes, for that reason teachers must play a great role during the training of the student.

In conclusion English One is a very important subject during the training of the student because it is the basis of the whole career, the student must play a great role at the time of teaching, the student must put into practice all the knowledge acquired in recent years during the academic training.

43