Conversational

Autho r:

Universidad Técnica de Ambato

Melis sa Dama

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

ris Pared es Moral es

PORTFOLIO CONVERSATIONAL ENGLISH Semester aaaaa

Elaborado por: María Cristina Páez

March-August 2019

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............................................................................................................7

2.

Trabajo Práctico.................................................................................................................17

3.

Trabajo Autónomo.............................................................................................................22

4.

Proyecto Integrador de Saberes (PIS)................................................................................35

5.

Prácticas Preprofesionales.................................................................................................49

6.

Reflexión............................................................................................................................51

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://humanaseducaciononline.uta.edu.ec/pluginfile.php/206553/mod_resource/content/ 3/Silabo%202019.pdf

Programa Analítico https://humanaseducaciononline.uta.edu.ec/mod/url/view.php?id=147909

Guías PAE https://humanaseducaciononline.uta.edu.ec/mod/assign/view.php?id=153665

5

Perfil de Egreso ¿Qué resultados o logros de los aprendizajes posibilitarán el desarrollo de las capacidades y actitudes de los futuros profesionales para consolidar sus valores referentes a la pertinencia, la bio-conciencia, la participación responsable, la honestidad, y otros?

Teóricos Comprende, explica e interviene en la realidad educativa integrando el conocimiento profesional, disciplinar e investigativo.

Utiliza el pensamiento sistémico que comprende e integra los fenómenos y sujetos en diferentes situaciones educativas.

Metodológicos Diseña, planifica y evalúa cursos e instrumentos micro curriculares estandarizados para el desarrollo de los estudiantes, las visiones de las comunidades de aprendizaje y de los objetivos planteados en el currículo.

Aplica e innova estrategias, recursos didácticos y metodológicos para el trabajo con estudiantes del nivel inicial y /o educación general básica y realizar su labor educativa con flexibilidad, eficacia y eficiencia en la diversidad de contextos y ambientes de aprendizaje del idioma inglés.

Utiliza estrategias innovadoras, recursos didácticos y metodológicos para el trabajo con estudiantes del bachillerato y del sistema de educación superior a nivel de tecnologado demostrando alto grado de pensamiento crítico, profesionalismo y compromiso ético.

Propone y participa en escenarios, situaciones, acciones y relaciones que generan procesos de aprendizaje entre los sujetos de una comunidad de aprendizaje en contextos presenciales y mediante el uso de las tecnologías de la información y la comunicación.

Lidera con responsabilidad social a partir de la conciencia y respeto de sí mismo y de los demás como seres perfectibles, histórico-cultural y socialmente diversos mediante el cumplimiento de las normas legales vigentes.

6

Técnico-instrumentales Aplica conocimientos sobre diferentes tipos de evaluación educativa para mejorar el aprendizaje del idioma inglés bajo estándares internacionales.

Identifica problemas socio educativos del país considerando estrategias de la enseñanza del idioma inglés para su intervención.

Formula propuestas educativas que atienden a las necesidades contextuales mediante el desarrollo de la investigación acción. (cultura, lengua, sociedad) Crea ambientes de aprendizajes abiertos, democráticos e interculturales que promueven la interacción mediante el idioma inglés a un nivel B2 del Marco Común Europeo de Referencia.

Crea nuevos escenarios profesionales mediante propuestas innovadoras y las hace parte de su proyecto de vida.

Utiliza efectivamente las tecnologías de la información y la comunicación para la enseñanza a estudiantes del nivel inicial, educación general básica, bachillerato y educación superior a nivel de tecnologado.

7

1. Trabajo Colaborativo

8

FIRST TERM Universidad Técnica de Ambato.

Name: Melissa Paredes Class: A. Date: April 3, 2019.

Activity: Read the questions and create answers to form a conversation.

A: Can you tell me a little about yourself?

B: My name is Melissa. I live in Ambato with my parents. I can say that I´m a responsible person, I like comply all the activities that are assigned to me. I want to say that my favorite hobby is reading also I love listening to music.

A:How old are you?

B: I´m eighteen years old.

A:What do you know about speaking?

B: I´m very nervous. I know what I must say but when I speak all the ideas go out of my head and finally I speak in nonsense.

A:What do you consider to be your weaknesses?

B: My weaknesses is speaking. Because I´m very nervous and I have scenic panic A:What is your greatest professional achievement?

B: I want to study a master's degree. I will comply my dreams.

A:Tell me about a challenge or conflict you've faced at work, and how you deal with

9

it?

B: A great challenge is to carry out several activities when there is not much time to do them, you must organize the time and establish schedules for each activity.

A:Where do you see yourself in five years?

B: I see studying a master's degree in England.

A:What's your dream job?

B: I wil be a translator and I want to impart classes in the university A: How would your boss and co-workers describe you?

B: They would describe me as a responsible and punctual person.

10

SECOND TERM Past

11

12

13

14

15

16

17

2. Trabajo Prรกctico

18

FIRST TERM LEARNING OUTCOME 1 https://youtu.be/DhYe0Ked4Z0

19

LEARNING OUTCOME 2 https://youtu.be/PtNgU9WHrxk

20

SECOND TERM LEARNING OUTCOME 3 https://youtu.be/aHjTxsRuILI

LEARNING OUTCOME 4 https://youtu.be/_bZLnKxaNK8

21

22

3. Trabajo Autรณnomo

FIRST TERM PEOPLE WORKSHEET

23

24

25

26

27

28

29

30

31

32

SECOND TERM

33

34

35

4. Componente Teรณrico

36

FIRST TERM

37

SECOND TERM

38

5. Proyecto Integrador de (PIS)

Saberes

39

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 1. Title of the project: Didactic Resources Used In The English Teaching Process.

40

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 join the knowledge with the learning process in the student. The use of didactic

41

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 motivates, allows students to learn at their own pace, gives us access to databases and

42

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 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)

43

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

Yes X X

No X

X X

4

44

The teacher uses other didactic material for the class

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?

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. Doñ´t Use

Perez P.

45

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.

Perez P.

Doñ´t Use

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?

46

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.

Question 5.- Is the English book practical?

47

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.

48

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

49

6. Prรกcticas Preprofesionales

50

51

6. Reflexiรณn

52

Conversational English is a subject that helps to improve the ability to speak, it is very necessary to have a good development in this skill, because it is a main means of communication. When this skill is developing, students can have a conversation with different people; they have great fluency so that the conversation does not have any kind of pause.

Many students are afraid of this subject because they must speak, some have a panic and it makes it difficult for them to speak in a good way, the teacher has a very hard work but not impossible, teacher send to the students many activities for example: Making videos of different topics. These activities improve the English level, you can see reflected in the videos are presented every week on the platform; even students can make comparisons with the first video and the last. The teacher explains very simple grammar to be useful at the time of analyzing, discussing, describing and generating ideas.

Conversational English helped me to improve my pronunciation and the way of transmitting my ideas, it is interesting to watch each video and realize that my level has improved remarkably, that is the evidence in the video of the description of the traditions with the presentation of the project. I am very proud of my effort during the semester to improve, better yet, little by little; rather, I can say that this semester has been very useful for me.