PORTFOLIO CONVERSATIONAL ENGLISH

Semestre Septiembre 2018 – Febrero 2019 aaaaa

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CONVERSATIONAL ENGLISH Semestre

Septiembre 2018 – Febrero 2019

Contenido Universidad Técnica de Ambato ................................................................................................ 3 Misión ......................................................................................................................................... 3 Visión .......................................................................................................................................... 3 Facultad de Ciencias Humanas y de la Educación ...................................................................... 3 Misión ......................................................................................................................................... 3 Visión .......................................................................................................................................... 3 Sílabo .......................................................................................................................................... 4 Programa Analítico ..................................................................................................................... 4 Guías PAE.................................................................................................................................... 4 Perfil de Egreso......................................................................................................................... 22 1.Trabajo Colaborativo ............................................................................................................. 24 2.Trabajo Práctico .................................................................................................................... 30 3.Trabajo Autónomo ................................................................................................................ 35 4.Componente Teórico............................................................................................................. 40 5. Proyecto Integrador de Saberes (PIS) .................................................................................. 51 6. Prácticas Preprofesionales ................................................................................................... 63 7. Reflexión ............................................................................................................................... 65

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Autor: Vanessa Acosta

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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 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 Aaaaa

Autor: Vanessa Acosta

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Sílabo https://humanaseducaciononline.uta.edu.ec/pluginfile.php/175964/mod_resource/content/ 2/Silabo%20conversational%20.pdf

Programa Analítico https://humanaseducaciononline.uta.edu.ec/pluginfile.php/175964/mod_resource/content/ 2/Silabo%20conversational%20.pdf

Guías PAE

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GUÍAS PRÁCTICAS DE APLICACIÓN Y EXPERIMENTACIÓN DE APRENDIZAJES

CARRERA

PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS

ASIGNATURA

CONVERSATIONAL NIVEL PRIMERO PARALELO:“A”

DOCENTE: Mg. Verónica Chicaiza Redin PhD

CICLO ACADÉMICO: septiembre 2018 – febrero 2019

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UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA PEDAGOGIÍA D ELOS IDIOMAS NACIOALES Y EXTRANJEROS

ÍNDICE GUÍAS PRÁCTICAS DE APLICACIÓN Y EXPERIMENTACIÓN DE APRENDIZAJES No

TEMA DE PRACTICA

1

Spoken interaction describing people and places (grupo video)

2

Spoken production about

No DE HORAS 5

5

food, holidays and greetings (grupo video) 3

Spoken production about

6

hotel registration and the use of technology. (grupo video) 4

Spoken production about production about

4

holidays. (postcard)

5

Spoken production about immediate and concrete

4

FECHAS 17 de Septiembre al 12 de Octubre de 2018 15 de Octubre al 12 de Noviembre de 2018 19 de Noviembre al 14de Diciembre de 2018 17 de Diciembre al 22 de Diciembre de 2018 08 de Enero al 15 de enero

No DE PAGINA 2-3

4-5

6-7

8-9

10-11

surroundings. (grupo video)

6

7

GUÍAS PRÁCTICAS DE APLICACIÓN Y EXPERIMENTACIÓN DE APRENDIZAJES I.

INFORMACIÓN GENERAL: 1 ASIGNATURA Conversational UOC

Basic

Nro.NIVEL

Primero “A”

CICLO ACADÉMICO

Septiembre 2018 – febrero 2019

DOCENTE: Mg.Verónica Chicaiza Redin Ph.D II.

INFORMACIÓN SOBRE LAS ACTIVIDADES PRÁCTICAS

1.- Tema: Spoken interaction describing people and places (grupo video) 2.- Objetivo: Use new vocabulary in order to describe people and places in an effective way

3.- Modalidad: No assisted 4.- Tiempo de duración: 5 hours 5.- Instrucciones:  Students look for new words in the dictionary  Students create their script for making oral presentations.  Students and teacher analyzes pronunciation 6.- Listado de equipos materiales y recursos: Educative sources (worksheets, notebooks) Technological resources (computer, projector, Smart phones) 7.- Activity:  Students practice vocabulary and structures in class  Students watch a video showing the step by step activity until they can create a description of different people, place or tradition.  Students create their video using stress, rythm and intonation

8.- Resultado de Aprendizaje: Employs new vocabulary by describing ideas and opinions on traditions and/or customs, and descriptions of things, using appropriate stress, rhythm and intonation 9.-Conclusiones: Video about describing people and places (survey annexed) 10.- Recommendations:

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Students must work with the new vocabulary, as well as the strutures used in class based on the sample provided by the professor 11.-Bibliografía: Saslow, J 2011, Top Notch Copy and Go 1. Ready-made interactive activities for busy teachers, Pearson education, USA/NEW YORK 1 92 Físico

VALIDACIÓN DE LAS GUÍAS DE PRÁCTICAS Fecha de elaboración: 5 de Septiembre del 2018 Elaborado por:

Revisado por:

________________________

________________________

Docente planificadora UTA

Coordinador de Unidad de Organización Curricular Lcdo. Mg. Ana Jazmina Vera de la Torre

Mg.Verónica Elizabeth Chicaiza Redin PhD Revisado por: ________________________ Coordinador de Carrera Mg.Verónica Elizabeth Chicaiza Redin PhD

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SELF ASSESSMENT

QUESTIONS Was the usefull?

activity

Did you practice the use of the vocabulary?

Did you learn something new?

Did you achive the learning objective.

Elaborado por:

ANSWERS YES X

NO

X

X X

Revisado por:

________________________

________________________

Estudiante

Docente planificadora UTA

Mg.Verรณnica Elizabeth Chicaiza Redin Ph.D

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GUÍAS PRÁCTICAS DE APLICACIÓN Y EXPERIMENTACIÓN DE APRENDIZAJES III.

INFORMACIÓN GENERAL: 2 ASIGNATURA Conversational UOC

Basic

Nro.NIVEL

Primero “A”

CICLO ACADÉMICO

Septiembre 2018 – Febrero 2019

DOCENTE: Mg.Verónica Chicaiza Redin Ph.D IV.

INFORMACIÓN SOBRE LAS ACTIVIDADES PRÁCTICAS

1.- Tema: Spoken production about food, holidays and greetings (grupo video) 2.- Objetivo: Use new vocabulary in order to describe about food, holidays and greetings (grupo video).

3.- Modalidad: No assisted 4.- Tiempo de duración: 5 hours 5.- Instrucciones:  Students look for new words in the dictionary  Students create their script for making oral presentations.  Students and teacher analyzes pronunciation 6.- Listado de equipos materiales y recursos: Educative sources (worksheets, notebooks) Technologycal resources (computer, projector, Smart phones) 7.- Activity:  Students practice vocabulary and structures in class  Students watch a video showing the step by step activity until they can create a description of different people, place or tradition.  Students create their video using stress, rythm and intonation

8.- Resultado de Aprendizaje: Analyzes traditions, holidays, food, health choices and greetings; putting special emphasis on the students personal perspective.

9.-Conclusiones: Video about food, holidays and greetings (grupo video). (survey annexed) 10.- Recomendaciones:

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Students must work with the new vocabulary, as well as the strutures used in class based on the sample provided by the professor 11.-Bibliografía: Saslow, J 2011, Top Notch Copy and Go 1. Ready-made interactive activities for busy teachers, Pearson education, USA/NEW YORK 1 92 Físico VALIDACIÓN DE LAS GUÍAS DE PRÁCTICAS Fecha de elaboración: 5 de Septiembre del 2018

Revisado por: Elaborado por:

________________________

________________________

Docente planificadora UTA

Coordinador de Unidad de Organización Curricular Lcda. Mg. Ana Jazmina Vera de la Torre

Mg.Verónica Elizabeth Chicaiza Redin Ph.D Revisado por: ________________________ Coordinador de Carrera Mg.Verónica Elizabeth Chicaiza Redin Ph.D

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SELF ASSESSMENT

QUESTIONS Was the usefull?

activity

Did you practice the use of the vocabulary?

Did you learn something new?

Did you achive the learning objective.

Elaborado por:

ANSWERS YES X

NO

X X X

Revisado por:

________________________

________________________

Estudiante

Docente planificadora UTA

Mg.Verรณnica Chicaiza Ph.D

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GUÍAS PRÁCTICAS DE APLICACIÓN Y EXPERIMENTACIÓN DE APRENDIZAJES V.

INFORMACIÓN GENERAL: 3 ASIGNATURA Conversational Basic

UOC

Nro.NIVEL

Primero “A”

CICLO ACADÉMICO

Septiembre 2018 – Febrero 2019

DOCENTE: Mg.Verónica Chicaiza Redin Ph.D VI.

INFORMACIÓN SOBRE LAS ACTIVIDADES PRÁCTICAS

1.- Tema: Spoken production about hotel registration and the use of technology. (grupo video) 2.- Objetivo: Use new vocabulary in order to describe hotel registration and the use of technology.

3.- Modalidad: No assisted 4.- Tiempo de duración: 5 hours 5.- Instrucciones:  Studensts look for new words in the dictionary  Students create their script for making oral presentations.  Students and teacher analyzes pronunciation 6.- Listado de equipos materiales y recursos: Educative sources (worksheets, notebooks) Technologycal resources (computer, projector, Smart phones) 7.- Activity:  Students practice vocabulary and structures in class  Students watch a video showing the step by step activity until they can create a description of different people, place or tradition.  Students create their video using stress, rythm and intonation

8.- Resultado de Aprendizaje: Discusses students’ personal criteria on the use of technology and how to spend the time meaningfully.

9.-Conclusiones: Video about hotel registration and the use of technology. (survey annexed) 10.- Recomendaciones:

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Students must work with the new vocabulary, as well as the strutures used in class based on the sample provided by the professor 11.-Bibliografía: Saslow, J 2011, Top Notch Copy and Go 1. Ready-made interactive activities for busy teachers, Pearson education, USA/NEW YORK 1 92 Físico VALIDACIÓN DE LAS GUÍAS DE PRÁCTICAS Fecha de elaboración: 5 de Septiembre del 2018

Elaborado por:

Revisado por:

________________________

________________________

Docente planificadora UTA

Coordinador de Unidad de Organización Curricular Lcda. Mg. Ana Jazmina Vera de la Torre

Mg.Verónica Elizabeth Chicaiza Redin Ph.D Revisado por: ________________________ Coordinador de Carrera Mg.Verónica Elizabeth Chicaiza Redin Ph.D

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SELF ASSESSMENT

QUESTIONS Was the usefull?

activity

ANSWERS YES X

Did you practice the use of the vocabulary?

Did you learn something new?

X

Did you achive the learning objective.

X

Elaborado por:

NO

X

Revisado por:

________________________

________________________

Estudiante

Docente planificadora UTA

Mg.Verรณnica Elizabeth Chicaiza Redin Ph.D

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GUÍAS PRÁCTICAS DE APLICACIÓN Y EXPERIMENTACIÓN DE APRENDIZAJES VII.

INFORMACIÓN GENERAL: 4 ASIGNATURA Conversational UOC

Basic

Nro.NIVEL

Primero “A”

CICLO ACADÉMICO

Septiembre 2018 – Febrero 2019

DOCENTE: Mg.Verónica Chicaiza Redin Ph.D VIII. INFORMACIÓN SOBRE LAS ACTIVIDADES PRÁCTICAS 1.- Tema: Spoken production about production about holidays. (postcard) 2.- Objetivo: Use new vocabulary in order to create a short and simple postcards based on hollidays

3.- Modalidad: No assisted 4.- Tiempo de duración: 5 hours 5.- Instrucciones:  Studensts look for new words in the dictionary  Students create their script for making oral presentations.  Students and teacher analyzes pronunciation 6.- Listado de equipos materiales y recursos: Educative sources (worksheets, notebooks) Technologycal resources (computer, projector, Smart phones) 7.- Activity:  Students practice vocabulary and structures in class  Students watch a video showing the step by step activity until they can create a description of different people, place or tradition.  Students create their video using stress, rythm and intonation

8.- Resultado de Aprendizaje: Describes specific events from the past, taking into account their relevance by contrasting them with todays’ practices 9.-Conclusiones: A short and simple postcards (survey annexed) 10.- Recomendaciones:

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Students must work with the new vocabulary, as well as the strutures used in class based on the sample provided by the professor 11.-Bibliografía: Saslow, J 2011, Top Notch Copy and Go 1. Ready-made interactive activities for busy teachers, Pearson education, USA/NEW YORK 1 92 Físico

VALIDACIÓN DE LAS GUÍAS DE PRÁCTICAS

Fecha de elaboración: 5 de Septiembre del 2018 Elaborado por:

________________________ Docente planificadora UTA

Revisado por:

________________________ Coordinador de Unidad de Organización Curricular Lcda. Mg. Ana Jazmina Vera de la Torre

Mg.Verónica Elizabeth Chicaiza Redin Ph.D Revisado por: ________________________ Coordinador de Carrera Mg.Verónica Elizabeth Chicaiza Redin Ph.D

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SELF ASSESSMENT

QUESTIONS Was the usefull?

activity

ANSWERS YES X

Did you practice the use of the vocabulary?

X

Did you learn something new?

X

Did you achive the learning objective.

X

Elaborado por:

NO

Revisado por:

________________________

________________________

Estudiante

Docente planificadora UTA

Mg.Verรณnica Elizabeth Chicaiza Redin Ph.D

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GUÍAS PRÁCTICAS DE APLICACIÓN Y EXPERIMENTACIÓN DE APRENDIZAJES IX.

INFORMACIÓN GENERAL: 5 ASIGNATURA Conversational UOC

Basic

Nro.NIVEL

Primero “A”

CICLO ACADÉMICO

Septiembre 2018 – Febrero 2019

DOCENTE: Mg.Verónica Chicaiza Redin Ph.D X.

INFORMACIÓN SOBRE LAS ACTIVIDADES PRÁCTICAS

1.- Tema: Spoken production about immediate and concrete surroundings. (grupo video) 2.- Objetivo: Use new vocabulary in order to describe immediate and concrete surroundings.

3.- Modalidad: No assisted 4.- Tiempo de duración: 5 hours 5.- Instrucciones:  Students look for new words in the dictionary  Students create their script for making oral presentations.  Students and teacher analyzes pronunciation 6.- Listado de equipos materiales y recursos: Educative sources (worksheets, notebooks) Technological resources (computer, projector, Smart phones) 7.- Activity:  Students practice vocabulary and structures in class  Students watch a video showing the step by step activity until they can create a description of different people, place or tradition.  Students create their video using stress, rythm and intonation

8.- Resultado de Aprendizaje: Generates innovative presentations on today’s transportation and how it affects the family economic market.

9.-Conclusiones: Video about immediate and concrete surroundings. s (survey annexed) 10.- Recommendations:

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Students must work with the new vocabulary, as well as the strutures used in class based on the sample provided by the professor 11.-Bibliografía: Saslow, J 2011, Top Notch Copy and Go 1. Ready-made interactive activities for busy teachers, Pearson education, USA/NEW YORK 1 92 Físico

VALIDACIÓN DE LAS GUÍAS DE PRÁCTICAS Fecha de elaboración: 5 de Septiembre del 2018

Elaborado por:

Revisado por:

________________________ Docente planificadora UTA

________________________ Coordinador de Unidad de Organización Curricular Lcda. Mg. Ana Jazmina Vera de la Torre

Mg.Verónica Elizabeth Chicaiza Redin Ph.D Revisado por: ________________________ Coordinador de Carrera Mg.Verónica Elizabeth Chicaiza Redin Ph.D

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SELF ASSESSMENT

QUESTIONS Was the usefull?

activity

ANSWERS YES X

Did you practice the use of the vocabulary?

X

Did you learn something new?

X

Did you achive the learning objective.

X

Elaborado por:

________________________ Estudiante

NO

Revisado por:

________________________ Docente planificadora UTA

Mg.Verรณnica Elizabeth Chicaiza Redin PhD

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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.

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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.

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1. Trabajo Colaborativo FORMS FOR ADRRESSING

LINK: https://www.youtube.com/watch?v=YlG0YNTmcRk

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DESCRIBING PEOPLE AND PLACES

LINK: https://www.youtube.com/watch?v=LkG7-6qYS00&list=UUIf5-gN5AFXmApCZcDgMUg&index=11

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DAILY ROUTINE

LINK: https://www.youtube.com/watch?v=-t7hTs52lxs&t=9s

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TECHNOLOGY

LINK: https://www.youtube.com/watch?v=EEnCj2PQC-g&t=130s

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SPOKEN PRODUCTION ABOUT PRODUCTION ABOUT HOLIDAYS. (POSTCARD)

LINK: https://www.youtube.com/watch?v=vylRXzMOaP8&feature=youtu.be&fbclid=IwAR3zLSvZUj oRzYKZgsx6uMk8PqbZMbDU5iZQ-W-siVjJjbQR5CUrtUIgvlk

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SPOKEN PRODUCTION ABOUT IMMEDIATE AND CONCRETE SURROUNDINGS.

IMPORTANCE OF THE FAMILY

LINK: https://www.youtube.com/watch?v=32HkJi-4vII

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2. Trabajo Prรกctico LEARNING OUTCOME 1

LINK: https://www.youtube.com/watch?v=-nkAk60eZTs&t=9s

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LEARNING OUTCOME 2

LINK: https://www.youtube.com/watch?v=eHdF86LlQ28&t=1s

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LEARNING OUTCOME 3

LINK: https://www.youtube.com/watch?v=EEnCj2PQC-g&t=130s

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LEARNING OUTCOME 4

LINK: https://www.youtube.com/watch?v=xvrnuJdCuzU

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LEARNING OUTCOME 5

LINK: https://www.youtube.com/watch?v=32HkJi-4vII

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3. Trabajo Autรณnomo TRADITION IN ECUADOR

LINK: https://www.youtube.com/watch?v=-nkAk60eZTs&t=9s

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MY FAMILY TREE

LINK: https://www.youtube.com/watch?v=Io47TlxGOkA&t=13s

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PAST EVENTS

LINK: https://www.youtube.com/watch?v=zD_A_edz_Hk

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EVENTS IN PAST

LINK: https://www.youtube.com/watch?v=xvrnuJdCuzU

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ADVANTAGES OR DISADVANTAGES OF TECHNOLOGY

LINK: https://www.youtube.com/watch?v=NGcx-vMl0sY&feature=youtu.be

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4. Componente Teórico LESSON 1 EMPLOY NEW VOCABULARY IN ORDER TO DESCRIBE TRADITIONS AND CHARACTERISTICS OF THINGS IN AN EFFECTIVE WAY

AIM: TO PRACTICE VOCABULARY TO DESCRIBE CHARACTERISTICS OF THINGS IN AN EFFECTIVE WAY

TRADITIONS

AND

WARM UP: SONG https://es.lyricstraining.com/ FEEDBACK (PLATFORM HMK) ACTIVITIES Unit 1. Spoken interaction: Asking and answering simple questions in areas of immediate need.

Basic questions, what is your name? where are you from? where do you live?......................…..

Videos Unit 2. Spoken interaction: Describing people and places where they live https://www.youtube.com/watch?v=RuGp3oG4Y5M https://www.youtube.com/watch?v=7bdRcIpN1jU

DESCRIBING TRADITIONS http://www.bbc.co.uk/learningenglish/english/features/witn/ep-150603 https://busyteacher.org/classroom_activitiesvocabulary/describing_people_and_things/describing_things-worksheets/

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HMK Presentation The video I`m going to summarize is about ……….

The video is about ….

The video I choose is about ….

I want to share my video which is about…

Analyze family traditions, and food and health choices, using the appropriate language and vocabulary.

Unit 3. Spoken production about food, holidays and Greetings Unit 4: Spoken production about personal details and nationalities

Discuss about advantages and disadvantages of using technology in today’ world and daily habits and routines, using appropriate language and vocabulary Unit 5. Spoken production about forms for addressing.

- Unit 6: Spoken production about hotel registration and the use of technology.

Describe past events and contrast them with today’s actions in an accurate way Unit 7. Spoken production about short and simple postcards Unit 8: Spoken production about holidays.

Generate accurate, consistent and coherent oral and written texts to describe facts Unit 9. Spoken production about family.

Unit 10. Spoken production about immediate and concrete surroundings.

Oral Traditions in Costums

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           

Blowing out candles at birthday celebrations Not wearing white to a wedding, unless you are the bride Celebrating the bounty of the harvest at a festival Babees wearing white at christenings Rituals for new members of a fraternity or sorority Taking a gift when invited to someone's house for dinner Throwing a baby shower for a mother-to-be Having bachelor or bachelorette parties before a wedding Having a bridal shower for a new bride Tip a waiter or waitress for good service Greetings like a nod, bow, smile, handshake or verbal greeting Removing shoes before entering a home Oral Traditions in Beliefs That Are Superstitions         

Find a penny, pick it up and all day long, you'll have good luck A black cat crossing your path will bring bad luck Friday the 13th Cross your fingers for luck Break a wishbone and the person with the bigger portion will have good luck Knock on wood for good luck Step on a crack, break your mother's back Finding a horseshoe brings good luck Blow out all of the candles on your birthday cake with one breath and your wish will come true  Make a wish upon a falling star and it will come true  Animals can talk at midnight on Christmas Eve Oral Traditions in Beliefs About Weddings         

It's bad luck for the groom to see the bride before the wedding The bride wears white to symbolize chastity The bride needs something old, something new, something borrowed and something blue Sweden - gold and sliver coins are placed inside a bride's wedding shoe Norway - the bride wears a silver crown with charms to ward off evil spirits Czech newlyweds are showered with peas instead of rice The groom carries the bride across the threshold Hindu tradition states that rain on your wedding day is good luck The fourth finger was chosen for engagement and wedding rings because it was once believed that it contained a vein that led to the heart Oral Traditions in Prose and Literature         

Jokes Riddles Stories Rhymes Tall tales Ghost stories Stories of tragic events Stories of local heroes Creation stories

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Oral Traditions in Proverbs and Adages           

A watched pot never boils If anything can go wrong, it will go wrong Actions speak louder than words Don't bite the hand that feeds you Necessity is the mother of invention Don't judge a book by its cover Beauty is in the eye of the beholder The grass is always greener on the other side of the hill A penny saved is a penny earnem If it ain't broke, don't fix it Good things come to those who wait Oral Traditions in Legends                 

Atlantis Big Foot Camelot Chupacabra El Dorado Fountain of Youth Griffins Hercules Johnny Appleseed The Loch Ness monster Medusa Pegasus Robin Hood Shangri-La The Bermuda Triangle William Tell Yeti, or the Abominable Snowman Oral Traditions in Songs              

Alphabet Song Auld Lang Syne For He's a Jolly Good Fellow Found a Peanut Happy Birthday Frere Jacques Jack and Jill London Bridge Mary Had A Little Lamb Mulberry Bush Ninety-Nine Bottles of Beer on the Wall On Top of Spaghetti Ring Around A Rosy Ten Little Indians Twinkle, Twinkle Little Star

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Oral Traditions in Dances          

Hawaiian hula Polkas Square dancing Waltz Two step Western line dancing Round dances of Native Americans Break dancing Flamenco Greek circle dances

http://examples.yourdictionary.com/examples-of-oral-tradition.html

LESSON 2 ANALYZE FAMILY TRADITIONS, AND FOOD AND HEALTH CHOICES, USING THE APPROPRIATE LANGUAGE AND VOCABULARY.

AIM: TO PRACTICE VOCABULARY IN ORDER TO ANALYZE FAMILY TRADITIONS, AND FOOD AND HEALTH CHOICES. WARM UP: What do I have in the box?

FEEDBACK ACTIVITIES Unit 3. Spoken production about family, food, holidays and Greetings

Family https://www.youtube.com/watch?v=vXI2lRCnTKw Food https://www.youtube.com/watch?v=IW7IssCKgmI Greetings https://www.youtube.com/watch?v=dmOKZLeFKCM Holidays: https://www.youtube.com/watch?v=E9pFeMKZR1I

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GROUP WORK By using the vocabulary base on the unit, students create their own presentation LESSON 3 DISCUSS ABOUT ADVANTAGES AND DISADVANTAGES OF USING TECHNOLOGY IN TODAY’S WORLD AND DAILY HABITS AND ROUTINES, USING APPROPRIATE LANGUAGE AND VOCABULARY.

Forms of addressing http://usefulenglish.ru/vocabulary/telephone

Hotel registration and the use of technology https://www.teachingenglish.org.uk/article/hotel-booking https://www.teachingenglish.org.uk/sites/teacheng/files/situationshotel%20booking_Cut%20up%20dialogue_Final.pdf https://www.teachingenglish.org.uk/sites/teacheng/files/situationsHotel%20booking_Audio%20script_Final.pdf https://www.teachingenglish.org.uk/sites/teacheng/files/situationsHotel%20booking_Activities_Final.pdf http://usefulenglish.ru/vocabulary/telephone (USEFULL PHRASES)

Technology and education TED sample https://www.youtube.com/watch?v=l0s_M6xKxNc

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L O: Discussing students’ personal criteria on the use of technology and how to spend the time meaningfully

DESCRIBE PAST EVENTS AND CONTRAST THEM WITH TODAY’S ACTIONS IN AN ACCURATE WAY.

short and simple postcards about holidays L.O: Describing specific events from the past, taking into account their relevance by contrasting them with todays’ practices.

GENERATE ACCURATE, CONSISTENT AND COHERENT ORAL AND WRITTEN TEXTS TO DESCRIBE FACTS about family. immediate and concrete surroundings.

L.o: Generating innovative presentations on today’s transportation and how it affects the family economic market

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LESSON 4 AIM: DESCRIBE PAST EVENTS AND CONTRAST THEM WITH TODAY´S ACTIONS IN AN ACCURTE WAY WARM UP: QUESTIONS FEEDBACK UNIT 4 WHAT DO WE USE POSTCARDS FOR? HOW MANY POSTCARDS HAVE YOU SENT? HAVE YOU EVER DONE A POSTCARD? DO YO KWON HOW TO MAKE A POSTCARD? Short and simple https://www.youtube.com/watch?v=Hb3vryS6IKg about holidays https://www.youtube.com/watch?v=IP2BrsaQzvY ACTIVITY Write a postcard to a person in the classroom (USE PAST TENSE) Past events WHAT DID YOU LEARN ABOUT PAST EVENTS BASED ON VIDEOS? https://www.youtube.com/watch?v=Hw1VzuF4KMI https://www.youtube.com/watch?v=mbbStXhQPvo https://www.youtube.com/watch?v=0jixkEVOUhQ SHARE WITH YOUR CLASSMATE A PAST EVENT?

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BASED ON THE PICTURE DESCRIBE THE PAST EVENT AND CONTRAST WITH TODAY´S EVENTS

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GROUP WORK (PRESENTATION) By using the vocabulary learnt in the lessons create a SHORT AND SIMPLE POSTCARD and TALK ABOUT HOLIDAYS USING PAST. IT MUST BE DONE FOR TUESDAY 18(IT SHOULD HAVE BEEN UPLOADED IN THE PLATFORM) LEARNING OUTCOME: DESCRIBE A SPECIFIC EVENT IN PTAST, TAKING INTO ACCOUNT THEIR RELEVANCE BY COTNTRASTRING THEM WITH TODAY´S PRACTICES

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LESSON 5 AIM: TO GENERATE ACCURATE CONSISTENT AND COHERENT ORAL AND WRITTEN TEXT TO DESCRIBE FACTS

WARM UP: SONG FEEDBACK UNIT 5 1.FAMILY https://www.allthingstopics.com/family.html 2.INMEDIATE AND CONCRETE SURRUNDINGS https://www.allthingstopics.com/places-around-town.html

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5. Proyecto Integrador de Saberes (PIS)

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE UNIDAD DE ORGANIZACIÓN CURRICULAR AUTORES: Vanessa Acosta Karen Becerra Paola Bocancho Shirley Cabrera

NIVEL: Primero “A” PROYECTO INTEGRADOR DE SABERES

SEPTIEMBRE 2018 – FEBRERO 2019

AMBATO - ECUADOR

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1. TÍTULO DEL PROYECTO MATERIALS FOR THE ENGLISH LANGUAGE TEACHING. 2. OBJETIVES a. GENERAL To identify the Didactic Materials to teach English. b. SPECIFICS 

Identify the use of teaching materials in English class.



To determine the importance of didactic material to teach English at U.E "Hispano America".



To determine which level uses more didactic material to teach English (Basic / Bachillerato).

BACKGROUND This project was carried out at Hispano America School. The institution is located in Ambato, Avenida Bolivariana. It has a morning and afternoon session for the (BasicBachillerato) levels. Its current headmaster is the Mg. Monica Silva. The institution has 3000 students and 140 teachers. Form children and adolescents prepared solidly for the competitive globalized world with an effective and efficient quality education.

METHODOLOGY The type of research that has been carried out is explanatory since it is not intended to describe or approach a problem, but rather to try to find the cause of the problem, so that cause-effect relationships are established, such as analyzing the use of teaching

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materials in the academic performance of the students in the different levels of education (Básica, Bachillerato,).

It´s pretended to achieve the objectives through a field investigation process which consists of the collection of data directly from the reality where the facts occur in which it can be analyzed and observed how the use of didactic material influences in the learning of the students as well as the importance of it.

The techniques of data collection that have been used to carry out the research of the project has been direct observation, which has been done by attending the different educational institutions in which it has been possible to analyze the use of the didactic material at the different levels (Basic, Bachillerato,) The data collection instruments that have been used have been the observation cards which have been of great help to analyze the use of the didactic material in the levels (Basic, Bachillerato,) and what its importance in the learning of the student is.

3. THEORETICAL FRAMEWORK Didactic Material

The concept of didactic materials is a multi-meaning expression. Taking into account the etymology of these words, we found that they come from the Latin materia = matter and from the Greek didaskô = to teach. So that, these words are used to describe the set of objects and tools which help in the teaching practice to make more profitable,

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meaningful and easier the learning process. Several names are given to them, such as: didactic resources, didactic aids, didactic means, pedagogical supports, didactic or instructional materials; but all terms are related to the kind of materials used in the teaching learning process.

Centuries ago, at the time of the Egyptian civilization, the use of the didactic resources were present in the paintings on walls to show predictions, past events, customs, and so on; while in other cultures metals and stones were taken to impart their knowledge. Throughout the history, the didactic aids have changed from the use of the drawings and stones to the use of sophisticated computers and other advanced technology today.

The teaching material is generally used as a link or link between the Teacher and/ or student and reality. Ideally, all teaching and learning should be making a contact with real life, but not always possible or advisable and that's why we resort to a series of means, resources or materials that serve as a bridge between what that is taught and learned and the real world. Therefore, the teaching material replaces how reality is treated in the best possible way, facilitating its objectification (Aslam, 2013).

The specialists in this matter usually use a varied terminology for checking the materials. Some people talk about "means" or "didactic resources", "help didactic" “educational media "," didactic material "or" curricular material�.

In general, when we talk about materials or didactic resources, we refer to a series of means or instruments that favor the teaching and learning process.

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Within this process, the mediating function of the materials could be represented as follows: 

Teacher = Teaching



Materials = Curriculars



Student’s = Learning

In the opinion of Blàzquez (2008) the materials also create" conditions for teachers and students to interact as human beings in a climate where men dominate the environment” Nowadays, students can learn English in many different ways since professors have access to new and more innovative technologies. For instance, teachers are not more stick to blackboards for teaching and presenting the subject matter to the learners because they can use new technological resources, as video projector and power point presentations. In fact, teacher can show the topic in very catching and interesting ways to the learners. The main problem that professors have to face is the lacking of technology in most of the national educational centers.

As a result, good teachers have to be prepared to teach using technological resources, but also to teach without them.

According to (Blàzquez, 2008),the didactic material plays a fundamental role: 

Motivation for teaching and learning, if the material is adequate.



It facilitates the learning of concepts, the development of procedures and the strategies,



Helps the formation of attitudes and values.



Represents and illustrates, intuitively, what is explained verbally.



Facilitate their teaching and learning.



Contributes to a better learning fixation.

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Bastable (2011) states that the types of media and resources for teaching are:  The white board.  The digital projector  Textbooks, consultation, exercise, etc.  The language laboratory, the computer room and the multimedia room: recordings, projections, radio, TV, videos, computer programs, internet, etc.  Magazines and newspapers: articles, "abstracts", news, reports, advertisements,  The franelogram and plastigram; the "flashcards" and mobile signs Organigrams, posters, murals, sheets, etc.  Real or miniature objects "Realia": coupons, tickets, brochures, leaflets, printed, instances, advertisements, pictures of posters, cuttings, etc.  Slides, films, photos, postcards, Trips to the country, visits and excursions: visits to museums, monuments, contacts with natives, etc.

Bastable mentions that the most important materials for teaching the language are: The whiteboard it is an instrument of direct perception that is available in all places of teaching. The blackboard is a teaching instrument its objective is to help teachers and students in the teaching-learning process.

The audios it is an easy and essential material for listening activities and gives us access to a series of very varied contents: songs, rhymes, chants, descriptions, conversations, narrations, poetry, noises, etc. It also allows autonomous and individualized access to a large amount of material that allows adapting the input to the level, interests and needs of each student.

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The video and the DVD. these are important materials for teaching the language focused on student needs (watching movies, music videos, news, documentaries, contests, recorded material for educational purposes, etc.), as well as the forms of use (with or without voice, with or without images, backward movement, group viewing, frozen image, etc.). It allows an Interesting option: make recordings with the students.

The digital projector. the use of the projector in the classroom is very motivating for the students, since they can visualize and listen to what they are learning and, in addition, it serves to complement, reinforce and expand their knowledge on the subject of learning. Focuses more attention and is less distracted than if only explained orally by the teacher.

The language laboratory it is interesting because it allows all the possibilities of audio including that of a collective or individual use, that of the recording of the student, etc.

Realia for students, the use of real objects in the language class can be more motivating tan use of artificial elements. They can be objects of the same class or any other environment and can be use from the introduction of the class, to the development, in some review, etc. The real objects that we can easily introduce in the classroom they can be used to teach vocabulary, as instructions to practice grammatical structures or to construct dialogues and narrations, for games and contests. Realia also includes real texts, like menus, schedules, brochures, etc.

Finally, the important character in the classroom is the teacher.

The teacher can use hand gestures, facial expressions and mimicry (actions that I express meaning without words) to obtain vocabulary elements, clarify. Meaning and create context.

We can also create a set of signals, such as the correction of the fingers recognized as indications to correct your own mistakes.

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There are means that, by their nature, require a passive attitude on the part of the students, but others are interactive and demand more activity and participation. And, finally, there are other means that put the student in contact with the reality as it happens when traveling and interacting with English-speaking natives.

When using the didactic materials, it is important to mention that the foreign language is not only a system of forms, structures and words, but also a system of communicative acts which has five sub-competences: linguistic, sociolinguistic, discursive, cultural and strategic (Brown, 2017).

The use of videos and audios in the class is a way to control the students’ and catch their attention. The use of the TV in the classroom for watching videos is more common that some years ago, but showing videos from internet gives better results on learners’ learning process.

Griffin (2010) states that, “teachers had effectively used video during the course of an academic year. And most teachers were using it frequently - on average, once per week.” Moreover, videos can mean a strong bound to the target language since professor can transmit accents and lots of vocabulary through them. Also, videos and audios are accurate for teaching English because students can learn from different social, political, and economical situations. As a result, they help to the professor to develop students’ pronunciation and listening skills.

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4. CHRONOGRAM

5. RESULTS Does the teacher use the English book?

Option

Observes

Percentage

Yes

2

100%

No

0

0%

Does the teacher use the CDs in class for listening?

Option

Observes

Percentage

Yes

0

0%

No

2

100%

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Does the teacher use the didactic material for the class?

Option

Observes

Percentage

Yes

1

50%

No

1

50%

Does the teacher use TV for the teaching English?

Option

Observes

Percentage

Yes

0

0%

No

2

100%

Does the teacher use Computers with speaker?

Option

Observes

Percentage

Yes

1

50%

No

1

50%

Does the teacher use the Projector for teaching English?

Option Yes No

Observes 1 1

Percentage 50% 50%

Does the teacher have Web Access?

Option

Observes

Percentage

Yes

0

0%

No

2

100%

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Figure 1. Comparison between Básica and Bachillerato levels in term of material.

It can be concluded that at Hispano America school:  The teaching materials that were identified to be frequently used are book`s English, laptops, projector and speaker.

 It is determined that didactic material is really important for learners to learn English and for teachers to make use of them because they facilitate teaching and learning and teaching materials can help with this.

 The level which uses more didactic materials to teach English is Bachillerato because there they use computers, projector, other material which make the teaching-learning process more effective.

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Bibliografía Aslam, M. (2013). The teachen of english. New Delhi: Foundation Books.

Bastable. (2011). Principles of teaching and learning. Spain: Copyright by Jones y Barletlett.

Blàzquez, S. (2008). Didactic approaches for teachers and students. Spain: S.A. Blàzquez.S. (2008). Didactic approaches for teachers and students. Spain:: S.A. Brown, A. (2017). A Strategic Guide. New York: S.A. Flavio Jiménez, A. P. (16 de febrero de 2011). Dspace. Obtenido de Dspace.

Gabimer Romero, O. d. (25 de julio de 2014). Didactic Materials. Obtenido de Didactic Materials.

J., Griffin. (5 de abril de 2010). History. Obtenido de History.

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6. Prรกcticas Preprofesionales

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7. Reflexiรณn During this first semester of the race with respect to this subject the subjects given by the teacher have been fulfilled with responsibility since we have worked through videos and presentations in groups and individually.

In this subject I have learned more about the language, knowing new vocabulary, techniques and also to have a little more fluency in the language, improving my skills such as speaking, listening, reading and grammar as I have realized that I have improved in all the aspects mentioned above.

In relation to the preprofessional practices this subject has helped me to analyze the English in the different institutions that I have attended giving me account so that the English very important for a person that if he masters it correctly is more likely to find work in any area related to the language.

In conclusion I think that this subject has contributed too much in my professional development throughout this semester and I know that it will be also during my entire university career helping me to master this language.

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