GUANOLUISA_EVELYN_ENGLISH_IV by Evelyn

Autor/a: Guanoluisa Flores Evelyn Johanna Professor: Licd. Mg Wilma Elizabeth Suarez Mosquera Fourth “C” September 2019-February 2020 aaaaa

ENGLISH IV Fourth “C”

September 2019-February 2020

Contenido Universidad Técnica de Ambato ................................................................................................ 3 Misión......................................................................................................................................... 3 Visión ......................................................................................................................................... 3 Facultad de Ciencias Humanas y de la Educación ..................................................................... 4 Misión......................................................................................................................................... 4 Visión ......................................................................................................................................... 4 Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros ................................................ 5 Misión......................................................................................................................................... 5 Visión ......................................................................................................................................... 5 Sílabo .......................................................................................................................................... 6 Programa Analítico .................................................................................................................... 6 Guías PAE .................................................................................................................................. 6 Perfil de Egreso .......................................................................................................................... 7 1.

Trabajo Colaborativo .......................................................................................................... 9

Trabajo Práctico ................................................................................................................ 13

Trabajo Autónomo ............................................................................................................ 19

Componente Teórico ......................................................................................................... 31

Proyecto Integrador de Saberes (PIS) ............................................................................... 37

Prácticas Pre profesionales ............................................................................................... 39

Reflexión ........................................................................................................................... 41

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Autor/a: Guanoluisa Flores Evelyn Johanna

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.

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Autor/a: Guanoluisa Flores Evelyn Johanna

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. 4

Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros

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.

Sílabo https://utaedu-my.sharepoint.com/:f:/g/personal/wilmaesuarezm_uta_edu_ec/El1VP78_m8hJn_os00m-VcwBkDw5kijrQCkGmJIzc4yoQ?e=IwahPe

Programa Analítico https://utaedu-my.sharepoint.com/:f:/g/personal/wilmaesuarezm_uta_edu_ec/El1VP78_m8hJn_os00m-VcwBkDw5kijrQCkGmJIzc4yoQ?e=IwahPe

Guías PAE https://utaedumy.sharepoint.com/:f:/g/personal/wilmaesuarezm_uta_edu_ec/EkzhPmYL89NFoJ1ceGHojH8BkNObTUybafk0c2B7jEH8w?e=xuHeQq

Perfil de Egreso ¿Qué resultados o logros de los aprendizajes posibilitará 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.

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 aprendizaje 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.

(Perfil consultado mediante encuestas dirigidas a autoridades, empleadores y profesionales en el área del Distritos Educativos 1 al 6 de la Provincia de Tungurahua. ) Aprobado por consenso por la Red Académ ica Nacional de Idiomas (RANl)

Trabajo Colaborativo

FIRST PARTIAL

SECOND PARTIAL COMPARE AND CONTRAST PARAGRAPH

The differences between Maluma and Camilo Even though Camilo and Maluma are both singers, they are different in many aspects. For instance, their creative personalities are different. Maluma is considered a moody person since in one of his performances he shouted to a fan last year, whereas Camilo is considered a passionate person because in each performance he likes to take photos and interact with all his fans. Another difference is the genre of music. Maluma composes reggaeton songs and a majority of his songs have the same beat and repetitive and offensive lyrics, but Camilo composes romantic songs, their songs are innovative because he creates his own lyrics and you feel emotional every time you hear his songs. The two singers also differ in their clothing style. Maluma has a funky style since his clothes are modern and attractive, but in a conventional way, while Camilo has an elegant style because he wears a tuxedo in all the performances.

Trabajo Prรกctico 13

FIRST PARTIAL TASK INSTRUCTIONAL GUIDE 1

BILLIE EILISH Billie Eilish is a singer and songwriter; she was born on December 18, 2001, in Los Angeles, California. Daughter of Maggie Baird, and Patrick O'Connell, she has an older brother, Finneas which is a composer and actor. She grew up in Highland Park, Los Angeles neighborhood and she was educated at home, without attending both public and private institutions. In addition, at age eight, she joined Angeles Children's Chorus and began composing songs at age 11. However, she became popular in 2015, for her debut single "Ocean Eyes", which was composed together with his brother. Besides, some of her works more relevant are the song "Bored" which was composed as part of the soundtrack of the Netflix series "13 Reasons Why" and "Lovely" which appears in the second season of it. Finally, she is considered as an eccentric person, since she always dresses sportswear with bright colors and prints, moreover, her songs have a disconcerting, disturbing, hypnotic sound, with a dark point style, and her lyrics make think about the song's meaning.

TASK INSTRUCTIONAL GUIDE 2

TASK INSTRUCTIONAL GUIDE 3

ANIMAL EXPERIMENTS I. Introduction II. Scientific Arguments A. Arguments against animal testing 1. Biologically different 2. People make animals fall ill intentionally B. Mice in experiments C. The human being and chimpanzees are different in DNA III. Good Science 1. Specific Species 2. No harm 3. True evidence that the experiment will work IV. Animal testing persists 1. Based on laws of 50 years ago 2. Based on the ancient science of 150 years ago V. Conclusion

SECOND PARTIAL TASK INSTRUCTIONAL GUIDE 4 My Parents' Generation with My Generation My parents' generation with mine has many differences, such as; first of all the music, since when my mom was young they usually heard several groups. However, one of their favorites was Pimpinela, also, she heard songs where the lyrics were more romantic and expressed more feelings, besides she liked that the melodies of the songs were more Ecuadorian and above all, they heard songs in Spanish. Secondly, the style of clothes, my mom wore more demure or long clothes; In addition, her hairstyles consisted of combing with curlers or picking up hair and her hair was very long. Moreover, her attitude toward elders was very respectful and her parents were so strict. Besides, she just speaks the Spanish language, she didn’t interest learn more languages. Also, she got married when she was 25 years old and she only had two children, my brother and me. Further, my mom believes in God and respects her religion with the church and the people who preach the word of God. Finally, my mom doesn't know how to handle technology very well, since she says that it's a waste of time, although recently strives to learn to use your smartphone. In contrast to my parents´generation, I like some singers and listen to several songs that have lyrics that talk about different situations, I don´t care if the songs are in Spanish, English or French. Also, my style of clothes is very simple and normal, not at all extravagant for me, since I prefer being comfortable in my clothes; besides, my hairstyle is super short, I don't have the need or the hair to do my hair. Furthermore, I respect every older person since my parents have taught me good manners. Additionally, I can speak some languages, since in addition to Spanish, I can also speak the English language and I am in the process of learning the French language. Additionally, it's less and less possible for me to think about getting married or having children; besides I believe in God and respect all the religions, however, as the years pass, more and more I don´t believe in the church. Finally, I have good use of technology, since I find it very entertaining and easy to use it.

TASK INSTRUCTIONAL GUIDE 5

THE YETI AUDIO: https://drive.google.com/open?id=1_Rb78Ry51YwImYtCp1YvdSXDTBvNY_Zc I. Introduction II. A revered figure in Himalayan mythology A. Supernatural powers III. Story Revelation A. Beliefs of British explorer Hodgeson IV. Conclusion

Trabajo Autรณnomo

COMPARE AND CONTRAST PARAGRAPH OUTLINES LINK: http://english120.pbworks.com/w/page/19006833/contrast%20and%20comparison%20par agraph

Topic Sentence: My life now and my life five years ago are similar but there are also some major differences RESEMBLANCES: Five years ago and now 1. 2. 3. 4. 5. 6.

She's still living at home with her parents She finds time to spend with her family and friends She still goes to school She still babysits her nieces Brandy takes care of her oldest niece since she was a baby until now She still has to depend on her parents for transportation

DIFFERENCES: 1. Five years ago: 

She was living in Havre and going to high school.



She didn’t have to work



Few responsibilities



She didn't have any major goals



She wasn't thinking about her future quite yet.

2. Present: 

She lives in Great Falls and she’s not in high school anymore



She has to work



She has a lot more responsibility



She has a lot of major goals



She's starting to get her life in order

Componente Teรณrico 31

FIRST PARTIAL GERUNDS AND INFINITIVES EXERCISES

going telling To come having talking To speak giving To carry cooking to study waiting To come To help going To bring taking To visit going To start To leave

getting To speak To help going doing To arrive stealing To work To buy being laughing To be moving speaking To finish waiting To buy being To come To go

To be To go To be living smoking arriving negotiating stealing To be To be seeing To rain meeting going To go being To come To get painting To meet

SECOND PARTIAL PASSIVE VOICE EXERCISES

To be held To be sent To be paid To be shown To be escorted To be helped To be served To be released To be asked To be cheated

She wants to be seen by doctor I need to be given more time John hopes to be hires by that company Runners in the street want to be seen by the drivers The car is to be sold at auction The computer is to be fixed by the store for fee The information is to be released by the government Bob asked to be picked up at the airport They donâ&#x20AC;&#x2122;t want to be disturbed by anyone This needs to be washed by hand

Proyecto Integrador de Saberes (PIS)

DOES NOT APPLY

Prรกcticas Pre profesionales

DOES NOT APPLY

Reflexiรณn

In the English IV subject, I have learned different topics, grammar, and vocabulary during this semester which I consider very important for my development within the career since in the ten units that have the Summit 1 Book I have developed the four skills through different activities, workshops, exams, oral lesson, platforms, etc. On the other hand, the English IV subject meets the requirements of the graduation profile, contributed and followed all aspects of the Universidad Tecnica de Ambato's educational model and was important to the development of the pre-professional practices. On the other hand, in the English IV subject, I have learned new grammar such as; gerunds and infinitives, the present perfect continuous, cleft sentences with What, expressing regrets about the past, the future perfect and perfect infinitives, quantifiers, possessive gerunds, paired conjunctions, passive modals, passive forms of gerunds and infinitives, repeated comparatives and double comparatives, perfect modals, expressing an expectation with "be supposed to" and describing past repeated or habitual actions, which will serve me during all my career, in addition to the new vocabulary and expressions that were found within the book, such as; the adjectives to describe personality traits, the elements of music, describing spending styles, expressing buyer's remorse, the adjectives to describe fashion, the types of locations, the categories of animals, describing pets, the verbs for shopping activities, describing parent and teen behavior, the degrees of certainty and the ways to describe people. All these topics have been a great help since I will be able to apply it for new conversations, writings or new topics that at future levels I will learn. It is important to highlight that thanks to the various activities that were carried out in the classroom, on the virtual platform, diverse forums, group work, worksheets, roles play, writings etc. I have achieved my proposed goals for this semester since they have been very useful and this has helped me develop my skills more and more.

According to the graduation profile, the English IV subject was very useful and of great help, because all the topics I have learned will be important in my future profession as a teacher since I will have to apply them with the students so they can learn the English language better. If I had done my pre-professional practices this semester, the English IV subject would have been of vital importance for the practices since both the grammar learned or the different vocabulary would be applied to the students, and in the same way, I would have had the opportunity to help them with the topics that they did not understand. Finally, the teacher has been an important part in our learning process, since through his teaching techniques, I have learned each of the topics predisposed at the beginning of the semester, since she, as a teacher, knew how to correctly explain each grammatical point, vocabulary, and expressions that were within the book and in the same way, she reinforced the topics that I did not understand, either in classes or in her academic tutoring hours.