YAZAN_GUAMA_MISHEL_TEACHING_STRATEGIES_PORTFOLIO by MISHELYAZAN

STUDENT’S PORTFOLIO

Sixth Semestre Septiembre 2018 – Febrero 2019

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LANGUAGE TEACHING STRATEGIES Sixth Semestre

Septiembre 2018 – Febrero 2019

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

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

Trabajo Práctico ................................................................................................................ 15

Trabajo Práctico ................................................................................................................ 22

Trabajo Autónomo ............................................................................................................ 31

Componente Teórico ........................................................................................................ 35

Proyecto Integrador de Saberes (PIS) ............................................................................... 38

Prácticas Preprofesionales ................................................................................................ 39

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

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Autor: Aracely Mishel Yazán Guamá

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: Aracely Mishel Yazán Guamá

Facultad de Ciencias Humanas y de la Educación Misión Formar profesionales íntegros de tercero y cuarto nivel en Ciencias con bases científicas 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 respondan a los requerimientos del entorno sociocultural.

Visión La Facultad de

Ciencias Humanas y

institución de educación superior

de que

la Educación se construirá en una garantiza

sustentabilidad

y sostenibilidad en la formación de líderes profesionales, que transforman el contexto social en

el área humanística y educativa del país,

investigación científica y

práctica

mediante

tecnológica,

bajo principios éticos, políticos y culturales, que promuevan la calidad de vida y bienestar de los ecuatorianos.

Sílabo https://humanaseducaciononline.uta.edu.ec/pluginfile.php/179741/mod_resource/content/ 1/LANGUAGE%20TEACHING%20STRATEGIES_SILLABUS_18-19.pdf

Programa Analítico https://humanaseducaciononline.uta.edu.ec/pluginfile.php/190579/mod_resource/content/ 1/LANGUAGE%20TEACHING%20STRATEGIES_ANALITICO_18-19.pdf

Guías PAE

Perfil de Egreso Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido y desarrollado las siguientes competencias, capacidades, habilidades, destrezas y desempeños como resultados de su formación profesional: 1. Usa el idioma inglés a un nivel B2 del Common European Framework. 2. Maneja competentemente los métodos y estrategias metodológicas para la enseñanza del idioma inglés según las exigencias del Teaching Knowledge Test (TKT) 3. Diseña programas o cursos específicos y sus respectivos materiales didácticos. 4. Elabora materiales didácticos mediante la utilización de NTIC´s. 5. Transforma el contexto educativo a tráves de la práctica de valores. 6. Genera escenarios de aprendizaje significativos dando lugar a la investigación participativa, el aprendizaje basado en problemas y el trabajo en equipo. 7. Maneja leyes y reglamentos de Educación Ecuatoriana. 8. Aplica técnicas de valoración de los aprendizajes, así como también de su propio desempeño docente. 9. Manejo de los aspectos sociales, intelectuales y psicológicos de los estudiantes para promover el aprendizaje. La Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de ingreso dos simulaciones de exámenes con estándares internacionales. Siendo así, Teaching Knowledge Test (TKT) test de acreditación internacional para la enseñanza del inglés y Test of English as a Foreign Language (TOEFL) para la competencia comunicativa.

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

Sixth Level “FIRST PARTIAL”

STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA

AMBATO – ECUADOR September 2018 – February 2019

UNIDAD EDUCATIVA: UTA LISTENING LESSON PLAN INFORMATIVE DATA: TEACHER: Mishel Yazán AREA: ENGLISH SCHOOL YEAR: September 2018- February 2019 SUBJECT: English 2 COURSE: VI PARALLEL: A GROUP: There are 21 students in this DATE: November TIME: 40 min. N° OF STUDENTS: 21 group, 7 men and 14 women 21, 2018 Recent topic work: Reading (Inspirational lives) Recent Language work: Simple Past Tense and time expressions Aims: To allow students to listen for gist and specific information about famous explorers in order to answer some questions. Objectives: Ss. will be able to recall the names of famous explorers. Ss. will be able to describe any explorer they know. Ss. will be able to make predictions about the listening by looking a picture. Ss. will be able to listen for specific information to fill out the blanks with the missing information. Assessment: Formative assessment / controlled and guided activities. Anticipated problems: Difficulty understanding the Simple Past Tense Solution: Make Ss. practice this tense by giving an explanation and then making exercises Materials: Student’s book English A1.2. (pages 64, 65) TIMING TEACHER ACTIVITY STUDENT ACTIVITY SUCCESS INDICATORS 40 Pre-listening minutes - T. asks students to recall names of - Ss. recall names of famous explorers Ss. can recall the names famous explorers. and say it to the class. of famous explorers. -

T. asks students to describe any explorer they know.

Ss. give some adjectives or characteristics of explorers Ss. look at the picture

Ss. can describe any explorer they know.

T. asks students to open their books on page 64 and look at the picture of Hernan Cortes. T. makes students talk about what information could be mentioned in the listening. E.g. Who was Hernan Cortes?...

While-listening First listening - T. presents the topic by giving a brief definition of what an explorer is. - T. writes some questions about famous explorers on the board. Hernan Cortes o Was he the conqueror of Mexico?

Ss. participate actively by making predictions and say them aloud

Ss. pay attention to the explanation.

Ss. read the questions on the board.

Ss. highlight key words to answer the questions

Ss. listen and read at the same time the audio and the reading in ex.1

Ss. can make predictions about the listening by looking a picture.

Francisco Pizarro o Who was Francisco Pizarro? Ferdinand Magallan o Where was he born? -

T. tells students to listen for gist and for specific information to answer the questions on the board by highlighting key words on their books.

Ss. can listen for specific information to fill out the blanks with the missing information.

T. encourages students to listen and read at the same time the reading 1 (Ex 1: World History) and get the answers. T. checks studentsâ&#x20AC;&#x2122; answers by making students read aloud their answers.

Second-Listening - T. plays the listening again and make students listen for specific information to fill up the table of the book ( Ex. 1) - T. asks students if they need to listen to the audio again to complete the table. - T. plays the audio to complete the next activity ( Ex. 3) - T. asks students if they need to listen to the audio again to complete the questionnaire. Post-Listening - T. checks studentsâ&#x20AC;&#x2122; answers for ex. 1 and ex. 3 by making students read aloud their answers

Ss. read aloud their answers

Ss. listen again to the same audio and fill up the table in ex. 1

Ss. listen again to the audio if necessary.

Ss. listen to the audio and complete the activity in ex. 3 Ss. listen again to the audio if necessary.

Ss. read aloud their answers and correct any mistake.

Ss. choose their favorite explorer and give some reasons to support their choice

T. asks students to choose their favorite explorer presented in this lesson and explain why they have chosen him Additional possibilities: Ss. will survey their classmates to know what they favorite explorers are. Homework/Further work: Ss. will look for information of another explorer and write a small biography using simple past tense -

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

Sixth Level “FIRST PARTIAL”

STUDENT’S NAME: ARACELY MISHEL YAZÁN GUAMÁ

AMBATO – ECUADOR September 2018 – February 2019

UNIDAD EDUCATIVA: UTA READING LESSON PLAN INFORMATIVE DATA: TEACHER: Mishel Yazán SCHOOL YEAR: September 2018- February 2019 COURSE: VI

AREA: ENGLISH SUBJECT: English 2 PARALLEL: A

GROUP: There are 21 students in this DATE: December 14, 2018 TIME: 40 min. N° OF STUDENTS: 21 group, 7 men and 14 women Recent topic work: Preferences and suggestions Recent Language work: Healthy food Aims: To allow students to read for gist and specific information about famous characters in order to answer some questions about Inspirational lives. Objectives: Ss. will be able to make predictions about the reading. Ss. will be able to skim the text to answer some questions. Ss. will be able to scan the article to complete a timeline and a matching activity. Ss. will be able to talk about a historical character. Assessment: Formative assessment / controlled and guided activities. Anticipated problems: Difficulty understanding the Simple Past Tense. Solution: Make Ss. practice this tense by giving an explanation and then making exercises. Materials: Student’s book English A1.2. (pages 66, 67) TIMING TEACHER ACTIVITY STUDENT ACTIVITY SUCCESS INDICATORS 40 minutes Pre-reading - T. asks students to look at Ss. look at the pictures and make Ss. can make predictions about what the pictures and make predictions the reading is going to be about. predictions about Gandhi’s life. - T. asks students to fill the Ss. fill the table about Gandhi’s table about Gandhi’s general information general information (Ex. 1)

T. checks students’ answers to promote speaking

While-reading - T. gives students some minutes to check new vocabulary words in the text (Ex. 2) to explain their meaning. T. gives students some minutes for skimming the text (Ex. 2) in order to answer some questions  In which country was Gandhi born?  Can you mention three important facts about Gandhi’s life?  Why did Gandhi fight for? - T. asks students to scan the reading to complete Gandhi’s timeline (Ex. 3). - T. asks students to match the expressions with the years they refer to (Ex. 4) - T. asks students to circle the correct time expression (Ex. 5)

Ss. participate actively by reading their answers aloud

Ss. look for new vocabulary words and ask the meaning

Ss. skim the text and answer the Ss. can skim the text to answer some questions questions.

Ss. scan the reading and complete a Ss. can scan the article to complete a timeline and a matching activity. timeline and a matching activity.

Ss. compare their answers

T. ask students to compare answers

Post-reading - T. checks the answers by Ss. read aloud their answers making students read aloud them - T. asks students if they Ss. give specific reasons to support admire Gandhi or not and their answers why? - T. makes students talk Ss. talks about a historical character Ss. can talk about a historical about a historical character character. that they admire in pairs (By using the structure presented in exercise 6). Follow-up (if time) - T. asks students to present Ss. present information about their their favorite historical favorite historical character. character in front of the class Additional possibilities: Ss. will survey their classmates to know their favorite historical characters Homework/Further work: Ss. will prepare a presentation to explain some similarities or differences between their classmateâ&#x20AC;&#x2122;s favorite character and his/ her favorite character.

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

Sixth Level “FIRST PARTIAL”

STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA

AMBATO – ECUADOR September 2018 – February 2019

UNIDAD EDUCATIVA: UTA SPEAKING LESSON PLAN INFORMATIVE DATA: TEACHER: Mishel Yazán AREA: ENGLISH SCHOOL YEAR: September 2018- February 2019 SUBJECT: English 2 COURSE: VI PARALLEL: A GROUP: There are 21 students in this DATE: December 7, TIME: 40 min. N° OF STUDENTS: 21 group, 7 men and 14 women 2018 Recent topic work: Listening (World History) Recent Language work: Simple Past Tense and time expressions Aims: To allow students to speak about famous character’s lives of the past by using was/were, years and dates. Objectives: Ss. will be able to make a brainstorm of what is important to learn about famous characters of the past. Ss. will be able to unscramble the questions to complete Napoleon Bonaparte’s timeline. Ss. will be able to ask and answer questions to fill a gap activity. Ss. will be able to imitate a famous character of the past and give basic information about him/her. Ss. will be able to guess the famous character by asking questions using Wh-words, was/were. Assessment: Formative assessment / controlled and guided activities. Anticipated problems: Difficulty understanding the Simple Past Tense Solution: Make Ss. practice this tense by giving an explanation and then making exercises Materials: Student’s book English A1.2. (pages 90, 92) TIMING TEACHER ACTIVITY STUDENT ACTIVITY SUCCESS INDICATORS 40 Before the lesson minutes - T. asks students to mention some - Ss. mention what is important to Ss. can make a important things to know about a know about famous characters. brainstorm of what is famous character of the past. important to learn about famous characters of the - T. writes on the board the things students mention. (Occupation, origin, past. achievement…)

T. give an example of a question using Wh-words, was/were. T. asks students to open their books on page 90 and 92 and check if they do not know the meaning of any word in the gap activity.

During the activity - T. asks students to get in pairs and one is going to be Student A and the other one is going to be Student B. - T. asks students to unscramble the questions that each student has according to their role (student A or B) - T. encourages students to start speaking in order to complete the gap activity by asking and answering questions. - T. monitor that students are doing the activity in a correct way. After the activity - T. asks students to form two teams to play a game - T. asks students to choose a famous character of the past from the book and get prepared to ask and answer questions using Wh-words, was/were.

Ss. pay attention to the example given by the teacher. Ss. check the gap activity to look for new vocabulary.

Ss. get in pairs and take their roles.

Ss. unscramble the questions.

Ss. ask and answer questions by taking turns.

Ss. form two teams. Ss. choose a famous character of the past from the book and get prepared to ask and answer questions.

Ss. can unscramble the questions to complete Napoleon Bonaparteâ&#x20AC;&#x2122;s timeline. Ss. can ask and answer questions to fill a gap activity.

Ss. can imitate a famous character of the past and give basic information about him/her. Ss. can guess the famous character by asking

T. lets the team A start to ask their questions to team B to guess the famous character of the past they have chosen.

Ss. from team A start asking their questions to team B to guess the famous character of the past.

questions using words, was/were.

Wh-

Additional possibilities: Ss. will survey their classmates to know what their favorite famous characters are. Homework/Further work: Ss. will look for information of another famous character and write a small biography using simple past tense

Page 90

Page 92

WRITING PPT

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

Sixth Level “FIRST PARTIAL”

STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA

AMBATO – ECUADOR September 2018 – February 2019

CLIL PPT

DEMO CLASS RUBRIC

5. Componente Teórico UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS LANGUAGE TEACHING STRATEGIES

Sixth Level “FIRST PARTIAL”

STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA

AMBATO – ECUADOR September 2018 – February 2019

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Autor: Aracely Mishel Yazán Guamá

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

7. Prรกcticas Preprofesionales Informe Final de Prรกcticas preprofesionales

8. Reflexión Studying in the Languages Program at UTA University, requires a lot of effort since we learn something new and important every day. This acquired knowledge will be essential in our future job as teachers. However, I would like to explain how this subject called “Language Teaching Strategies” contributes to achieve the competencies of the exit profile and the UTA’s Educational Model. This subject, Language Teaching Strategies, contributes to achieve the objectives and competencies established in the exit profile in many ways. I have learned how to competently handle methods and strategies for teaching English. In addition, I learned how to design classes and their respective didactic materials. For example, I know how to design lesson plans and how to apply them in real classes. Regarding this subject and the UTA’s Educational Model and how both of them are associated, I would like to mention that this Educational Model is a representation of the ideal human being and professional that is intended to be formed. Specifically this subject Language Teaching Strategies has taught me how to deal and solve real problems through the practice of values but also through team work. In addition, I have learned what I can do to create a positive environment in which every student would feel comfortable to achieve the learning outcomes in an effective way. As a conclusion, I have to mention that Language Teaching Strategies is an important subject and a step to become a teacher. This subject help me to reach some of the competencies mentioned on the exit profile but also to reach the goals of UTA’s Educational Model.