Sixth Semestre September 2018 – February 2019 aaa aa
2
GRAMMAR I Sixth Semestre
September 2018 – February 2019
Contenido Universidad Técnica de Ambato................................................................................................. 3 Misión ......................................................................................................................................... 3 Visión .......................................................................................................................................... 3 Facultad de Ciencias Humanas y de la Educación ...................................................................... 4 Misión ......................................................................................................................................... 4 Visión .......................................................................................................................................... 4 Sílabo .......................................................................................................................................... 5 Programa Analítico ..................................................................................................................... 5 Guías PAE.................................................................................................................................... 5 Perfil de Egreso ........................................................................................................................... 6 1.
Trabajo Colaborativo........................................................................................................... 7
2.
Trabajo Práctico ................................................................................................................ 18
3.
Trabajo Autónomo ............................................................................................................ 24
4.
Componente Teórico ........................................................................................................ 37
5.
Proyecto Integrador de Saberes (PIS) ............................................................................... 42
6.
Prácticas Preprofesionales ................................................................................................ 43
7.
Reflexión ........................................................................................................................... 44
Aaaaa
Autor:Yazán Guamá Aracely Mishel
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.
Aaaaa
Autor:Yazán Guamá Aracely Mishel
4
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 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
5
Sílabo https://humanaseducaciononline.uta.edu.ec/pluginfile.php/178287/ mod_resource/content/1/Silabo%20Grammar%20I.pdf
Programa Analítico https://humanaseducaciononline.uta.edu.ec/pluginfile.php/178295/ mod_resource/content/1/PlanAlitico%20GRAMMAR%20I.pdf
Guías PAE
5
6
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 través 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. Para ello la Coordinación de Carrera de Idiomas organizará dentro de los módulos optativos seminarios taller de preparación para dichos tests, los mismos que podrán ser aprobados a partir del séptimo semestre.
6
7
1. Trabajo Colaborativo UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS GRAMMAR I
Sixth Level “FIRST PARTIAL” ELEMENT 1: Grammar concepts
STUDENT’S NAME: ARACELY MISHEL YAZÁN GUAMÁ
AMBATO – ECUADOR September 2018 – February 2019
7
8
Aaaaa
Autor:Yazรกn Guamรก Aracely Mishel
9
9
10
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS GRAMMAR I
Sixth Level “SECOND PARTIAL” ELEMENT 4: Produce an innovative lesson class to evidence a new way of teaching grammar from examples
STUDENT’S NAME: ARACELY MISHEL YAZÁN GUAMÁ
AMBATO – ECUADOR September 2018 – February 2019
10
11
CLASS: Fifth Grade SUBJECT: Grammar and Vocabulary th DATE: January 15, 2019 , 2018 TOPIC: Imperatives and Prepositions of place TEACHERS’ NAME: CASTILLO DANILO AND YAZÁN TIME: 40 MINUTES Level: Beginners MISHEL LESSON OBJECTIVES: TEST STUDENTS’ KNOWLEDGE GENERAL OBJECTIVE: At the end of the class students will be able to change imperatives to the negative form and talk about ways to improve their English by using the correct grammar rules. SPECIFIC OBJECTIVES: Students will be able to read an article and identify imperatives. Students will be able to listen and identify the correct verb in a recipe. Students will be able to write imperatives using the correct grammar. APPROACH/ THEORY USED: TOPIC - BASED APPROACH CONTENTS: BACKGROUND, DESIGN, PROCEDURE, ROLES, CONCLUSION STAGES AND TIME 1
TEACHER’S ACTIVITIES
PROCEDURE STUDENTS’ ACTIVITIES
The teacher asks the students to remember all the things Ss’ recall that they have learned about prepositions of place and information imperatives.
AUDIO-VISUAL AIDS
EVALUATION
the
Ss’ participation
11
12
The teacher asks the students to complete the Handout Ss’ complete 1: Read the advice on how to get a job in a game handout 1 design. Notice the words in bold
the
2 The teacher asks the students to complete the recipe Ss’ listen and complete Tv “My favorite dish – Pepperoni pasta” and choose the the activity correct form of the verb to complete the recipe.
Ss’ participation
3
The teacher asks the students to complete the put the Ss’ complete the activity words in the correct order Write an imperative for each situation. Use verbs from the box.
Ss’ participation
4
The teacher asks the students to complete the activity Ss’ perform the activity and ask Ss’ to get in pairs. Change the affirmative in pairs
Ss’ performance
imperatives to negative imperatives. Student A reads the affirmative, Student B says the negative. Then change roles. The teacher asks the students to discuss ways to improve your English. Use affirmative and negative imperatives.
12
13
HANDOUT 1
How to get a job in Game Design Activity 1: Read the advice on how to get a job in a game design. Notice the words in bold
Activity 2: Find and complete these sentences in the article from Activity 1. Write the missing words. 1. ________________________________ games all the time. Make them! 2. ________________________________about a college degree. 3. ________________________________your work to other people. 4. ________________________________examples of your work. 5. ________________________________hard. Activity 3: Look at the sentences from Activity 1. Then circle T for true or F for false for each statement below. 1. All the verbs are negative. T F 2. We don’t need to write the subjects with these verbs. T F 3. The sentences all give advice. T F
13
14
HANDOUT 2 Love cooking Activity 1: Listen the following recipe “My favorite dish – Pepperoni pasta” and choose the correct form of the verb to complete the recipe.
My favorite dish - Pepperoni pasta
1. Cut / Cutting / Cuts the carrots and onions into small pieces, then added / adding / add them to the salad. Ingredients: • • • • • • • • •
1 red onion 2 red peppers Pepperoni 5 tomatoes 1 cup of water Olive oil Garlic Oregano Pasta
2. Cook / Cooked / Cooking the meat for about 12 minutes. 3. Boil / Boiled / Boiling the water for 5 minutes, then add / adding / added the pasta. 4. Don’t forget to washed up / washing up / wash up after you have finished eating.
14
15
HANDOUT 3 Activity 1: Put the words in the correct order Example: salt Pass me please the
Pass me the salt please.
1. door please Answer the _______________________________________ 2. lunch Don’t your forget _______________________________________ 3. English Speak please in _______________________________________ 4. Wait please for me _____________________________________________ 5. sister with Play your ___________________________________ 6. your speak Don’t mouth full with _____________________________
Activity 2: Write an imperative for each situation. Use verbs from the box. Ask
be
eat
give
go
stay
study
wear
Example: A: I have a test tomorrow. I’m not a good student.
B: __Study___ hard.
1. A: I have a big meeting tomorrow. It’s midnight now.
B: _________to sleep.
2. A: I’m often late to class. I have a test tomorrow.
B: _________on time.
3. A: I eat junk food every day.
B: _________healthy food.
4. A: I have a cold. I also need to go shopping.
B: _________home.
5. A: That old woman doesn’t have a seat. 6. A: Look at all that snow outside.
B: Please_________ her your seat. B: _________your boots.
15
16 7. A: I don’t understand the assignment.
B: _________the teacher.
HANDOUT 4 Improve your English! Activity 1: Work with a partner. Change the affirmative imperatives to negative imperatives. Student A reads the affirmative, Student B says the negative. Then change roles. Example: Student A: Eat in the library. Student B: Don’t eat in the library.
1. Eat in the library. 2. Be late for work. 3. Sit in that seat. 4. Use the elevator. 5. Call him at midnight. 6. Open the window. 7. Park your car here. 8. Feed the animals. 9. Close your book. 10. Use your phone in class.
16
17
Activity 2: Work with a group. Discuss ways to improve your English. Use affirmative and negative imperatives. Read in English. Don’t miss class…
Aaaaa
Autor:Yazán Guamá Aracely Mishel
18
2. Trabajo Práctico UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS GRAMMAR I
Sixth Level “FIRST PARTIAL” SAMPLE LESSON 1
STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA
AMBATO – ECUADOR September 2018 – February 2019
18
19
19
20
20
21
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS GRAMMAR I
Sixth Level “SECOND PARTIAL” SAMPLE LESSON 2
STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA
AMBATO – ECUADOR September 2018 – February 2019
21
22
22
23
23
24
3. Trabajo Autónomo UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS GRAMMAR I
Sixth Level “FIRST PARTIAL”
Element 3: Inductive and deductive grammar teaching
STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA
AMBATO – ECUADOR September 2018 – February 2019
24
25
25
26
THE MAIN DIFFERENCES BETWEEN A DEDUCTIVE AND AN INDUCTIVE APPROACH IN GRAMMAR TEACHING DEDUCTIVE APPROACH Based on the top-down theory.
INDUCTIVE APPROACH Based on the bottom-up theory
The presentation and explanation of grammar rules take Accepts the view that language learners tend to focus on the presedence over teaching. LESSON PROCEDURES
parts rather than the whole.
The language is taught from the whole to parts so Teaching process begins with a text, audio or visual in a learners understand the grammar rules and structures context. Secondly learners work on the material to find the firstly.
rules themselves.
Next, they see the examples provided by teacher.
In the final stage, they give their own examples.
Finally they begin to produce their own examples. Student-centered Learners are passive recipients when teacher elicits the Learners are active as they are responsible for exploring the rule on the board LEARNER ROLES
rules themselves
when grammar is presented deductively it will be easier is unnecessary to apply inductive approach if the grammar for learners to understand the written or spoken form of rules are quite simple, but complex grammar items should language as learners aware of the rules
be taugth inductively in order to demonstrate usage of the rules in sentences clearly
Teacher-centered and traditional. TEACHER ROLES Teacher is the authority in the classroom.
26
27
Techer presents the new grammar item to the learners. Teacher behaves as a guide and helper while students study Second role is to prepare exercises for the students. the grammar rules themselves Teacher is the organiser and controller of the classroom. More appropriate for adult learners and meet their Young learners are successful in exploring 5 grammar USAGE OF METALANGUAGE
expectations as they give more importance to rules structures from the examples rather than learning them
IN THE TEACHING PROCESS
when they use the language so presentation of grammar deductively since they are more likely to learn by doing rules firstly is more useful for them
because grammar rules are complex and abstract for them
27
28
TEACHING “ THE SECOND CONDITIONAL” INDUCTIVELY This is a topic aimed at students of 9th EGB between 12 and 13 years old.
Step 1: Presentation of the rules. First of all I would intoduce the lesson by saying: “Today I am going to teach you the second conditional.” I would explain them how and when we can use this conditional Next I would write example sentences on the board: First, we can use it to talk about things in the future that are probably not going to be true. Maybe I'm imagining some dream for example.
If I won the lottery, I would buy a big house.(I probably won't win the lottery)
If I met the Queen of England, I would say hello.
She would travel all over the world if she were rich.
Second, we can use it to talk about something in the present which is impossible, because it's not true. Is that clear? Have a look at the examples:
If I had his number, I would call him. (I don't have his number now, so it's impossible for me to call him).
If I were you, I wouldn't go out with that man.
Step 2: Examples by highlighting the grammar structures. In this step to make students to explore the rule of “used to” I would ask students to work individually and underline new structure that they have learned in the sample sentences.
Aaaaa
Autor:Yazán Guamá Aracely Mishel
29
If I won the lottery, I would buy a big house.(I probably won't win the lottery)
If I met the Queen of England, I would say hello.
She would travel all over the world if she were rich.
If I had his number, I would call him. (I don't have his number now, so it's impossible for me to call him).
If I were you, I wouldn't go out with that man.
Then, they can speak in their mother tongue. I would make guidance and monitor them while they study the rule.
Step 3: Then students practise with the rules and produce their own examples Finally, I am going to make students write their own sentences using the structure and recognizing how is it structured in each sentence.
29
30
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS GRAMMAR I
Sixth Level “SECOND PARTIAL” ELEMENT 5: Project based learning proposal related to an innovative way to teach grammar.
STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA
AMBATO – ECUADOR September 2018 – February 2019
30
31
Aaaaa
Autor:Yazรกn Guamรก Aracely Mishel
32
32
33
33
34
34
35
35
36
36
37
4. Componente Teórico UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS GRAMMAR I
Sixth Level “FIRST PARTIAL” QUIZ I
STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA
AMBATO – ECUADOR September 2018 – February 2019
Aaaaa
Autor:Yazán Guamá Aracely Mishel
38
38
39
39
40
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS GRAMMAR I
Sixth Level “SECOND PARTIAL” QUIZ 2
STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA
AMBATO – ECUADOR September 2018 – February 2019
40
41
41
42
5. Proyecto Integrador de Saberes (PIS) Trabajo final del PIS (Carreras Nuevas)
42
43
6. Prรกcticas Preprofesionales
43
44
7. Reflexión Studying in the Languages Program at UTA University, requires a lot of effort since every day we learn something new and important. This acquired knowledge will be essential in our future job as teachers. However, this essay is aimed to explain how this subject called “Grammar I” contributes to achieve the competencies of the exit profile and how this subject and the UTA’s Educational Model are connected. This subject, Grammar I, contributes to achieve the objectives and competencies established in the exit profile in many ways. I have learn how to correctly explain grammar through different methods and activities. So, 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. Last but not least, 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 Grammar I has taught me how to deal and solve real problems that as a teacher I will be facing. For example, the teaching of grammar. In addition, I have learned what can I do to create a positive environment in which every student would feel comfortable and safe, this is very important to achieve the learning outcomes. As a conclusion, I have to mention that Grammar I is an important subject and step to become a teacher. I have learned a lot through this whole semester. In addition, 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.
44