YAZAN_MISHEL_TEACHING CHILDREN_PORTFOLIO by MISHELYAZAN

STUDENT’S PORTFOLIO

Sixth Semestre Septiembre 2018 – Febrero 2019

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TEACHING CHILDREN 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 Autónomo ............................................................................................................ 28

Componente Teórico ........................................................................................................ 53

Proyecto Integrador de Saberes (PIS) ............................................................................... 56

Prácticas Preprofesionales ................................................................................................ 57

Reflexión ........................................................................................................................... 58

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Autor: Aracely Mishel Yazán Guamá

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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.

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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 de la Educación se construirá en una institución de educación superior

que

garantiza

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

práctica

tecnológica,

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

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Sílabo https://utaedumy.sharepoint.com/:b:/g/personal/xcalero_uta_edu_ec/EY4JssI6dy9I lTKft7iJLK8BgBvubOmXaMjOisEkYyr5ow?e=qRQccw

Programa Analítico https://utaedumy.sharepoint.com/:b:/g/personal/xcalero_uta_edu_ec/EZp_FLSn6cJ Bp8i8uPf49ycBvh3OhFO91IQt62VISa_C9Q?e=bcdDDF

Guías PAE

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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.

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

Sixth Level “FIRST PARTIAL” MULTIPLE INTELLIGENCES ASSIGNMENT

STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA

AMBATO – ECUADOR September 2018 – February 2019

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CLASS: Fifth Grade TOPIC: Talent Contest th DATE: October 9 , 2018 TIME: 60 MINUTES TEACHERS’ NAME: CASTILLO DANILO AND YAZÁN Level: Beginners MISHEL LESSON OBJECTIVES: GENERAL OBJECTIVE: At the end of the class students will be able to perform a contest about what they are good at by using vocabulary about talents. SPECIFIC OBJECTIVES: • Students will talk about preferences. • Students will find out their talents. •Students will perform their talents. APPROACH/ THEORY USED: MULTIPLE INTELLIGENCES CONTENTS: BACKGROUND, DESIGN, PROCEDURE, ROLES, CONCLUSION PROCEDURE STAGES TEACHER’S ACTIVITIES STUDENTS’ AUDIO-VISUAL AIDS AND ACTIVITIES TIME The teacher gives students instructions about the Ss’ listen carefully to 1 activity that is going to be developed during the class: the instructions Explains what is a talent contest

EVALUATION

Ss’ get in groups

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Teacher ask students’ preferences and divides the class Ss’ express their in seven groups preferences and get in 1. Linguistic (judges) groups 2. Logical-Mathematical (statistician) 3. Spatial (Painter/ designer of the stage) 4. Bodily-kinesthetic (dancers) 5. Musical (singers/ players) 6. Interpersonal (TV host) 7. Intrapersonal (News writer)

Ss’ ask what is their specific role about if they have doubts

The teacher provides students with a specific role for Ss’ get their specific performing a roleplay role for performing 2

The teacher asks students with spatial intelligence to Ss’ with spatial Stage for the talent contest help him get the stage ready. intelligence design the stage The teacher helps students get ready for the contest. Ss’ prepare their performance The teacher pays attention to the kids’ performance Ss’ perform their talent The teacher and students with Logical-Mathematical intelligence (statisticians) announce the winner. The teacher provides feedback Ss’ listen to the feedback provided

Ss’ participation

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UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS TEACHING CHILDREN

Sixth Level “SECOND PARTIAL” CLIL PAPERS PRESENTATION

STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA

AMBATO – ECUADOR September 2018 – February 2019

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

Sixth Level “FIRST PARTIAL” GAMES AND STORYTELLING ASSIGNMENT

STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA

AMBATO – ECUADOR September 2018 – February 2019

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CLASS: Fifth Grade TOPIC: Story telling “The puss in boots” DATE: October 30th, 2018 TIME: 60 MINUTES TEACHERS’ NAME: CASTILLO DANILO AND YAZÁN Level: Beginners MISHEL LESSON OBJECTIVES: GENERAL OBJECTIVE: At the end of the class students will be able to imagine and write their own happy ending for the story “The puss in boots” SPECIFIC OBJECTIVES: • Students will make some predictions. • Students will answer questions. •Students will write their own ending. APPROACH/ THEORY USED: STORY TELLING CONTENTS: BACKGROUND, DESIGN, PROCEDURE, ROLES, CONCLUSION PROCEDURE STAGES TEACHER’S ACTIVITIES STUDENTS’ AUDIO-VISUAL AIDS AND TIME ACTIVITIES The teacher presents pictures and make students guess Ss’ look at the pictures PPt presentation PREand make some LISTENIN what they think this story is going to be about PPt presentation: predictions. G https://utaedumy.sharepoint.com/:p:/g/personal/ayazan1106_uta_e

EVALUATION

Ss’ speak aloud and make some predictions

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du_ec1/EW_G2R5pZFxNl_00x35ORWsB8U0nMT AZA3lVWAggDvYL0w?e=IgUbWU WHILELISTENIN G

The teacher start reading the story “The puss in boots” Ss’ listen to the story

Ss’ participation

The teacher stop to ask students a question What do you think is going to happen next? The teacher continue reading the story

POSTLISTENIN G

PPt presentation

Ss’ make predictions

some

The teacher ask students some questions Ss’ listen to the story Only one “right answer” How many children does the poor miller have? Ss’ answer the questions To whom the cat was given? What does the cat give the king as a gift? “Construct” his/her own meaning from the text Why the miller was so poor? What were the names of the miller’s children? What was the name of the cat? The teacher makes students put the different events PPt that occur in the story in the correct order The teacher ask students to write their own happy ending to the story “The puss in boots” Ss’ write their own happy ending

Ss’ writing

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THE PUSS IN BOOTS Once

upon

time

there

was

poor

miller

who

had

three

sons.

When the miller died, the first two sons greedily took everything and left the house. They only left behind the cat for the third son. The son was very sad. He loved his father the most and wept for him and said, “I have nothing but this cat! I will eat him and then soon, I shall die too!” Hearing this, the cat said, “Master, please give me a bag full of carrots and grain and see what great wonders I can do! Please give me a coat and your boots, too!” The miller’s son gave the cat all that he asked for.

Puss in Boots now set off for the jungle. He laid a trap with carrots in it and caught a rabbit. Puss in Boots also caught a couple of partridges with the grain his master had given him. Puss in Boots then went to meet the king. He presented the partridges and rabbit to the king and said, “Your Majesty! These are gifts from my master, the Marquis of Carabas!” The king was very pleased with the gifts.

On his way back home, Puss in Boots passed by some fields where harvesters were working in the sun. He commanded them, “If anyone asks you whom this field belongs to, you must reply that it belongs to the Marquis of Carabas! If you do not agree, I will get the ogre to eat you all up!” The workers were frightened of the ogre and agreed

so.

When Puss in Boots reached home, he told his master, “Master, you will be meeting the king soon! Do as I say. Go to the river nearby and have a bath!” The man did as his cat told him to. He took off his clothes and jumped into the river. Puss in Boots immediately took all the clothes and hid behind a rock nearby. When king’s carriage passed by, the cat went up to the king and said, “Your Majesty! My master is drowning! Some thugs robbed him of his fine clothes and pushed him into this river!

TEACHING CHILDREN 20 Please save him!” The king, on hearing this, commanded his servants, “Save the Marquis of Carabas and give him the finest clothes to wear!” They did as he told them. The cat and his master were very happy. Now, when the carriage went past the fields, the king stopped by and asked the workers, “To whom do these fields belong?” They replied, “The Marquis of Carabas, Your Majesty!” The king was very pleased to hear this.

Puss in Boots, in the meantime, ran ahead of the king’s carriage. He went to the castle nearby. There lived a ferocious ogre. The cat said to him, I have heard of your mighty powers! I have heard you can become anything you want to!” The ogre laughed and decided to show Puss in Boots all his powers. He replied, “Of course!” and instantly turned into a lion. Then the ogre became a monkey and finally became his real self. Now, the clever cat challenged, “I am sure you cannot become one of the tiniest creatures in the world! You can never become a mouse!” The ogre was enraged and said, “Watch this!” Saying this, he turned into a tiny mouse. Puss in Boots

quickly

pounced

him

and

ate

him

up!

When the king and the miller’s son reached the castle, the cat said. “Welcome, Your Majesty! This is the castle of the Marquis of Carabas!” Hearing this, the king was very pleased. He asked the miller’s son to marry his youngest and loveliest daughter. The miller’s son knew that the king’s daughter was very beautiful and agreed. Soon, they were married and lived happily ever after in the castle.

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The son was very sad. He loved his father the most and wept for him and said, “I have nothing but this cat! I will eat him and then soon, I shall die too!” Puss in Boots then went to meet the king. He presented the partridges and rabbit to the king and said, “Your Majesty! These are gifts from my master, the Marquis of Carabas!” The king was very pleased with the gifts. On his way back home, Puss in Boots passed by some fields where harvesters were working in the sun. He commanded them, “If anyone asks you whom this field belongs to, you must reply that it belongs to the Marquis of Carabas! When king’s carriage passed by, the cat went up to the king and said, “Your Majesty! My master is drowning! Some thugs robbed him of his fine clothes and pushed him into this river! Please save him!” The clever cat challenged, “I am sure you cannot become one of the tiniest creatures in the world! You can never become a mouse!” The ogre was enraged and said, “Watch this!” Saying this, he turned into a tiny mouse. Puss in Boots quickly pounced on him and ate him up! He asked the miller’s son to marry his youngest and loveliest daughter. The miller’s son knew that the king’s daughter was very beautiful and agreed. Soon, they were married and lived happily ever after in the castle.

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UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS TEACHING CHILDREN

Sixth Level “SECOND PARTIAL” CLIL ASSIGNMENT

STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA

AMBATO – ECUADOR September 2018 – February 2019

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CLASS: Fifth Grade TOPIC: Teaching Maths: Multiplications DATE: December 7th, 2018 TIME: 30 MINUTES TEACHERS’ NAME: CASTILLO DANILO AND YAZÁN Level: Beginners MISHEL LESSON OBJECTIVES: GENERAL OBJECTIVE: At the end of the class students will be able to use equal groups and repeated addition to understand multiplications. SPECIFIC OBJECTIVES: • Students will recall information about sums. • Students will find out the elements that a multiplication has. •Students will make a comparison about sums and multiplications. •Students will play a game to practice multiplications. APPROACH/ THEORY USED: CLIL CONTENTS: BACKGROUND, DESIGN, PROCEDURE, ROLES, CONCLUSION PROCEDURE STAGES TEACHER’S ACTIVITIES STUDENTS’ AUDIO-VISUAL AIDS AND ACTIVITIES TIME T. asks students to recall information about sums. Ss’ give information Board Stage 1 about sums. T. asks students to sum 4+4+4 Ss’ sum and give the result. Ss’ look at the example

EVALUATION

Ss’ participation

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T. writes an example multiplication problem on the board. For example 4 x 3 Stage 2

Stage 3

Stage 4

T. introduces information about multiplications Definition of the x (multiplication sign) Factors Product 4 x 3 = 12

Ss’ listen explanation

the Board

T. explains that in this equation, the numbers 4 and 3 are each known as a factor. Define factors as the numbers we can multiply together to get another number. T. draws 4 circles and put 3 dots in each circle, to illustrate 4 groups of 3. T. counts each of the dots as a class. Write the entire equation on the board: 4 x 3 = 12 T. tells students that the answer to a multiplication problem is known as the product.

Ss’ listen explanation

the Board

T. makes students play the game called “7 punk”

Ss’ play the game “7 punk”

Ss’ participation

Ss’ identify the elements of a multiplication

Ss’ participation

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1. Complete with the words given

Product- Factors- Times sign

7x3=

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Math Recording Sheet Example: Make 3 groups of 5. Your addition problem would be 5 + 5 + 5 and your multiplication problem would be 5 x 3. The answer for both would be 15.

Addition Fact

Multiplication Fact

Answer

Example: 5 + 5 + 5

3x5

2x4 5x6 3x6 4x4 3x2 3+3+3+3+3 6+6+6+6+6+6+6 2+2 8+8+8+8 9+9+9

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3. Trabajo Autónomo UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS TEACHING CHILDREN

Sixth Level “FIRST PARTIAL” CHARACTERISTICS OF LEARNERS

STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA

AMBATO – ECUADOR September 2018 – February 2019

TEACHING CHILDREN 29 For Study and Discussion 1. Choose a topic or a lesson (such as animals, foods, geography) that could be of interest to children at several age levels and explain how you would approach it differently at each of three different levels: Colors a. Kindergarten: If “colors” is the topic to teach children who are in kindergarden, I would teach that using colorful materials. However, I just teach students the primary colors. And then to reinforce the lesson I could use the game “I spy”. So I would say the name of the color and students will look for an object with that color. b. Grade 3: If I have to teach the same lesson, I just make the topic a little more complex. For example, I would teach students primary colors but also secondary colors, which primary colors should be mixed to create secondary colors. To reinforce the lesson I would present them a song https://www.youtube.com/watch?v=IwfZvRuE7s8 and make them learn and sing it. c. Grade 6 or grade 7: For children with this level, colors would be an easy topic so I should think about it and how to make it more complex. For example, I would teach them the primary, secondary and also the tertiary colors. To make this an interesting topic I would make them draw something they like and then paint this with the colors that they have learned.

TEACHING CHILDREN 30

2. Examine a lesson you have seen, designed, taught, or found in a book of lesson plans. What learning styles and intelligences are supported in this plan? Are any left out? How could you adjust the lesson to be more inclusive? The lesson plan that I analize have each one of the intelligences. To make it more inclusive I could adapted from the necessities of students.

3. Choose the grade level with which you are the most familiar, and reread all the descriptions of students at this grade level found in the chapter. How well do they reflect your own experiences? What descriptors would you add or change? The level with which I’m most familiar is Grade 8. In this age students are very interested in technology and they are aware the “real world”. I have students from this ages so I know they are very curious. Every task has to be related to real and interesting things, like music. They like to do pair work activities and analize things. So, comparison is one of the best tasks to teach them.

4. Read additional information about learning styles and multiple intelligences, using references at the end of this chapter or others. Then create a profile of yourself as a learner, in terms of both learning styles and multiple intelligences. Which students in your classroom will you need to pay particular attention to because of differences in style and intelligences? What types of activities will you need to include in the class if you are going to meet their needs?

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I think that the kind of student which I should pay particular attention is the one who has Intrapersonal Intelligence, because for this student it’s difficult to work with others. However, he/she has to learn how to do that because during his/her whole life he/she is going to need to collaborate with others. So, I would try to make him/her work with others but not always to make him feel comfortable while learning.

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UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS TEACHING CHILDREN

Sixth Level “SECOND PARTIAL” TOPIC BASED ASSIGNMENT

STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA

AMBATO – ECUADOR September 2018 – February 2019

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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: GENERAL OBJECTIVE: At the end of the class students will be perform ando give basic commands using the verbs learned during the class. SPECIFIC OBJECTIVES: • Students will listen and sing a song about imperatives. • Students will play a game online. •Students will perform and act using imperatives. APPROACH/ THEORY USED: TOPIC - BASED APPROACH CONTENTS: BACKGROUND, DESIGN, PROCEDURE, ROLES, CONCLUSION PROCEDURE STAGES TEACHER’S ACTIVITIES STUDENTS’ AUDIO-VISUAL AIDS AND ACTIVITIES TIME The teacher plays the ‘Imperatives song’: Ss’ listen to and dance Tv 1 https://www.youtube.com/watch?v=CThfI7_E7Vk the song The teacher introduces the new topic by presenting a PPt presentation. Also he gives instructions about what Ss’ pay attention to the students should do – Stand up. Sit down. Stop talking. explanation

EVALUATION

Ss’ get in groups

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Etc. Write several examples on the board and have students copy into notebooks.

The teacher gives each student Handout 1 and make them complete it in pairs. The teacher asks students to stand up and do the mimics of the handout 1. Then, Student 1 reads the instruction of this handout and Student 2 does the mimics. The teacher asks students to sit down. The teacher asks students to listen to the instructions that he is going to read and if one student knows the meaning he can pass to the front and do the mimic. The teacher will give a star for each participation, at the end of the game the student who has more stars will win a cookie. Then the teacher makes students to play a game online http://enjoyenglish.free.fr/english/college/imperatif/niv 2/index.html In this game students can ask to the ant to do whatever they want. They just have to type it! Finally, the teacher asks students to get in pairs and complete the handout 2 The, the teacher gives feedback.

Ss’ complete handout Ss’ do the mimics

the

Ss’ participation

Ss’ pass to the front and Tv do the mimics

St’ play the game online

Ss’ listen to the teacher

Ss’ participation

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PPT PRESENTATION

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GRAMMAR AND VOCABULARY Student’s name:_______________ Course:______________________ Date:________________________ HANDOUT 1

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Game online http://enjoyenglish.free.fr/english/college/imperatif/niv2/index.html

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HANDOUT 2 Get Out of Bed Diane Z. Shore Use the word bank to complete the script and then act it with your partner.

Don’t pull

Get up

Stop acting

Get out

don’t make me go

Mom (yelling): ________ of bed you silly fool! ___________right now, it’s time for school. If you don’t dress without a fuss, I’ll throw you naked on the bus! Child: Oh, Mom, ______________today. I’m feeling worse than yesterday. You don’t know what I’m going through. I’ve got a strange, rare case of flu. My body aches, my throat is sore. I’m sure I’m knocking on death’s door. You can’t send me to school—achoo!— (sneeze) ‘Cause everyone could get it, too. Besides the kids despise me there. They always tease, and always stare And all the teachers know my name. When something’s wrong, it’s me they blame Mom (yelling): You faked a headache yesterday. __________that stuff on me today. ___________like a silly fool— The principal cannot skip school!

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TOPIC - BASED APPROACH

CONTENTS: BACKGROUND, DESIGN, PROCEDURE, ROLES, CONCLUSION PROCEDURE STAGES TEACHER’S ACTIVITIES STUDENTS’ AND ACTIVITIES TIME The teacher asks the students to remember all the things Ss’ recall 1 that they have learned about prepositions of place and information imperatives.

AUDIO-VISUAL AIDS

EVALUATION

the

Ss’ participation

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The teacher asks the students to complete the Handout 1: Read the advice on how to get a job in a game design. Notice the words in bold The teacher asks the students to complete the recipe “My favorite dish – Pepperoni pasta” and choose the correct form of the verb to complete the recipe.

Ss’ complete handout 1

the

Ss’ listen and complete Tv the activity

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. 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’ participation Ss’ participation

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.

TEACHING CHILDREN 42

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

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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.

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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

eat

give

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.

B: Please_________ her your seat.

6. A: Look at all that snow outside.

B: _________your boots.

7. A: I don’t understand the assignment.

B: _________the teacher.

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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.

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: Aracely Mishel Yazán Guamá

INFORMATIVE DATA: TEACHER: Castillo Danilo, Yazán Mishel SCHOOL YEAR: September 2018- June 2019 Grammar

AREA: ENGLISH SUBJECT:

COURSE: Fifth grade

PARALLEL: A

GROUP: There are 21 students in this group, 7 men and 14 women

TIME: 30 DATE: January 15 th minutes , 2019

N° OF STUDENTS 21

Aims: to allow students to use different prepositions in order to follow instructions for the game Scavenger hunt: prepositions of movement Objectives: - Students will be able to identify prepositions - Students will be able to demonstrate correct usage of prepositions - Students will be able to follow instructions with different prepositions Assessment: Formative assessment/controlled and guided activities Anticipated problems: difficulty to pronounce words in an appropriate way Solution: make students practice pronunciation over and over again Materials: coursebook, notebooks TIMING

TEACHER ACTIVITY

STUDENT ACTIVITY

SUCCESS INDICATORS

The teacher plays a song for the students in 40 order to make them practice prepositions. minutes https://www.youtube.com/watch?v=xyMrLQ 4ZI-4

Students listen carefully to the song and along with the teacher.

Students can identify different prepositions

The teacher draws a box to use as a visual aid. The teacher introduces prepositions to the students Students pay attention to the prepositions the by asking them to think of two words that describeteacher is introducing. what they could do with a box. The teacher brainstorms these words and write Students tell the teacher what they could do them on the board. Most of the words will be with the box by using prepositions. prepositions. (Examples: inside, into, under, by, over, beneath, beside The teacher presents the next activity which is Scavenger hunt: prepositions of movement The teacher creates ten clues and gives each small group of students one handout, and instructs them to read the clues together

Students can demonstrate the correct usage of prepositions

Students look at the board with the prepositions the teacher has just written on it. Students are given handouts with instructions on it for the game. Students follow the clues on the handout

Students can follow instructions with different prepositions

CLUES FOR Scavenger hunt: prepositions of movement

At the end of the game, the team who follows all the steps will find the treasure, which is some chocolate golden coins

1. Walk through the classroom. 2. Walk from your seat until you get to the board 3. Once you are there look at the pictures on the wall 4. Grab one of the pictures and look behind it 5. There are some instructions on it 6. Look under all the desks in the classroom 7. You will find the final clue 8. In order to find the treasure, you need to be standing on the first seat 9. Walk 2 steps to your right 10. Then, walk 6 steps straight and two steps to your right 11. Once, you are there, look behind the teacher’s seat 12. Congratulations you have found the chocolate golden coins

INFORMATIVE DATA: TEACHER: Castillo Danilo, Yazán Mishel SCHOOL YEAR: September 2018- June 2019 G r a mmar

AREA: ENGLISH SUBJECT:

COURSE: Fifth grade

PARALLEL: A

GROUP: There are 21 students in this group, 7 men and 14 women

TIME: 30 DATE: January 15 th minutes , 2019

N° OF STUDENTS 21

Aims: to allow students to follow instructions in order to practice prepositions Objectives: Students will be able to follow instructions with different prepositions Students will be able to use appropriately prepositions in different situations Assessment: Formative assessment/controlled and guided activities Anticipated problems: difficulty to pronounce words in an appropriate way Solution: make students practice pronunciation over and over again Materials: handouts TIMING

TEACHER ACTIVITY

STUDENT ACTIVITY

SUCCESS INDICATORS

40 minutes

The teacher starts the class with the game “Hide The student leaves the classroom and after a Students can ask questions with the teddy” few minutes comes back prepositions. The teacher makes one student get out of the The student asks questions to find out where classroom; meanwhile the other students hide the the teddy bear is teddy bear. One more student leaves the classroom and follow the same structure to make questions The teacher makes the student come back to find out where the teddy bear is. The student by asking questions has to locate the teddy. The question structure they should practice with them first is: 'Is the teddy on the floor?' 'Is the teddy in a bag?' The teacher makes one more student play with the same structure and questions After the game the teacher write some prepositions on the board to make students practice The teacher gives students some handouts “where is the dog” to complete in pairs.

Students practice the prepositions written on Students can use prepositions the board appropriately in different situations Students complete the handout “where is the dog” in pairs

Students read their answers aloud The teacher checks the answers and makes students read aloud

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Autor: Aracely Mishel Yazán Guamá

4. Componente Teórico UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS TEACHING CHILDREN

Sixth Level QUIZ

STUDENT’S NAME: ARACELY MISHEL YAZAN GUAMA

AMBATO – ECUADOR September 2018 – February 2019

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Autor: Aracely Mishel Yazán Guamá

TEACHING CHILDREN - QUIZ 1 The Young Language Learner How do children learn? Characteristics of Young Learners

Name:…………………………………………………………………………………………..………….. Date:

A. Match some children characteristics with their descriptions (10 p). 1.Distracted ____a child who quickly reacts every time teacher gives subjects. In the answer given it is often not demonstrated the ability to think logically. 2.Overachiever ____Children who tend to move continuously, sometimes like running, like jumping up and down, screaming and even in the classroom. 3.Disruptive ____a child who has a congenital defect either physical or nerve damage. 4.Impulsive ____Children who have intellectual potential above average, but their academic achievement in the classroom is very low. 5.Hyperactive ____ Children are less perceptive in reading expressions and it is difficult to hang out with friends in or outside class. 6.With learning ____ this behavior is shown on children who like to destroy things disabilities around them. 7.Underachiever ____ These children cannot focus on the activities that take place in the classroom. 8.Destructive ____ these are children who often use rude and disrespectful words. 9.with Learning ____ This child has a high learning spirit. He/she responds in a quick way. disorder 10.With Social ____ These children do not have the mental capacity equivalent to kids interception at their same age B. Match the characteristics of Cognitive Stages in Mind (Piaget, 1963) with their descriptions (4p). 1. The stage of preoperational thought

____ Hands-on, concrete experiences help children understand new concepts and ideas.

2. The stage of formal operations 3. The stage of sensory-motor intelligence

____ Reasoning during this stage is pre-logical or semilogical, and children tend to be very egocentric. ____ The child becomes able to apply logical reasoning to all classes of problems, including abstract problems either not coming from the child’s direct experience or having no concrete referents. ____ The child does not yet internally represent events and “think” conceptually, although “cognitive” development is seen as schemata. The child interacts with environment by manipulating objects.

4. The stage of concrete operations

C. Check the Layers of Educational Development (Egan, K. 1979, 1986, 1992) with the ages they develop (2p). ____Ages 7 to 8 through 12 to 13 years old 1. The Mythic Layer ____ Ages 2 to 6 through 11 to 12 years old ____ Ages 8 to 9 through 14 to 15 years old 2. The Romantic Layer ____ Ages 4 to 5 through 9 to 10 years old ____ Ages 3 to 4 through 8 to 9 years old

GOOD LUCK!

5. Proyecto Integrador de Saberes (PIS)

6. Prácticas Preprofesionales

7. 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 “Teaching Children” contributes to achieve the competencies of the exit profile and the UTA’s Educational Model. This subject Teaching Children, 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 Teaching Children 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 Teaching Children 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.