8.- EVIDENCE FOR UNIT 3
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This document provides evidence and a learning outcome for Unit 3 of a psycholinguistics course. The evidence asks students to summarize the central neurological system and language process based on a linguistic model in order to compare the cognitive, perceptive, social and communicative development of children's language. The learning outcome is for students to create a mind map about the central neurological system and language process from a linguistic perspective. The reflection identifies that the brain controls motor and sensory activities, has two hemispheres with the left controlling the right side of the body and being specialized for language acquisition.
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This document discusses applying Howard Gardner's Multiple Intelligence Theory to foreign language learning from a brain-based perspective. It argues that MIT recognizes individual learner differences and allows for a variety of learning activities to engage different intelligences. Neuroscience supports developing a holistic view of learning that incorporates physical, affective, and cognitive dimensions. While intelligence was traditionally viewed as fixed, MIT sees intelligences as changeable and trainable. Providing meaningful learning activities related to learners' strengths can positively influence motivation by how stimuli are appraised. Exceptional language learners may not have high general intelligence but strong memory, auditory, and linguistic abilities.
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PORTFOLIO_GRAMMAR III
2.2 Grammar
Scoring scales
2.3 Pronunciation
Questionnaires
2.4 Spelling
Mindmaps
2.5 Punctuation
Writtentasks
2.6 Capitalization
Summative tests
2.7 Error correction
Digital tasks in
Excell
2.8 Error analysis
2
2
3
SUBTOTAL HOURS
2
2
3
TOTAL HOURS
7
Learning outcome: Analyze different methods to deal with grammar errors with examples
Learning Methodologies: Collaborative Learning; Project based learning, Study case, problem based
GRAMMAR III
The document discusses Element 5, but provides no other context or details about the topic. It is a very short document that only mentions "Element 5" without any explanation or additional information about what Element 5 refers to.
ALTERNATIVES IN ASSESSMENT_CLASS PROJECT
This document contains a lesson plan for teaching 4th year basic education students about vertebrates and mammals. The lesson uses CLIL (content and language integrated learning) methods to teach science content in English. It includes objectives, materials, timing, activities, assessments and reflections. Students will classify vertebrates, learn their characteristics, compare mammals, and complete learning logs to reflect on what they learned. Cooperative learning, self-assessment and peer assessment will be used to evaluate students. The goal is to motivate students and help them learn science in English.
ADVANCED ENGLISH IV
1. The document is from Universidad Técnica de Ambato's Faculty of Humanities and Education for the English Language program.
2. It provides evidence for a student named Katerine Estefanía Ramos Acosta for the eighth semester course "Advanced English IV" under professor Ruth Elizabeth Infante Paredes.
3. The learning outcome is to apply reading and listening strategies for the TOEFL iBT through performing mock practice tests.
ADVANCED ENGLISH IV
This document outlines strategies for the listening section of the TOEFL iBT test. It provides learning outcomes related to applying strategies for each question type in the listening section. It also includes a URL for a video on strategies for the TOEFL iBT listening test. A reflection notes that the unit discussed the listening section, explained different strategies and skills to apply, and emphasized having knowledge of the strategies needed for each question type to find correct answers.
Advanced English IV
This document is from Universidad Técnica de Ambato in Ecuador for a student named Katerine Estefanía Ramos Acosta. It provides evidence for Unit 3 of her Advanced English IV course, where the learning outcome is to identify and follow the steps for different types of listening questions on the TOEFL iBT exam. The document asks her to study the types of listening questions for the TOEFL iBT.
Advanced English IV
This document is from Universidad Técnica de Ambato in Ecuador for a student named Katerine Estefanía Ramos Acosta. It provides evidence for Unit 3 of her Advanced English IV course, where the learning outcome is to identify and follow the steps for different types of listening questions on the TOEFL iBT exam. The document asks her to study the types of listening questions for the TOEFL iBT.
RAMOS ACOSTA KATERINE ESTEFANÍA
This document is a portfolio submitted by a student named Katerine Estefanía Ramos Acosta for a class called "The History and Language of English Culture" at the Technical University of Ambato in Ecuador. The portfolio contains evidence of the student's work and learning over the course of the semester, including a syllabus, reflections, and samples of work related to various elements assessed in the course.
12.- RUBRIC TO ASSESS PORTFOLIO
This rubric outlines criteria for assessing student portfolios. It evaluates portfolios based on organization, documentation of the learning process, demonstration of skills and growth, and reflection. Portfolios are scored on a scale of 1 to 4 in each category, with 4 being the highest score. The assessment focuses on helping students learn and improve.
11.- FINAL ESSAY
This syllabus on psycholinguistics taught the student about language development and acquisition, how the brain processes language in each hemisphere, and different teaching methods to meet student needs. The student achieved the semester's goals by learning how children naturally acquire grammar rules and that they learn through reinforcement and analogy. Studying this subject will open opportunities for teachers to support students' learning and achieve good results through understanding language development and effective teaching methods.
10.- EVIDENCE FOR UNIT 5
The document is a proposal from a student named Katerine Estefanía Ramos Acosta for their seventh semester course "Psycholinguistics" at Universidad Técnica de Ambato in Ambato, Ecuador. The proposal is related to second language acquisition theory based on bilingual settings and theories and practical applications. The learning outcome is for the student to propose a theory about second language acquisition from a pedagogical point of view for their professor Lic. Mg. Ruth Elizabeth Infante Paredes.
9.- EVIDENCE FOR UNIT 4
Katerine Estefanía Ramos Acosta conducted research on language development in pre-K children for a class at Universidad Técnica de Ambato. The research examined first language acquisition across phonology, morphology, syntax, semantics and pragmatics from a psycholinguistic perspective. The goal was to study how language develops in these areas for pre-K students. The research was conducted between April and September 2016 under the supervision of professor Lic. Mg. Ruth Elizabeth Infante Paredes.
7.- EVIDENCE FOR UNIT 2
The document is from Universidad Técnica de Ambato in Ecuador. It provides evidence for Unit 2 of the "Psycholinguistics" course for the Carrera de Idiomas career. The learning outcome is to schematize models of human language development from a psychological perspective by analyzing models that establish the characteristics of children's language development. The document was produced by student Katerine Estefanía Ramos Acosta for professor Lic. Mg. Ruth Elizabeth Infante Paredes during the seventh semester A from April to September 2016 in Ambato, Ecuador.
5.- STATEMENT OF PERSONAL LEARNING GOALS
This document outlines the learning goals for a course in psycholinguistics. The student aims to learn about language development through different stages and forms, including phonology, morphology, syntax, semantics and pragmatics. They also want to identify the central neurological systems involved in language processing. Taking this course will help the student understand human development and second language acquisition, as well as the best ages for teaching language. Overall, the student believes this course will help them become an effective language professional by learning techniques for creating a positive learning environment.
4. - SYLLABUS
This syllabus outlines a psycholinguistics course taught at Universidad Técnica de Ambato in Ecuador. The course is divided into 5 units that cover key concepts such as the relationship between speech, language, and communication; models of human language development; the neurological basis of language; first and second language acquisition; and applying psycholinguistic theories to language teaching. Students will learn through activities like workshops, presentations, and independent research. The goal is for students to understand language development and be able to apply psycholinguistic concepts to improve English language instruction.
3.- C.V
Katerine Estefanía Ramos Acosta is a 21-year-old single Ecuadorian student currently studying at the Technical University of Ambato. She completed her primary education at Liceo Cristiano Emanuel from 1999 to 2006 and her secondary education at I.T.A.S L.AM, studying agronomy, from 2006 to 2012. She has been studying at the Technical University of Ambato since 2012.
2.- VISION STATEMENT, MISION STATEMENT, EXIT PROFILE
Este documento presenta la misión, visión y perfil de egreso de la Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educación de la Universidad Técnica de Ambato. Su misión es formar profesionales líderes competentes con pensamiento crítico a través de la docencia, investigación y vinculación. Su visión es constituirse como un centro de formación superior con liderazgo y proyección nacional e internacional. El perfil de egreso incluye dominio del idioma inglés nivel B2, manejo
Elemento II_ Ensayo
El documento describe la realidad nacional de Ecuador. Ecuador tiene una población de más de 16 millones de habitantes y su capital es Quito. La economía de Ecuador se basa en la exportación de petróleo, flores, banano, cacao y camarón. El país también tiene una gran biodiversidad de recursos naturales debido a sus cuatro regiones geográficas distintas. Bajo la presidencia de Rafael Correa, Ecuador ha evolucionado en educación, tecnología e industria.
Elemento i cuadro comparativo
Este documento presenta un cuadro comparativo de la realidad nacional de Ecuador realizado por Katerine Ramos como parte de su trabajo de séptimo semestre en la carrera de Idiomas de la Universidad Técnica de Ambato durante el período de abril a septiembre de 2016.
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8.- EVIDENCE FOR UNIT 3
- 1. UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS “PSYCHOLINGUISTICS” EVIDENCE FOR UNIT 3 Summarize about central neurological system and language process based on the linguistic model in order to compare the basis of cognitive, perceptive, social and communicative children’s language development. LEARNING OUTCOME Mind map ideas about central neurological system and language process from a linguistic point of view. Student´s name: Katerine Estefanía Ramos Acosta Professor´s name: Lic. Mg. Ruth Elizabeth Infante Paredes Seventh Semester “A” AMBATO – ECUADOR April – September 2016
- 2. 2 REFLECTION: In this unit I identified that the brain is the most complicated organ of the body which is able to control motor and sensory activities. Besides, I understood that the brain has two hemispheres where the left hemisphere controls the righ hand, leg, visual field, and so on, and the righ hemisphere contols the left side of the body and it’s specialized to acquire the language.