ELEMENT 5
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This document provides information about a student named Katerine Ramos attending the Universidad Técnica de Ambato in Ecuador. Katerine is studying in the Facultad de Ciencias Humanas y de la Educación, Carrera de idiomas program during the 4th semester from October 2014 to March 2015 under the teacher Nathaly Velasteguí. The document relates to an assignment on summaries for the "Reading IV" competence.
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ELEMENT 2
This document provides information about a student named Katerine Ramos enrolled in the 4th semester of the Presencial modality of the Carrera de idiomas (Language Career) at the Universidad Técnica de Ambato Facultad de Ciencias Humanas y de la Educación (Ambato Technical University Faculty of Human Sciences and Education). The student is taking the competence "Reading IV" from October 2014 to March 2015 under the teacher Nathaly Velasteguí.
ELEMENT 3 BOOK REPORTS
This document is a book report submitted by Katerine Ramos, a student in the 4th semester of the Presencial modality of the Carrera de idiomas (Language Career) at the Universidad Técnica de Ambato's Facultad de Ciencias Humanas y de la Educación (Faculty of Human Sciences and Education). The report was submitted to teacher Nathaly Velasteguí for the competence "Reading IV" and covers the period of October 2014 to March 2015 in Ambato, Ecuador.
Element 1 vocabulary word cards
This document discusses a reading course for language students at the Universidad Técnica de Ambato in Ecuador. The course, Reading II, focuses on helping students to explain important vocabulary words and phrases from different reading texts in order to improve their reading analysis skills and acquire new vocabulary. The goal is for students to apply vocabulary-building strategies and achieve a better understanding of readings. The class is being taught during the 2014-2015 school year.
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ELEMENT 2
This document provides information about a student named Katerine Ramos enrolled in the 4th semester of the Presencial modality of the Carrera de idiomas (Language Career) at the Universidad Técnica de Ambato Facultad de Ciencias Humanas y de la Educación (Ambato Technical University Faculty of Human Sciences and Education). The student is taking the competence "Reading IV" from October 2014 to March 2015 under the teacher Nathaly Velasteguí.
ELEMENT 3 BOOK REPORTS
This document is a book report submitted by Katerine Ramos, a student in the 4th semester of the Presencial modality of the Carrera de idiomas (Language Career) at the Universidad Técnica de Ambato's Facultad de Ciencias Humanas y de la Educación (Faculty of Human Sciences and Education). The report was submitted to teacher Nathaly Velasteguí for the competence "Reading IV" and covers the period of October 2014 to March 2015 in Ambato, Ecuador.
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This document discusses a reading course for language students at the Universidad Técnica de Ambato in Ecuador. The course, Reading II, focuses on helping students to explain important vocabulary words and phrases from different reading texts in order to improve their reading analysis skills and acquire new vocabulary. The goal is for students to apply vocabulary-building strategies and achieve a better understanding of readings. The class is being taught during the 2014-2015 school year.
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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.
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1. The document is from Universidad Técnica de Ambato's Faculty of Humanities and Education for the English Language program.
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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.
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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.
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PORTFOLIO_GRAMMAR III
2.2 Grammar
Scoring scales
2.3 Pronunciation
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2.5 Punctuation
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2.6 Capitalization
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Learning outcome: Analyze different methods to deal with grammar errors with examples
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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.
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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.
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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.
8.- EVIDENCE FOR UNIT 3
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.
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.
6.- EVIDENCE FOR UNIT 1
Speech refers to the physical ability to produce sounds, language is a system of symbols and rules for communication, and communication is the exchange of thoughts and information between individuals. This document outlines the learning outcome of differentiating these three concepts from a psychological perspective for a psycholinguistics class. It provides the name of the student, professor, semester, location and timeframe for the class.
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
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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