Portafolio reading paucar cristina

1
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
STUDENT PORTFOLIO
“READING”
First Semester “A”
Name: Cristina Paucar
Teacher: Lic. Mag. Marbella Escalante
AMBATO – ECUADOR
October 2015- March 2016

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TABLE OF CONTENTS.
MISIÓN (MISION STATEMENT) .......................................................................................3
VISIÓN (VISION STATEMENT)........................................................................................3
PERFIL DE EGRESO (EXIT PROFILE) ..............................................................................4
STUDENT´S C.V..................................................................................................................6
STATEMENT OF PERSONAL LEARNING GOALS.........................................................7
SYLLABUS............................................................................................................................8
Evidence for Element 1 ........................................................................................................22
FINAL REFLECTION.......................................................................................................398
PORTFOLIO RUBRIC ........................................................................................................40

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EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN (MISION STATEMENT)
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 (VISION STATEMENT)
La Carrera de Idiomas de la Facultad de Ciencias Humanas y de
la Educación de 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

4
PERFIL DE EGRESO (EXIT PROFILE)
EDUCACIÓN
CARRERA DE IDIOMAS
Perfil del egresado
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.

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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.

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CURRICULUM VITAE
PERSONAL INFORMATION
Name: Paucar Lizano Cristina de los Ángeles
I.C. : 1804914834
Address: El Pisque
Telephone: 0983239717
Email: crisydany15052015@gmail.com
Date and place of born: May 11, 1996 Ambato
Marital Statue: single
STUDIES
Elementary School: Teresa Flor
High School: Hispano America
University: Ambato technical University
(PROFESSIONAL EXPERIENCE)
Position / Activity developed:
FOTO

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STATEMENT OF PERSONAL LEARNING GOALS.
What are your reasons for studying at “Carrera de Idiomas”?
Considering that English is one of the languages most spoken in
the world, my reasons are many, for example, I believe that
languages can help me get a job more easily, because knowing
another language is very important in the business world, and I
also think I can travel to another county to specialize in my career
and thus you could see new places and learn more things.
What are your own goals for this subject/syllabus?
In this syllabus my own goals are to learn new vocabulary in
order to expand my knowledge and have more ideas. Learn how
words are pronounced. Participate in discussions in class and to
answer the questions that are asked in English.
How will you achieve your goals?
I think for my goals I should be consistent and perseverant in
what I do, because the goals are not conducted in the overnight
and persistence is what I need right now.
What will you do every day or week to reach these goals?
As I mentioned in the previous paragraph consistent be one of the
steps to reach my goals. I will study new vocabulary every day.
That will help me to understand the language. Having more fluid
lexicon make me able to express clearly and coherently.

8
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION
CARRERA DE IDIOMAS
MODALIDA PRESENCIAL
SÍLABO
READING I
Octubre 2015 – Marzo 2016
MARBELLA CUMANDA ESCALANTE GAMAZO
Magister en Docencia Universitaria y Administración Educativa.
Licenciada en Ciencias de la Educación Especialidad Inglés
AMBATO – ECUADOR
2015

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I. SYLLABUS GENERAL INFORMATION
Subject: Reading I
Program: Carrera de Idiomas
Code: FCHE/I/MP/2129/01/04 Prerequisites: ANY
Study Modality: On Campus
Subject Code
1.
Curricular Organization Unit: Formación Básica e Informática
Credits: 4
Level: First
Corequisites:
Subject Code
1. Integrated Skills I FCHE/I/MP/2129/02/02
Hours per Week
Class Hours: 4 Theoretical: 2 Practical: 2
Tutoring Student
Hours: 1
On Campus: 1 Virtual: 0
TOTAL LEARNING HOURS: 160.
Weekly hours: 4
Hours during the semester: 64
Weekly independent hours for the semester: 80
Academic tutoring hours: 16
II. PROFESSOR'S TEACHING PROFILE
Professor's name: Escalante Gamazo Marbella Cumanda
Academic degree: Master en Educación Universitaria y Administración Educativa.
Knowledge area: Education.
Broad field: 01 Education.
Narrow field: 011 Education.
Detailed field: 0113 Teacher training without subject specialization.
Bachelor's degree: Lic. Ciencias Humanas y de la Educación Especialidad Inglés
Knowledge area: Education
Broad field: 01 Education
Narrow field: 011 Education
Detailed field: 0114 Teacher training with subject specialization
Professional experience: 18 years
Teaching experience: 18 years
Program Academic Area: Área de la Competencia Comunicativa
Professsor's schedule (practical application and learning experimentation):
Tuesday 7h00-9h00; Wednesday 9h00-11h00.
Professor's schedule (Academic tutoring): Tuesday from 13h00 -14h00
Phone numbers: 0999944812 – 032850916
E-mail: marbescalante@gmail.com - ma.escalante@uta.edu.ec
III. COURSE DESCRIPTION AND OBJECTIVES

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Purpose
The main aim of this syllabus is to develop the reading, vocabulary-building, and
critical-analytic thinking skill at a A1 to A2 by the use of authentic reading texts.
Course Description: (Abstract)
Reading I is a syllabus that supposes the beginning of the development of reading skill
in the students of first level at Carrera de Idiomas, in order to build up this skill,
students will use reading texts that will allow them to develop reading techniques that
include skimming, understanding the main idea, identifying reference words,
scanning, inferring meaning, separating fact from opinion, predicting, identify word
organisation, reading quickly, identifying the topic, and previewing. These reading sub
skills will be supported by the application of the following strategies: checking
predictions, answering comprehension questions, and reviewing and understanding
vocabulary in context.
The elements to be developed during this syllabus are: identify main and supporting
ideas in reading texts, demonstrate clear understanding of a text by using scanning and
making inferences techniques, analyze the meaning of vocabulary items in reading
texts, give opinion that will be sustained by reading texts about certain topics and
produce written texts using the reading texts as information source. In addition, the
students will develop extensive reading skills by reading graded texts to develop their
independent learning activities when they are not on campus.
For the achievement of the learning outcomes, the communicative language teaching
approach, project-based learning and problem-based learning (PBL-ABP) will be used
in the entire lesson. Students will engage in pair and group work activities to use
English for real communication. Assessment will include diagnostic, formative and
summative activities. By the end of the semester, students will have developed the
competencies of on A1 to A2 level described in the Common European Framework of
Reference.
Course General Objective Read texts of various natures in order to analyze,
interpret, and argue its content while correctly using the English language and
maintaining a high level of understanding.
Course Specific Objectives :
1. Identify main and supporting ideas in reading texts.
2. Demonstrate clear understanding of a text by using scanning and making
inferences techniques
3. Analyze the meaning of vocabulary items in reading texts.
4. Give opinion that will be sustained by reading texts about certain topics
5. Produce written texts using the reading texts as information source.

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IV. COURSE STUDY PROGRAM
Curricular Units
U.1 Identify main and supporting ideas in reading texts.
Thematic Units
Class Hours Tutoring
Hours
Independent hours including
research and community
service
Assessment tools
Theoretical Practical
1.1 Vocabulary related to the beautiful game and sports
for everyone.
2 3 1 6 Class work
Rubrics
Quiz
Mind maps
Writing text
Unit quiz
Power point presentation
Websites
1.2 Vocabulary related with word groups and antonyms. 2 2 1 6
1.3 Reading skills: Separating fact and opinion and
understanding the main idea.
2 2 1 4
SUBTOTAL HOURS 6 7 3 16 TOTAL HOURS 32
Learning outcome: Select the main and supporting ideas in different reading texts by highlighting them.
Learning Methodologies: Collaborative Learning, Problem Based Learning, Project-Based Learning, Evidence-Based Learning, Presentation Method, Case Method.
Educational Strategies: workshops; simulations, concept mind-map; presentation, speeches
Didactic Resources: Slideshares, markers, projector, listening Cds, internet, flash-cards, videos, work-sheets, dictionaries, books, magazines, newspapers.
U.2 Demonstrate clear understanding of a text by using scanning and making inferences techniques.

12
Thematic Units
Class Hours
Hours of
Tutoríng
Independent study including
research and relationship
with the society
Assessment tools
2.1 Vocabulary related to work around the world and
unusual occupations.
2 3 1 6 Class work
Rubrics
Quiz
Mind maps
Writing text
Unit quiz
Websites
2.2 Vocabulary related with parts of speech and suffixes. 2 2 1 6
2.3 Reading skills related to scanning and identifying
reference words.
2 2 1 4
Unit Learning outcome: Paraphrase the main concepts of reading texts by writing short summaries.
U.3 Analyze the meaning of vocabulary items in reading texts.

13
Thematic Units
Class Hours Hours of
Tutoring
with the society
Assessment tools
3.1 Vocabulary related to life on death row, crazy
criminals, childhood memories and growing up in
another culture
2 3 1 6 Class work
Rubrics
Quiz
Mind maps
Writing text
Unit quiz
Websites
3.2 Guessing meaning from contexts
Collocations, words with different meanings and
prefixes.
2 2 1 6
3.3 Understanding the main idea
Identifying the topic, inferring meaning and skimming.
2 2 1 4
Unit Learning outcome: Illustrate the meaning of vocabulary items by elaborating vocabulary logs.
U.4 Give opinion that will be sustained by reading texts about certain topics.

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Thematic Units
Tutoring
with the society
Assessment tools
4.1 Vocabulary related to the secret of success, Is money
the answer?,the car is king and incredible journeys.
2 3 1 6 Class work
Rubrics
Quiz
Mind maps
Writing text
Unit quiz
Websites
4.2 Vocabulary:
Guessing meaning from context, antonyms, collocations
and recognizing parts of speech.
2 2 1 6
4.3 Reading skills:
Identifying time order and separating fact and opinion.
2 2 1 4
Unit Learning outcome: Compose short reflection journals giving their opinions about certain topics
U.5 Produce written texts using the reading texts as information source.

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Thematic Units
Tutoring
with the society
Assessment tools
5.1 Vocabulary related to culture connections and the way
we live.
2 6 1 6 Class work
Rubrics
Quiz
Mind maps
Writing text
Unit quiz
Websites
5.2 Vocabulary:
Prefixes and suffixes, using the dictionary and synonyms.
2 2 1 6
5.3 Reading skills:
Identifying the topic, identifying cause and effect and
identifying reference words.
2 2 2 4
Unit Learning outcome: Create written texts giving response to different reading texts.
Didactic Resources: Slideshares, markers, projector, listening cds, internet, flash-cards, videos, work-sheets, dictionaries, books, magazines, newspapers.

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V. NORMATIVE STANDARDS EVALUATION
Specific Objectives Diagnostic
Evaluation
Formative
Evaluation
Summative
Evaluation
1. Identify main and supporting ideas in reading texts in order to understand the reading
content better.
Techniques and
instruments:
Diagnostic quiz
Written Quiz:
Selection quiz
Matching quiz.
Questioning
Rubrics
Work in and out
Class
Portfolio
Inquiring
Problem solving
Formal
Evaluation: Written
quiz
2. Demonstrate clear understanding of a text by using scanning and making
inferences techniques.
Techniques and
instruments:
Written Quiz:
Selection quiz
Matching quiz.
Rubrics
Work in and out
Class
Portfolio
Inquiring
Problem solving
Formal
Evaluation: Written
quiz
3. Analyze the meaning of vocabulary items in reading texts.
Techniques and
instruments:
Written Quiz:
Selection quiz
Matching quiz.
Rubrics
Work in and out
Class
Portfolio
Inquiring
Problem solving
Formal
Evaluation: Written
quiz
Written test
4. Give opinion that will be sustained by reading texts about certain topics.
Techniques and
instruments:
Written Quiz:
Selection quiz
Matching quiz.
Rubrics
Work in and out
Class
Portfolio
Inquiring
Problem solving
Formal
Evaluation: Written
quiz
5. Produce written texts using the reading texts as information source.
Techniques and
instruments:
Written Quiz:
Selection quiz
Matching quiz..
Rubrics
Work in and out
Class
Portfolio
Inquiring
Problem solving
Formal
Evaluation: Written
quiz
Written test

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VI. BIBLIOGRAPHY
BIBLIOGRAPHY
AUTHOR (S) ISSUED
YEAR
BOOK TITLE EDITION
NUMBER
EDITORIAL CITY/COUNTRY NUMBER
OF PAGES
Craven, Miles 2009 Reading Keys 1 2nd. Edition Macmillan,
Thailand
Tokyo/Japan 165
CODE/ DATABASE
LOCATION:
Code:801.5=20 C896
Inv: 10381
COMMENTARY: This book will support the students’ knowledge acquired in the
classroom.
NUMBER
OF ISSUES
PRINTED: X
DIGITAL: 1
VIRTUAL:
URL:
AUTHOR (S) ISSUED
YEAR
BOOK TITLE EDITION
NUMBER
OF PAGES
Craven, Miles 2007 Cambridge
Learner’s
Dictionary
2nd. Edition Cambridge
University Press
Cambridge/ United
Kingdom
848
CODE/ DATABASE
LOCATION:
Code: 030=20 C178
Inv: 10125
COMMENTARY: This is a book which will help to improve students´ vocabulary,
increase their level of knowledge of English words and phrases, know meanings of
words, collocations and longer expressions.
NUMBER
OF ISSUES
PRINTED: X
DIGITAL:
2VIRTUAL:
URL:

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ADDITIONAL BIBLIOGRAPHY
AUTHOR (S) ISSUED
YEAR
BOOK TITLE EDITION
NUMBER
OF PAGES
Bently, Mara 2010 Summer Sound 1st. Edition Cambridge
University Press
Madrid/ Spain 46
CODE/ DATABASE
LOCATION:
Code: 82-31=20 B477
Inv: 10104
COMMENTARY: This book offers a variety of challenging vocabulary which will help
to improve the students’ English level.
NUMBER
OF ISSUES
PRINTED: X
DIGITAL:
2VIRTUAL:
URL:
AUTHOR (S) ISSUED
YEAR
BOOK TITLE EDITION
NUMBER
OF PAGES
Loader, Mandy 2009 Amazing Young
Sport People
University Press
Madrid, Spain 48
CODE/ DATABASE
LOCATION:
Code: 82-31=20 L795
Inv: 10103
COMMENTARY: This book offers a variety of challenging vocabulary which will
help to improve the students’ English level. NUMBER
OF ISSUES
PRINTED: X
DIGITAL: 4
VIRTUAL:
URL:
AUTHOR (S) ISSUED
YEAR
BOOK TITLE EDITION
NUMBER
EDITORIAL CITY/COUNTRY NUMBEROF
PAGES
Prouse, Philip 2011 Help 2nd. Edition Cambridge
University Press
Cambridge/United
Kingdom
32
CODE/ DATABASE
LOCATION:
Code: 82-31=20 P962
COMMENTARY: This book offers a variety of challenging vocabulary which will help
to improve the students’ English level.
NUMBER
OF ISSUES

19
Inv:10095
PRINTED: X
DIGITAL: 6
VIRTUAL:
URL:
AUTHOR/S ISSUED
YEAR
BOOK
TITLE
EDITION
NUMBER
EDITORIAL CITY / COUNTRY NUMBER
OF PAGES
LEATHER, Sue 2000 Just like a
movie
University Press
Cambridge/United
Kingdom
32
CODE/ DATA BASE
LOCATION:
Code 82-31=20 L433
Inv 8062:
help to improve the students’ English level.
NUMBER
OF ISSUES
PRINTED: X
DIGITAL: 1
VIRTUAL:
URL:
AUTHOR/S ISSUED
YEAR
BOOK TITLE EDITION
NUMBER
OF PAGES
ROLLASON, Jane 2009 Killer bees 2nd. Edition Cambridge
University Press
Madrid, Spain 63
CODE/ DATA BASE
LOCATION:
Code: 82-31=20 R749
Inv:10213
NUMBER
OF ISSUES
PRINTED: X
DIGITAL: 2
VIRTUAL:
URL:
AUTHOR/S ISSUED
YEAR
BOOK TITLE EDITION
NUMBER
OF PAGES

20
Honson, Margaret 2008 Different words 8th. Edition Cambridge
University Press
Cambridge/United
Kingdom
48
CODE/ DATA BASE:
Code: 82-31=20 JGG
Inv: 9644
NUMBER
OF ISSUES
PRINTED: X
DIGITAL: 1
VIRTUAL:
URL:

VII. SYLLABUS APPROVAL
Date prepared: September 21st, 2015
--------------------------------------
Lic. Marbella Escalante. Mg.
Subject Professor
Date of approval: September 23rd, 2015
-------------------------- -------------------------------
Lic. Ana Vera Mg. Mg. Veronica Chicaiza Redin. Ph.D
Area Coordinator Program Coordinator
Syllabus Evaluator Syllabus Validator
--------------------------------
Dr. Marcelo Nuñez. Mg.
Faculty Sub-Dean
Approval

22
EDUCACIÓN
CARRERA DE IDIOMAS
EVIDENCE ELEMENT 1
“READING”
Learning outcome: Select the main and supporting ideas in different reading
texts by highlighting them.
AMBATO – ECUADOR

25
EDUCACIÓN
CARRERA DE IDIOMAS
EVIDENCE ELEMENT 2
“READING”
Learning outcome: Paraphrase the main concepts of reading texts by writing
short summaries.
AMBATO – ECUADOR

26
he day Jo was normal, she forgot
her notebook and happened
unexpected things in his day, as her
friend Mike she took the car from his
mother’s Jo and crashed in the woods,
she scared because she did not know how
to affair the things she run to start a new
life, she saw many unexpected things, as
they were very rare not commonly
passed. After two days she returned
home and only found a note from her
mother saying that she
and her sister Amy had to go north for the case of bees, and said
they were waiting.
She did not understand what was happening. He found her dog,
when she left home a soldier was found and this led her in an army
truck, here he met Sean and a woman, she made very friend of Sean.
She still did not understand what was happening around him and the
soldier explained that the Scientists trying to modify the genes of
bees hair these were very intelligent and now killing people, but not
resisted cold areas and therefore should go to the camps set.
Jo was looking for her mother, and to find many things had to
happen first escaped from a camp, then she was locked in a garage
with her dog here a bee sting she is very scared, but the bee was
normal, she stole a scooter. When she arrived at the camp began to
snow and saw the people very happy about this, she immediately
went for help to find her mother, secretary helped her and she was
quickly where her mother was, the meeting was very emotional and
she apologized to her mother for everything she did wrong. In the
end almost all ends well until she finds a bee.
T

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EDUCACIÓN
CARRERA DE IDIOMAS
EVIDENCE ELEMENT 3
“READING”
Learning outcome: Illustrate the meaning of vocabulary items by elaborating
vocabulary logs.
AMBATO – ECUADOR

34
EDUCACIÓN
CARRERA DE IDIOMAS
EVIDENCE ELEMENT 4
“READING”
Learning outcome: Compose short reflection journals giving their opinions
about certain topics
AMBATO – ECUADOR

35
I think that the book is interesting and romantic.
It show who a girl deaf be in love of the boy and
describe the history of love of the both young.
I think that the girl has many fears like any
person. She is in love of Jim. She feel fear
because she doesn’t can hear and she afraid of
being rejected. She believed that she doesn’t fit
in the world maybe for her deafness. When she is
in love of Jim she feel very frightened because
she believe that Jim would reject, but is was
totally different to Jim also like she and they make boyfriends, in this moment
the doubts leave her head because Jim also feeling the same that Sam. When
pass the time she met with the girl of the red dress and she say her that she
wasn’t good for Jim because she was deaf and she can’t hear his music
because Jim was a band. Sam feel very bad because she think that the girl of
the red dress had the reason, and Sam think that Jim deserved something best
that she, because she was little thing for his. This history shows that we must
trust us regardless that the others says of us, we must be sufficiently mature to
self-analysis and know that are unique and worth much. Each person have
your own way of thinking and seeing things is that makes us different, and if
we have any disability should feel bad because it is what distinguishes us from
other people.
We feel confident that we are, because we will not get any feeling bad and
feeling that we are worthless, we must know that we are made for great things

36
and we must rely on ourselves.
EDUCACIÓN
CARRERA DE IDIOMAS
EVIDENCE ELEMENT 5
“READING”
Learning outcome: Create written texts giving response to different reading
texts.
AMBATO – ECUADOR

37
I think the most interesting and amazing
journey that has been made on earth was the
trip to the moon by Neil Armstrong. the trip
was sent into space on July 16, 1969, and this
came on July 20 the same year. This is
considered as one of the most memorable
travel for humanity and technology, it was
very interesting for many people because
never before there has been such an
important event for the world. The commander Neil Armstrong became the
first human to set foot on the lunar surface, the July 21, 1969; this historical
event was broadcast across the globe from the premises of Parkes Observatory
in Australia.
The President of the United States at the time John F. Kennedy wanted to send
the first man to the moon, and yearning came true in 1969 when Neil
Armstrong, Buzz Aldrin and Michael Collins came to the moon aboard Apollo
11. It was Armstrong who became the first man to touch the lunar surface.
The crew left on the moon an American flag and a plaque that read: "Here
men from the planet Earth first set foot upon the Moon, July 1969 AD In the
name of humanity, we come in peace."
of course this protocol for all man on the moon, they had to go through many
problems, these include the lack of scientists face the difficulties that face an
astronaut to move on the lunar surface with less than the Earth and the
psychological effects that this could cause serious. Also there was a possibility
that astronauts returned carrying some kind of contamination, so I prepared a
special place to fulfill quarantine. The three astronauts were in quarantine for
medical project. The aim was to avoid being contaminated by bacteria.

38
When they held a press conference in front of reporters in a plastic cage,
surrounded by strong air currents that formed a kind of "wind wall" measures
that prevented the transmission of any germs were presented.
Transportation in Ecuador

39
FINAL REFLECTION
I think that the most important thing I learned in this syllabus is the
new vocabulary because I didn’t know many words and thanks to
the readings given by the teacher I learned vocabulary that is needed
in the first level. One of the very important things that I've managed
to learn is synonymous of the words, and also the different meaning
of the words have been helpful for me. So I can understand more
easily the texts presented. The learning are many, one of these
suffixes are they always go to the end of the word.
One of the strategies that have helped me achieve my learning is to
translate the words I do not understand and repeat at least 10 times
so I can memorize them. Another strategy is to read short texts aloud
to improve the pronunciation.

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