This document provides information about a portfolio created by a student named Ana Belén Acurio Armas for their fourth semester of the Business English program at Universidad Técnica de Ambato in Ecuador. The portfolio includes the university and program mission and vision, a profile of program graduates, the student's curriculum vitae, and the course syllabus for the subject "Business". The syllabus outlines the general information, objectives, study program, evaluation standards, bibliography and other details of the course.
This document outlines a portfolio for a student named Ana Belén Acurio Armas. The portfolio includes the mission and vision statements of the university's language program, a profile of program graduates, Ana's curriculum vitae, and the syllabus for a business course. The business course aims to develop students' English communication skills for business contexts. It covers technical vocabulary, cross-cultural understanding, communication techniques, and simulated business tasks like telephone support and project assessment.
This document is a syllabus for a Phonology II course at Universidad Técnica de Ambato in Ecuador. The syllabus provides information about the course objectives, which are to develop students' phonological knowledge and strategies for learning and teaching English. Over the course of the semester, students will learn about basic phonology concepts, word formation patterns, lexical derivation processes, applying phonological structures to analyze language, and predicting possible phonological problems in learning English. The course will be taught using Kolb's experiential learning strategies and problem-based learning approaches.
This document contains a student portfolio for the subject "Phonology II" taken during the fourth semester of the English Language program at Ambato Technical University. The portfolio includes:
1. An introduction with the mission and vision statements of the program.
2. The student's CV and statement of personal learning goals for the course.
3. The course syllabus outlining 5 units covering key concepts in morphology and word formation.
4. Evidence of the student's work for each unit, including assignments, projects and reflections.
5. A final reflection on what was learned throughout the course.
The portfolio provides documentation of the student's work and progress in "Phonology II"
- Mind maps
- Charts
- Essays
- Oral presentations
2. Compare different patterns of word formation and their pronunciation.
Techniques and
instruments:
Interview
Knowledge survey
Oral Presentations
Written Works
Task-based activities
This document appears to be a student portfolio for a Phonology II course. It includes:
1. An introduction with the student's personal information and course details.
2. A table of contents listing the various sections of the portfolio.
3. Sections on the course mission and vision statements, the student's CV, and personal learning goals.
4. The course syllabus, including the professor's profile, course description and objectives, study program outline, and evaluation standards.
5. Various pieces of evidence and reflections related to achieving the course objectives.
So in summary, this document contains a student's portfolio submitted for a Phonology II linguistics course, including biographical
Tasks, role plays,
presentations
U.2 Apply rules of socialization with people of different cultures in order to interact in the business world.
2.1 Cultural differences 1 2 1
2.2 Business etiquette 1 2 1
2.3 Negotiation skills 1 2 1
This document outlines a syllabus for an Advanced English II course at the Technical University of Ambato in Ecuador. The syllabus provides information about the course objectives, which are to help students improve their English proficiency to an advanced B2 level based on the Common European Framework. Students will develop skills in reading, writing, listening, and speaking English through activities focused on vocabulary, grammar, organization, and communication. Assessment will include formative and summative evaluations, with the goal of preparing students to pass the First Certificate in English exam. The course will use communicative language teaching approaches to create an engaging learning environment.
This document outlines a portfolio for a student named Ana Belén Acurio Armas. The portfolio includes the mission and vision statements of the university's language program, a profile of program graduates, Ana's curriculum vitae, and the syllabus for a business course. The business course aims to develop students' English communication skills for business contexts. It covers technical vocabulary, cross-cultural understanding, communication techniques, and simulated business tasks like telephone support and project assessment.
This document is a syllabus for a Phonology II course at Universidad Técnica de Ambato in Ecuador. The syllabus provides information about the course objectives, which are to develop students' phonological knowledge and strategies for learning and teaching English. Over the course of the semester, students will learn about basic phonology concepts, word formation patterns, lexical derivation processes, applying phonological structures to analyze language, and predicting possible phonological problems in learning English. The course will be taught using Kolb's experiential learning strategies and problem-based learning approaches.
This document contains a student portfolio for the subject "Phonology II" taken during the fourth semester of the English Language program at Ambato Technical University. The portfolio includes:
1. An introduction with the mission and vision statements of the program.
2. The student's CV and statement of personal learning goals for the course.
3. The course syllabus outlining 5 units covering key concepts in morphology and word formation.
4. Evidence of the student's work for each unit, including assignments, projects and reflections.
5. A final reflection on what was learned throughout the course.
The portfolio provides documentation of the student's work and progress in "Phonology II"
- Mind maps
- Charts
- Essays
- Oral presentations
2. Compare different patterns of word formation and their pronunciation.
Techniques and
instruments:
Interview
Knowledge survey
Oral Presentations
Written Works
Task-based activities
This document appears to be a student portfolio for a Phonology II course. It includes:
1. An introduction with the student's personal information and course details.
2. A table of contents listing the various sections of the portfolio.
3. Sections on the course mission and vision statements, the student's CV, and personal learning goals.
4. The course syllabus, including the professor's profile, course description and objectives, study program outline, and evaluation standards.
5. Various pieces of evidence and reflections related to achieving the course objectives.
So in summary, this document contains a student's portfolio submitted for a Phonology II linguistics course, including biographical
Tasks, role plays,
presentations
U.2 Apply rules of socialization with people of different cultures in order to interact in the business world.
2.1 Cultural differences 1 2 1
2.2 Business etiquette 1 2 1
2.3 Negotiation skills 1 2 1
This document outlines a syllabus for an Advanced English II course at the Technical University of Ambato in Ecuador. The syllabus provides information about the course objectives, which are to help students improve their English proficiency to an advanced B2 level based on the Common European Framework. Students will develop skills in reading, writing, listening, and speaking English through activities focused on vocabulary, grammar, organization, and communication. Assessment will include formative and summative evaluations, with the goal of preparing students to pass the First Certificate in English exam. The course will use communicative language teaching approaches to create an engaging learning environment.
Lopez Alvarez Ana Belen Portfolio Phonology IIAna Belen Lopez
This syllabus outlines a phonology course taken by a student named Ana Belen Lopez Alvarez at the Universidad Técnica de Ambato in Ecuador, which aims to develop students' phonological knowledge and teaching strategies through identifying concepts related to morphology, comparing word formation patterns, analyzing word origins, applying morphological structures, and predicting morphological issues in the target language. The course will take place over one semester with weekly classes and independent study hours to meet its objectives of applying linguistic and sociocultural aspects to language teaching and learning.
This document is a student portfolio for a Business course. It includes:
- The course syllabus outlining general information, the professor's profile, course description and objectives.
- Various sections of the portfolio including the student's CV, personal learning goals statement, and evidence for different course elements.
- The portfolio aims to demonstrate the student's development of communication skills for business contexts in English. It covers technical vocabulary, cross-cultural interaction, communication technologies, and simulated phone support.
This document is a student portfolio for the subject "Advanced English II" taken by Katerine Estefania Ramos Acosta. The portfolio contains various elements that demonstrate her progress and learning in the course, including her mission and vision statements, CV, learning goals, summaries of course elements, and a final reflection. It follows the structure and rubric required for the portfolio assignment.
This document is a syllabus for a Business English course at the Universidad Técnica de Ambato in Ecuador. The syllabus provides general information about the course including its code, prerequisites, credits, schedule, and learning objectives. The course aims to develop students' oral and written English communication skills for business contexts according to global standards. Students will improve their fluency and confidence in basic business areas, communication techniques, and cultural awareness. They will learn relevant vocabulary, analyze cross-cultural communication norms, and participate in simulated business tasks like telephone support and project assessment. The syllabus also lists the professor's credentials and contact information to support students' learning during the course.
This document is a student portfolio for a Business course. It includes the student's personal details, education history, career objectives, and a statement of learning goals for the course. It also outlines the course syllabus, including general information about the class, the professor's profile, a course description and objectives. The objectives are to use English communicatively in a business context and develop skills like recognizing business vocabulary, applying cross-cultural communication rules, and analyzing communication rules.
This document is a student portfolio for a Business I course taken during the fourth semester at Universidad Técnica de Ambato in Ecuador. The portfolio includes sections on the mission and vision of the university's Language Department, the student's curriculum vitae, a statement of personal learning goals for the course, and evidence for different course elements. It aims to demonstrate the student's learning and progress in the Business I course, which focuses on developing English communication skills for business contexts.
This document is a student portfolio for a Business I class. It includes the standard components of a portfolio such as a table of contents, mission and vision statements, student CV, statement of personal learning goals, and evidence of learning. The portfolio is for a student named Juan Miguel Tanguil Chiles who is studying at the Universidad Técnica de Ambato in Ecuador. The portfolio covers the time period of October 2015 to March 2016 and includes assignments and reflections related to improving the student's English language skills, particularly speaking, within a business context.
This document contains information about an English course for third year accounting students at Universitario UTN High School in Ibarra, Ecuador for the 2011-2012 school year. It includes details about the available class time, characterization of the English subject, course objectives focused on developing language skills and applying grammar structures, and content areas that will integrate other school subjects like science, culture, technology and ecology. The overall area objective is to develop students' communicative competence in English.
This syllabus outlines a course on teaching English to children. The course aims to train future English teachers in effective methodology and classroom practices for teaching young learners. Over the semester, students will learn about learning and teaching styles for children, strategies for using songs, chants, and total physical response to teach language, and techniques for storytelling and reading activities. The course also covers approaches for teaching language in a meaningful context and encouraging student participation. Assessment methods include mind maps, charts, and oral presentations to develop critical thinking and independent learning.
This syllabus outlines a course on teaching children in the English language classroom. The course is divided into 5 units that cover topics such as how children learn, characteristics of young learners, teaching approaches, classroom management techniques, and using songs, stories and interaction to engage students. Students will develop their pedagogical competence through activities, workshops, presentations and demo teaching sessions. The goal is for students to understand developmentally appropriate practices and strategies for making English lessons fun and meaningful for young learners. Assessment will include formative tools like conversations and projects, as well as summative quizzes, tests and demonstrations to evaluate students' mastery of the concepts.
This student portfolio contains:
1. An introduction that outlines the student's personal learning goals for the Business module which aims to develop communication skills for professional contexts.
2. Evidence of the student's work, including assignments, projects, and reflections related to 5 elements of business communication: technical vocabulary, cross-cultural interaction, welcoming visitors, small talk skills, and business projects assessment.
3. A final reflection on the student's learning and achievement of goals throughout the Business module.
CLIL in an experimental multilingual programmilagarciapla
This document discusses the use of English as the vehicular language for teaching content and language through a CLIL (Content and Language Integrated Learning) approach in primary education in Spain. It defines CLIL and outlines how the English curriculum and key competences in Spain can be used to teach non-linguistic subjects through English. The document also provides examples of CLIL units and discusses the ELP (European Language Portfolio) tool to support self-assessment and autonomous learning.
This document presents the curriculum for teaching English in middle schools in Algeria. It outlines the goals of teaching English, which include developing students' communication skills and promoting national and universal values. It describes how English learning contributes to students' overall development and supports other subjects. The curriculum is organized around three target competencies for students to develop: interacting orally, interpreting oral and written texts, and producing written texts. It provides exit profiles that describe what students should be able to do at the end of each key stage of middle school. Recommendations are made for implementing the curriculum, including using project-based learning and assessment. The document concludes with guidelines for different stakeholders to support teachers and students.
This document summarizes a study on improving instruction time management for teaching English at an executive services training center in Costa Rica. It finds that students do not achieve the required English level by the end of their courses. The study aims to describe how to better utilize teaching resources and instruction time. It analyzes variables like time usage, academic resources, technology skills, and approaches. It recommends using nontraditional approaches and technologies, and taking advantage of available time, to help students succeed.
This document summarizes a research project characterizing an English teacher's professional context in Ecuador. The project observed an experienced English teacher and 36 high school students over 20 hours to analyze the teacher's practice according to national teaching standards, the EFL curriculum, and professional requirements. Data collection tools included observation guides and field notes focused on five domains: language, culture, curriculum development, assessment, and professionalism. Analysis found the teacher effectively demonstrated skills in all domains, showing a command of language and culture, developing engaging lessons using various materials, assessing students' speaking and listening skills, and conducting themselves professionally. The project provided teacher trainees insight into expectations for their future careers.
This document is a syllabus for a Business English course titled "Business (Entrepreneurship)" at the Universidad Técnica de Ambato in Ecuador. The syllabus provides general information about the course, including the professor's teaching profile, course description and objectives. The course aims to develop students' confidence and fluency in basic areas of business communication in English, and improve their language skills to an intermediate level for use in a global business context.
This document is a syllabus for an English I course offered at the Regional Autonomous University of the Andes in Ecuador. It provides information about the course including the course code, credits, schedule, instructor details, general and specific objectives, topics to be covered, methodology, evaluation methods, textbook references and annexes. The course is aimed at developing students' basic English communication skills to describe personal information, daily routines and topics of personal interest. It will utilize methods such as communicative language teaching and the natural approach and aims to contribute to students' overall professional training, particularly in the field of law.
This module aims to develop students' communicative competence in English through integrated skills. It will focus on identifying grammar structures, vocabulary, and language functions to describe various situations. Students will practice applying their English skills through tasks based on real-life contexts like business services, social events, and service quality. Learning activities will include listening, speaking, group work and problem-based learning to develop students' language abilities and collaborative skills. Assessment will evaluate students' ability to communicate effectively in English.
Masters Project 2016 corrections and edits Andrew Fileta
This document discusses the importance of teaching cultural perspectives in the Spanish as a second language classroom. It argues that simply exposing students to cultural products and practices is not enough and that students must understand the perspectives behind these in order to fully comprehend the language and culture. The document provides examples of how culture is typically taught through textbooks in a superficial way focused on avoiding uncomfortable topics. It advocates for teaching cultural perspectives more profoundly to give students meaningful insight into the norms and views of Spanish-speaking societies.
1. The document discusses a module on using new technologies in teaching English, highlighting key lessons about using tools effectively and acquiring new skills like formatting and interactive whiteboards.
2. Useful materials for learning are highlighted, including an article on helping students become autonomous learners through technology and maximizing their strengths.
3. The student discusses improving their methodology by integrating what was taught, like constant practice and international contact, to accelerate learning despite limitations.
4. In conclusion, the student wishes they had more time to fully absorb the rich materials but is grateful for the knowledge gained from the program.
Lopez Alvarez Ana Belen Portfolio Phonology IIAna Belen Lopez
This syllabus outlines a phonology course taken by a student named Ana Belen Lopez Alvarez at the Universidad Técnica de Ambato in Ecuador, which aims to develop students' phonological knowledge and teaching strategies through identifying concepts related to morphology, comparing word formation patterns, analyzing word origins, applying morphological structures, and predicting morphological issues in the target language. The course will take place over one semester with weekly classes and independent study hours to meet its objectives of applying linguistic and sociocultural aspects to language teaching and learning.
This document is a student portfolio for a Business course. It includes:
- The course syllabus outlining general information, the professor's profile, course description and objectives.
- Various sections of the portfolio including the student's CV, personal learning goals statement, and evidence for different course elements.
- The portfolio aims to demonstrate the student's development of communication skills for business contexts in English. It covers technical vocabulary, cross-cultural interaction, communication technologies, and simulated phone support.
This document is a student portfolio for the subject "Advanced English II" taken by Katerine Estefania Ramos Acosta. The portfolio contains various elements that demonstrate her progress and learning in the course, including her mission and vision statements, CV, learning goals, summaries of course elements, and a final reflection. It follows the structure and rubric required for the portfolio assignment.
This document is a syllabus for a Business English course at the Universidad Técnica de Ambato in Ecuador. The syllabus provides general information about the course including its code, prerequisites, credits, schedule, and learning objectives. The course aims to develop students' oral and written English communication skills for business contexts according to global standards. Students will improve their fluency and confidence in basic business areas, communication techniques, and cultural awareness. They will learn relevant vocabulary, analyze cross-cultural communication norms, and participate in simulated business tasks like telephone support and project assessment. The syllabus also lists the professor's credentials and contact information to support students' learning during the course.
This document is a student portfolio for a Business course. It includes the student's personal details, education history, career objectives, and a statement of learning goals for the course. It also outlines the course syllabus, including general information about the class, the professor's profile, a course description and objectives. The objectives are to use English communicatively in a business context and develop skills like recognizing business vocabulary, applying cross-cultural communication rules, and analyzing communication rules.
This document is a student portfolio for a Business I course taken during the fourth semester at Universidad Técnica de Ambato in Ecuador. The portfolio includes sections on the mission and vision of the university's Language Department, the student's curriculum vitae, a statement of personal learning goals for the course, and evidence for different course elements. It aims to demonstrate the student's learning and progress in the Business I course, which focuses on developing English communication skills for business contexts.
This document is a student portfolio for a Business I class. It includes the standard components of a portfolio such as a table of contents, mission and vision statements, student CV, statement of personal learning goals, and evidence of learning. The portfolio is for a student named Juan Miguel Tanguil Chiles who is studying at the Universidad Técnica de Ambato in Ecuador. The portfolio covers the time period of October 2015 to March 2016 and includes assignments and reflections related to improving the student's English language skills, particularly speaking, within a business context.
This document contains information about an English course for third year accounting students at Universitario UTN High School in Ibarra, Ecuador for the 2011-2012 school year. It includes details about the available class time, characterization of the English subject, course objectives focused on developing language skills and applying grammar structures, and content areas that will integrate other school subjects like science, culture, technology and ecology. The overall area objective is to develop students' communicative competence in English.
This syllabus outlines a course on teaching English to children. The course aims to train future English teachers in effective methodology and classroom practices for teaching young learners. Over the semester, students will learn about learning and teaching styles for children, strategies for using songs, chants, and total physical response to teach language, and techniques for storytelling and reading activities. The course also covers approaches for teaching language in a meaningful context and encouraging student participation. Assessment methods include mind maps, charts, and oral presentations to develop critical thinking and independent learning.
This syllabus outlines a course on teaching children in the English language classroom. The course is divided into 5 units that cover topics such as how children learn, characteristics of young learners, teaching approaches, classroom management techniques, and using songs, stories and interaction to engage students. Students will develop their pedagogical competence through activities, workshops, presentations and demo teaching sessions. The goal is for students to understand developmentally appropriate practices and strategies for making English lessons fun and meaningful for young learners. Assessment will include formative tools like conversations and projects, as well as summative quizzes, tests and demonstrations to evaluate students' mastery of the concepts.
This student portfolio contains:
1. An introduction that outlines the student's personal learning goals for the Business module which aims to develop communication skills for professional contexts.
2. Evidence of the student's work, including assignments, projects, and reflections related to 5 elements of business communication: technical vocabulary, cross-cultural interaction, welcoming visitors, small talk skills, and business projects assessment.
3. A final reflection on the student's learning and achievement of goals throughout the Business module.
CLIL in an experimental multilingual programmilagarciapla
This document discusses the use of English as the vehicular language for teaching content and language through a CLIL (Content and Language Integrated Learning) approach in primary education in Spain. It defines CLIL and outlines how the English curriculum and key competences in Spain can be used to teach non-linguistic subjects through English. The document also provides examples of CLIL units and discusses the ELP (European Language Portfolio) tool to support self-assessment and autonomous learning.
This document presents the curriculum for teaching English in middle schools in Algeria. It outlines the goals of teaching English, which include developing students' communication skills and promoting national and universal values. It describes how English learning contributes to students' overall development and supports other subjects. The curriculum is organized around three target competencies for students to develop: interacting orally, interpreting oral and written texts, and producing written texts. It provides exit profiles that describe what students should be able to do at the end of each key stage of middle school. Recommendations are made for implementing the curriculum, including using project-based learning and assessment. The document concludes with guidelines for different stakeholders to support teachers and students.
This document summarizes a study on improving instruction time management for teaching English at an executive services training center in Costa Rica. It finds that students do not achieve the required English level by the end of their courses. The study aims to describe how to better utilize teaching resources and instruction time. It analyzes variables like time usage, academic resources, technology skills, and approaches. It recommends using nontraditional approaches and technologies, and taking advantage of available time, to help students succeed.
This document summarizes a research project characterizing an English teacher's professional context in Ecuador. The project observed an experienced English teacher and 36 high school students over 20 hours to analyze the teacher's practice according to national teaching standards, the EFL curriculum, and professional requirements. Data collection tools included observation guides and field notes focused on five domains: language, culture, curriculum development, assessment, and professionalism. Analysis found the teacher effectively demonstrated skills in all domains, showing a command of language and culture, developing engaging lessons using various materials, assessing students' speaking and listening skills, and conducting themselves professionally. The project provided teacher trainees insight into expectations for their future careers.
This document is a syllabus for a Business English course titled "Business (Entrepreneurship)" at the Universidad Técnica de Ambato in Ecuador. The syllabus provides general information about the course, including the professor's teaching profile, course description and objectives. The course aims to develop students' confidence and fluency in basic areas of business communication in English, and improve their language skills to an intermediate level for use in a global business context.
This document is a syllabus for an English I course offered at the Regional Autonomous University of the Andes in Ecuador. It provides information about the course including the course code, credits, schedule, instructor details, general and specific objectives, topics to be covered, methodology, evaluation methods, textbook references and annexes. The course is aimed at developing students' basic English communication skills to describe personal information, daily routines and topics of personal interest. It will utilize methods such as communicative language teaching and the natural approach and aims to contribute to students' overall professional training, particularly in the field of law.
This module aims to develop students' communicative competence in English through integrated skills. It will focus on identifying grammar structures, vocabulary, and language functions to describe various situations. Students will practice applying their English skills through tasks based on real-life contexts like business services, social events, and service quality. Learning activities will include listening, speaking, group work and problem-based learning to develop students' language abilities and collaborative skills. Assessment will evaluate students' ability to communicate effectively in English.
Masters Project 2016 corrections and edits Andrew Fileta
This document discusses the importance of teaching cultural perspectives in the Spanish as a second language classroom. It argues that simply exposing students to cultural products and practices is not enough and that students must understand the perspectives behind these in order to fully comprehend the language and culture. The document provides examples of how culture is typically taught through textbooks in a superficial way focused on avoiding uncomfortable topics. It advocates for teaching cultural perspectives more profoundly to give students meaningful insight into the norms and views of Spanish-speaking societies.
1. The document discusses a module on using new technologies in teaching English, highlighting key lessons about using tools effectively and acquiring new skills like formatting and interactive whiteboards.
2. Useful materials for learning are highlighted, including an article on helping students become autonomous learners through technology and maximizing their strengths.
3. The student discusses improving their methodology by integrating what was taught, like constant practice and international contact, to accelerate learning despite limitations.
4. In conclusion, the student wishes they had more time to fully absorb the rich materials but is grateful for the knowledge gained from the program.
PCA16-Become the Product Manager You Always Thought You Could BeRay Hernandez
foundation level information on what a Product manager should be doing, the pitfalls in their career, and the ways for managers to get back on the path of success.
Classifier Milling Systems is an industrial minerals and environmental solutions company that offers cost-effective equipment and process solutions to achieve high production efficiencies. They have experience designing solutions for diverse industries like mining, materials, power, agriculture, and environmental industries. CMS has engineered new systems for flue gas desulfurization and materials solutions for mercury control and acid gas treatment.
The letter summarizes recent developments regarding investigations into Google's search practices that may warrant revisiting the FTC's previous decision to close its investigation. Specifically, it notes that international regulators like the European Commission have opened antitrust cases against Google and found evidence of search result manipulation. Additionally, new research studies have found that Google's promotion of its own content can degrade search quality and harm consumers by providing less relevant results. As such, the attorneys general encourage the FTC to consider this new information as the issue of fairness in local search continues to evolve.
Covers the key events leading up to and immediately following the ratification of the United States Constitution: the debate between the Federalists and the Anti-Federalists, the disagreements over the necessity of a Bill of Rights, and the Constitutional terms that denied full citizenship to Native Americans, African Americans, and American women.
The principal of St. Michael School in Barbados wrote to thank a supplier for customized leather flash drives that arrived on time as graduation gifts for students. While the drives were meant as gifts for graduates, teachers wanted them as gifts too due to their quality. The principal plans to distribute the drives to students at the ceremony the next day while keeping them hidden from teachers until then.
1. O documento apresenta o manual de utilização do programa Gotas, desenvolvido para auxiliar agricultores a obterem parâmetros adequados de deposição de agrotóxicos.
2. O programa analisa imagens digitalizadas de alvos de pulverização contendo manchas de gotas para fornecer parâmetros como número e tamanho de gotas, volume depositado e densidade de deposição.
3. São fornecidas instruções sobre requisitos de digitalização das amostras, instalação do programa, análise e exportação dos resultados.
This document is a student portfolio for a Business I course at Universidad Técnica de Ambato in Ecuador. It includes the course syllabus, student information such as name and CV, learning goals, and various assignments as evidence of completing course elements. The portfolio covers business terminology, cross-cultural communication skills, welcoming visitors, and having small talks to practice conversational English in a business context.
This student portfolio contains evidence of an English language course taken at Universidad Técnica de Ambato. The portfolio includes the course syllabus, mission and vision statements of the university's Language School, the student's CV and learning goals, and samples of work completed for the course. The course, called Audio I, aimed to develop listening skills at an A2 level according to the Common European Framework. Over the semester, students learned vocabulary and phrases for topics like introductions, families, food, daily activities, and more. The portfolio provides a summary of the course and documents the student's work and progress in achieving the course objectives of improving English communication skills.
This document is a student portfolio for a reading course at Ambato Technical University in Ecuador. It includes the course syllabus, which outlines 5 units to develop reading skills such as identifying main ideas, making inferences, and analyzing vocabulary. Assessment includes quizzes, classwork, mind maps, presentations, and writing assignments. The portfolio also contains the student's CV, learning goals statement, and evidence of completing the course elements through assignments on various reading topics.
This document outlines a syllabus for an Audio I course, including objectives to develop listening skills through exercises to understand different purposes of listening, introduce common phrases for greetings and family, and recognize terminology for food, activities, clothing, and colors. The syllabus provides a course description, general and specific objectives, units of study, and assessment tools to help students achieve an A2 level of English proficiency based on the Common European Framework.
Ruth Infante
Subject: Phonology II
Semester: Fourth Semester
Week 1
Topic: Introduction to morphology
Objectives:
- Define morphology and its importance in language learning.
- Identify basic concepts related to morphology.
Activities:
- Brainstorming about morphology concepts.
- Mind map about morphology definitions.
Resources:
- Projector
- Notebook
- Pens/pencils
Evaluation:
- Participation in brainstorming activity.
- Completion of mind map.
Week 2
Topic: Word formation patterns
Objectives:
- Recognize different patterns of word formation.
- Analyze
This document contains a student portfolio for the subject "Phonology II" taken during the fourth semester of the English Language Teaching program at Universidad Técnica de Ambato in Ecuador. The portfolio includes the course syllabus, learning objectives, curriculum units, evaluation standards, and a bibliography section. The course aims to develop students' phonological knowledge and strategies to apply them when learning and teaching English. It will cover basic morphological concepts, word formation patterns, lexical derivation and word origins, applying morphological structures, and addressing possible morphological problems in teaching English as a foreign language. The course will be taught through collaborative learning methods and assessed through formative and summative evaluations such as presentations, projects, quizzes
This document contains a portfolio for a Business I course taken by Valeria Mendoza from October 2015 to March 2016. The portfolio includes sections on the course mission and vision, curriculum, syllabus, five course elements addressed in the class, and a final reflection. The course aimed to help students communicate effectively in English for business contexts and develop skills such as recognizing business terminology, socializing across cultures, using technology for business, conducting phone support, and assessing business projects. Student work included tasks, presentations, tests, and a final interdisciplinary business project.
Carrasco carrasco jessica business portfolioJessi_liz21
This document is a student portfolio for a Business course. It includes the student's personal details, education history, career objectives, and a statement of learning goals for the course. It also outlines the course syllabus, including general information about the class, the professor's profile, a course description and objectives. The objectives are to use English communicatively in a business context and develop skills like recognizing business vocabulary, applying cross-cultural communication rules, and analyzing communication rules.
This document is a student portfolio for a Listening I course at Ambato Technical University in Ecuador. It includes the course syllabus, which outlines the general information, professor profile, course description and objectives. The course aims to help students develop listening comprehension through exercises that allow them to understand different purposes of listening in communication. By the end of the course, students will have achieved an A2 level of English proficiency based on the Common European Framework, allowing them to communicate in routine activities and describe familiar topics using basic vocabulary. The portfolio also includes the student's personal learning goals and reflections on their progress throughout the course.
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.
This document outlines a syllabus for a Phonology II course. The course aims to develop students' phonological knowledge and strategies to apply when learning and teaching English. Over the semester, students will identify concepts related to morphology, understand word formation patterns, analyze the origins of words, apply morphological structures, and predict possible morphological problems in English. The course seeks to develop accurate language use by exploring the origins and contexts of words.
This document outlines a student portfolio for an Educational Psychology II course. It includes information about the student, instructor, university faculty, course syllabus, and various elements of the student's work. The portfolio covers topics related to learning theories, student diversity, special educational needs, and applying psychological principles in education. It aims to help the student identify student needs, promote positive learning environments, and develop their skills as a future educator.
Here are some key points I took from your reflection:
- You learned how to evaluate websites based on criteria like the URL domain, presence of links/sources, author credentials, etc.
- Evaluating websites helps ensure audiences get accurate information and helps presenters avoid plagiarism.
- Useful websites tend to have common top-level domains like .com, .gov, .edu that indicate the type/credibility of source.
- Credible websites provide links/sources to back up claims and information presented.
- It's important to look for author contact information to verify credibility.
In summary, you demonstrated understanding of how to critically analyze website content based on established evaluation criteria, which was the
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1. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“BUSINESS”
Fourth Semester “A”
Student´s name: Ana Belén Acurio Armas
Professor´s name: Lic. Mg. Edgar Encalada Trujillo
AMBATO – ECUADOR
October 2015 – March 2016
2.
3. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN Y VISIÓN
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 deIdiomas dela Facultad deCiencias Humanas y dela Educación
de la Universidad Técnica de Ambato por sus niveles de excelencia se
constituirá como uncentro deformación superior con liderazgo y proyección
nacional e internacional.
4. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRRA 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.
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.
5. CURRICULUM VITAE
Name: Ana Belén Acurio Armas
ID: 18043933-4.
Civil status: Single.
Email: anibelen7@hotmail.com.
Date of birth: on February 7th.
Place of birth: Latacunga.
Nationality: Ecuadorian.
Address: Eloy Alfaro y Lizardo Ruiz.
Telephone number: 0987357374
Education.
“ELOY ALFARO ” and “EUGENIA MERA”SCHOOL. Ambato
I started my studies in “Eloy Alfaro” School, I studied one year there. Then, I studied
in “Eugenia Mera” School. I get good grades and finished my primary studies there.
“HISPANO AMERICA” HIGH SCHOOL. Ambato
Graduated with good grades in accounting in 2011.
Professional Experience.
Printing Megagraf. Ambato
Worked making books and magazines for six months in 2013.
Giving private classes of English, especially in grammar.
Skills & Interests.
Computer: Power Point and Microsoft Word.
Language: English
Hobbies: Play basketball, swim and read.
6. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÒN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
SÍLABO
BUSINESS “EMPRENDIMIENTO”
Octubre 2015 – Marzo 2016
EDGAR ENCALADA TRUJILLO
Magister en Lingüística Aplicada a la Educación Bilingüe Español – Inglés
Licenciado en Ciencias de la Educación especialidad Inglés
AMBATO - ECUADOR
2015
7. I. GENERAL INFORMATION
Subject
Business (Emprendimiento)
Program
Carrera de idiomas
Code: FCHE/I/MP/2129/06/06 Prerequisites: NONE
Study Modality: Presencial
Subject Code
Curricular Organization Unit:
Profesional
Credits: 3
Level:
Fourth
Corequisites:
Subject Code
1. Language
Teaching
Strategies
FCHE/I/MP/2129/06/05
Hours per Week
Class Hours:
3
Theoretical:1 Practical:2
Tutoring Student
Hours:
On Campus:1 Virtual:
TOTAL LEARNING HOURS :
WEEK HOURS:3
HOURS DURING THE SEMESTER
NUMBER OF SEMESTER HOURS: (16 weeks x 3 hours) = 48 hours
INTERDEPENDENT HOURS: 56 hours
ACADEMIC TUTORING: 16 hours
TOTAL HOURS: 48+56+16 = 120 hours (3 credits)
II. PROFESSOR'S TEACHING PROFILE
Professor's name: Encalada Trujillo Edgar Guadia
Academic degree: Magister en Lingüística Aplicada a la Enseñanza Bilingüe Español -
Ingles
Knowledge area:
Broad field 01 Education
Narrow field 011 Education
Detailed field 0114 Teacher training with subject specialization
Bachelor's degree: Licenciado en Ciencias de la Educación especialidad Inglés
Knowledge area:
Broad field 01 Education
Narrow field 011 Education
Detailed field 0114 Teacher training with subject specialization
Professional experience: 15 years
Teaching experience: 18 years
Program Academic area: Pedagogical and Psycholinguistics Competence
Professsor's schedule (practical application and learning experimentation) :
Wednesday from 10:00 to 12:00
8. Friday from 9:00 to 10:00
Professor's schedule (Academic tutoring):
Tuesday and Thursday from 13:00 to 14:00
Phone numbers: 032 800 435 - 0996575373
E-mail: encalada.edgar@yahoo.com
III. COURSE DESCRIPTION AND OBJECTIVES
Purpose
Use English in an oral and written way to communicate efficiently in a business context
according to the requirements of a global world.
Course Description:
Business communication involves constant flow of information as a fundamental part of
any organizations. It involves number of people. Communication here plays a very
important role in process of directing and controlling the people in the organization.
Immediate feedback can be obtained and misunderstandings if any can be avoided.
So, the aim is to develop learners’ confidence and fluency in some basic areas of business;
as well as improving communication techniques and developing and consolidating the
target language in this context. Besides, students will be able to recognize some technical
vocabulary within the business context, apply rules of socialization with people from
different cultures; analyze rules of communication through technological resources. Also
they will prepare simulated telephone support and assess business projects. This syllabus
contributes to the development of the Communicative Competence in correspondence to
the Council Common European Framework level B2.
Course General Objective:
To communicate in English using the language skills of reading, listening, speaking and writing
in the business world.
Course Specific Objectives :
1. Recognize some technical vocabulary for communication within the business context
2. Apply rules of socialization with people of different cultures in order to interact in the
business world.
3. Analyze rules of communication through technological resources for business issues
4. Prepare simulated telephone support in different commercial aspects
5. Assess business projects for entrepreneurships
9. IV. COURSE STUDY PROGRAM
Curricular Units
U.1 Recognize some technical vocabulary for communication within the business context
Thematic Units
Class Hours Tutoring
Hours
Independent hours
including research and
community service
Assessment tools
Theoretical Practical
1.1 Some business terms 1 3 Tasks
1.2 Cross cultural understanding 1 2 1 3 Scoring scales
1.3 Welcome visitors 1 2 1 3 Questionnaires
1.4 Small talks: keeping the conversation going 1 2 1 3 Mind maps
Written tasks
Summative tests
Digital tasks in Excell
SUBTOTAL HOURS 4 6 3 12 TOTAL HOURS 25
Learning outcome:Present a conversation about keeping the conversation going during small talks based on the corresponding units of the book
Learning Methodologies: Collaborative Learning; Project based learning, Study case,problem based learning
Educational Strategies: Simulations; Conferences; Mind maps creation
Didactic Resources: Slides, markers, projector, audiovisual aids, internet
10. U.2 Apply rules of socialization with people of different cultures in order to interact in the business world.
Thematic Units
Class Hours
Hours of
Tutoríng
Independent study
including research and
relationship with the
society
Mechanisms and assessment
toolsTheoretical Practical
2.1 Cross cultural understanding 1 1 1 3 Tasks
2.2 Inviting, and accepting or declining. 1 1 1 Scoring scales
2.3 Eating out with visitors 1 1 1 3 Questionnaires
2.4 Cross cultural understanding 1 1 1 Mind maps
2.5 Inviting, and accepting or declining. 1 1 2 Written tasks
Summative tests
Digital tasks in Excell
Tasks
Scoring scales
Questionnaires
SUBTOTAL HOURS 5 5 5 8 TOTAL HOURS 23
Unit Learning outcome: Write and present scripts about ways to invite visitors to have a social time based on what was covered in class.
Learning Methodologies: Collaborative Learning; Project based learning, Study case, problem based learning
Educational Strategies: Simulations; Conferences; Mind maps creation
Didactic Resources: Slides, markers, projector, audiovisual aids, internet
11. U.3 Analyze rules of communication through technological resources for business issues
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
toolsTheoretical Practical
3.1 Preparing to make telephone calls. 1 2 1 2 Tasks
3.2 Receiving calls. 1 1 1 Scoring scales
3.3 Asking for and giving repetition 1 1 1 2 Questionnaires
3.4 The secretarial barrier 1 1 1 3 Mind maps
3.5 Sample Business Letter 1 1 1 3 Written tasks
Summative tests
Digital tasks in Excell
Tasks
Scoring scales
SUBTOTAL HOURS 5 6 5 10 TOTAL HOURS 26
Unit Learning outcome: Participate in role plays about receiving phone calls and a Business letter based on the contents of the textbook.
Learning Methodologies: Collaborative Learning; Project based learning, Study case,problem based learning
Educational Strategies: Simulations; Conferences; Mind maps creation
Didactic Resources: Slides, markers, projector, audiovisual aids, internet
12. U.4 Prepare simulated telephone support in different commercial aspects
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
toolsTheoretical Practical
4.1 Cross-cultural communication on the telephone(1) 1 1 2 Tasks
4.2 Setting up appointments 1 1 1 Scoring scales
4.3 Changing appointments 1 1 3 Questionnaires
4.4 Ending a call 1 1 1 Mind maps
4.5 Cross-cultural communication on the telephone (2)- 1 3 Written tasks
4.6 Problem solving on the telephone 1 1 2 Summative tests
4.7 Complaints 1 1 Digital tasks in Excell
Tasks
Scoring scales
SUBTOTAL HOURS
5 6 4 10 TOTAL HOURS 25
Unit Learning outcome: Design and present a short role play about using the telephone based on the dialogues covered in class
Learning Methodologies: Collaborative Learning; Project based learning, Study case,problem based learning
Educational Strategies: Simulations; Conferences; Mind maps creation
Didactic Resources: Slides, markers, projector, audiovisual aids, internet
13. U.5 Assess business projects for entrepreneurships
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
toolsTheoretical Practical
5.1 The structure of decision making meetings 1 Tasks
5.2 Starting and asking for opinion 1 2 Scoring scales
5.3 Interrupting and handling interruptions 1 1 1 2 Questionnaires
5.4 The structure of decision making 1 Mind maps
5.5 Stating and asking for opinion 1 1 Written tasks
5.6 Interrupting and handling interruptions 1 2 Summative tests
5.7 Asking for and giving clarification 1 Digital tasks in Excell
5.8 Delaying decisions 1 1 2 Tasks
5.9 Ending the negotiation 1 Scoring scales
SUBTOTAL HOURS
5 5 3 8 TOTAL HOURS 21
Unit Learning outcome: Create a project according to an enterprise trying to sell a product based on the suggestions given in class. Interdisciplinary project
Learning Methodologies: Collaborative Learning; Project based learning, Study case,problem based learning
Educational Strategies: Simulations; Conferences; Mind maps creation
Didactic Resources: Slides, markers, projector, audiovisual aids, internet
14. V. NORMATIVE STANDARDS EVALUATION
Specific Objectives Diagnostic
Evaluation
Formative
Evaluation
Summative
Evaluation
1. Recognize some technical vocabulary for communication within the business context
Techniques and
instruments:
Teacher observation
Questionnaire
Oral test
Oral presentations
Rubrics for Oral
presentation
Questionnaire
2. Apply rules of socialization with people of different cultures in order to interact in the
business world.
Techniques and
instruments:
Questionnaire
Oral participation
Observation
Questionnaire
Written activity
Presentation
Oral and written
quizzes
3. Analyze rules of communication through technological resources for business issues
Techniques and
instruments:
Oral test
PORTFOLIOS
Oral presentations
Oral and written
quizzes and tests.
Oral presentations.
Rubric for oral
presentations
Questionnaire
4. Prepare simulated telephone support in different commercial aspects
Techniques and
instruments:
Teacher observation. Oral and written
quizzes and tests.
Portfolios.
Rubric for mid-
term oral
presentations
5. Assess business projects
Techniques and
instruments:
Teacher
observation.
Oral presentations.
Portfolios.
Learning logs.
Oral and written
quizz
Rubric for final oral
presentations
15. VI. BIBLIOGRAPHY
AUTHOR (S)
ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER
EDITORIAL
CITY/COUNTRY NUMBEROF
PAGES
Sweeney, S. 2004 Communicating in
business
2nd
Edition
Cambridge
University
Press
England, Essex 320
CODE/ DATABASE LOCATION:
Código de Biblioteca 659=20)
(Inventario: 08011)
COMMENTARY:
This is a short course for business English students which will be familiarized
with the business world
NUMBEROF
ISSUES
PRINTED: X
DIGITAL:
1
VIRTUAL: X
URL: http://assets.cambridge.org/97805215/49127/sample/9780521549127ws.pdf
AUTHOR (S)
ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL
CITY/COUNTRY
NUMBEROF
PAGES
Heisterberg,R. 2014 Creating Business Agility:
How Convergence of
Cloud,Social,Mobile,
Video, and Big Data
EnablesCompetitive
Advantage.
Editorial
Wiley
387
CODE/ DATABASE LOCATION: COMMENTARY:
The book describes the agility that comes from collaborative commerce, and
provides key decision makers the implementation roadmap they need to build a
successful business ecosystem.
NUMBEROF
ISSUESPRINTED:
DIGITAL: X
VIRTUAL:
URL: http://site.ebrary.com/lib/uta/docDetail.action?docID=10925541&adv.x=1&p00=hb1&f00=lccn&p00_upper=hj9999
16. AUTHOR (S)
ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER
EDITORIAL
CITY/COUNTRY NUMBEROF
PAGES
Esteban, J. L. 2014 Vive tu sueño, emprende. Editorial UOC,
S.L., 2014
249
CODE/ DATABASE LOCATION: COMMENTARY:
It is necessary to keep on struggling constantly in order to achieve our goals,
this text gives you a series of strategies to get your dreams.
NUMBEROF
ISSUESPRINTED:
DIGITAL: X
VIRTUAL:
URL: http://site.ebrary.com/lib/utasp/docDetail.action?docID=10902828&p00=emprendimiento
ADDITIONAL BIBLIOGRAPHY
AUTHOR (S)
ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER
EDITORIAL
CITY/COUNTRY NUMBEROF
PAGES
Frey, R 2012 Successful Proposal
Strategies forSmall
Businesses:Using
Knowledge Management
to Win Government,
Private-Sector,and
International Contracts
6th Edition Editorial
Artech House
Chicago, Illinois 723
CODE/ DATA BASE: COMMENTARY:
This guide maps and details every stage of the contractor proposal response
lifecycle and shows readers how to produce proposals which maximize their
company's strengths and respond fully to client criteria.
NUMBEROF
ISSUESPRINTED:
DIGITAL: X
VIRTUAL:
URL: http://site.ebrary.com/lib/uta/docDetail.action?docID=10583833&p00=enterpreneurship
17. VII. SYLLABUS APPROVAL
Date prepared: September 21st, 2015
Lic. Edgar Encalada Trujillo. Mg.
SUBJECT PROFESSOR
Date of approval: September 23rd, 2015
Lic. Marbella Escalante. Mg. Mg. Verónica Chicaiza Redin PhD.
Area Coordinator Program Coordinator
Syllabus Evaluator Syllabus Validator
Dr. Marcelo Núñez Mg.
Faculty Sub-Dean
Approval
18. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“BUSINESS”
Fourth Semester “A”
EVIDENCE OF ELEMENT 1
Recognize some technical vocabulary for communication within
the business context.
Learning outcome: Present a conversation about keeping the
conversation going during small talks based on the corresponding
units of the book.
Evidences of Element 1
19.
20.
21. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“BUSINESS”
Fourth Semester “A”
EVIDENCE OF ELEMENT 2
Apply rules of socialization with people of different cultures in
order to interact in the business world.
Learning outcome: Write and present scripts about ways to invite
visitors to have a social time based on what was covered in class.
22. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÒN
CARRERA DE IDIOMAS
BUSINESS “EMPRENDIMIENTO”
Unit learning outcome: Write a script about ways to invite
visitors to have a social time based on what was covered in class.
Teacher: Mg. Edgar Encalada Trujillo
Names: Anita Belén Acurio
Lissette Chango
Level: 4th “A”
October 2015 – March 2016
AMBATO - ECUADOR
23. EVIDENCE OF ELEMENT 2
The story is about a foreign visitor who has an importan business meeting. Also he would
like to visit Ecuador and try Ecuadorian food .First, he has a conversation with the tour guide
and the secretary. After that, he has a meeting with the company’s President and he declines
and accepts to go out to have a dinner.
Marcus:Welcome visitors to Ecuador. My name is Marcus. I’m going to be your tour guide.
First, we are going to land in Quito. It is the capital of Ecuador. Second, we are going to have
a meeting with the President of the company.
Secretary :Welcome visitors to Ecuador. My name is Emily. I’m going to be your assistant
during your visit. If you have some questions please ask me. Enjoy your travel.
Yoshi: Hello, my name is Yoshi I’m from Fuchu in Japan. I’ve got a tour to visit a lot of
excellent companies located in Ecuador. Sorry I’m a little early because in my country people
have the custom to arrive on time, it’s rude arrive late.
Secretary: Pleased to meet you Yoshi.
Yoshi: It’s my pleasure.
Marcus: How was your trip?
Yoshi: It was wonderful, thank you, but I am feel tired. The weather was perfect to travel.
Marcus: Did you have a good flight?
Yoshi: Yes I had a good flight, but at the beginning of the flight I was so scared because is
the first time I travel by plane. Also the flight attendance was very kind, she helped me a lot.
Marcus: How long are you staying in Ecuador?
Yoshi: I plan to stay in Ecuador around one month in order to perform some important
business that I have with different companies.
Marcus: I hope you like Ecuador because we have a lot of touristic places to visit, traditional
food to taste and exotic animals to observe. I have an important question for you. Is your
hotel room comfortable?
Yoshi: Mmm. Yes it’s comfortable. My room has TV cable, a king size bed and an air
conditioner, but I have a problem with the food that causes me stomachache. Also, I couldn’t
found chopstick to eat some rice.
24. Marcus: I have known Japanese people that have different custom than Ecuadorian about
food. Japanese prefer to eat boiled vegetables and meat. We prefer fried food. About the
chopstick it’s difficult to found. I think you can find it in Chinese restaurants.
Marcus: Is this your first visit to Ecuador?
Yoshi: Yes, I have never been in Ecuador. I heard Ecuador is good exporter of bananas.
Marcus: Yes the information it’s correct. Ecuador exports the best bananas to different
countries like U.S.A, Mexico, Canada, etc.
Do you need anything else?
Yoshi: Right now! I need chopsticks to eat, please. Could you buy this for me?
Marcus: Oh …. If I found I would buy.
THE DAY AT THE MEETING WITH THE PRESIDENT OF THE COMPANY
President: Good morning Mr. Yoshi. It’s a pleasure to have you as a guest.
Yoshi: It’s my pleasure visit your country. Yesterday, I arrived very early however the tour
guide and the secretary were very polite and friendly.
President: What time it is! Oh no, it’s time to start the meeting.
Yoshi: It’s confusing. I don’t know what time it is because my watch has the Japanese time.
In Japan, it's already night.
AFTER THE MEETING
President: Have you ever tried Ecuadorian food?
Yoshi: No yet but I have heard Ecuadorian food is very good. I would like to try “ceviche”.
President: Ceviche! It’s the most delicious dish. It contains a lot of seafood. I know a good
restaurant to eat seafood. Do you like go out with me to eat ceviche?
Yoshi: That would be nice, but unfortunately I have an appointment at 12:00 o’clock. Also,
I have some work to do.
President: I understood. I’d like to invite you to have dinner this evening. Do you think is
that a good idea?
Yoshi: I’d like that would be very nice thank you for the invitation. I prefer to eat seafood.
President: That sounds great. See you at 20:00 o’clock at the hotel reception.
Yoshi: Ok, it sounds perfect. See you later.
25. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“BUSINESS”
Fourth Semester “A”
EVIDENCE OF ELEMENT 3
Analyze rules of communication through technological resources for
business issues.
Learning outcome: Participate in role plays about receiving phone
calls and a Business letter based on the contents of the textbook.
31. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“BUSINESS”
Fourth Semester “A”
EVIDENCE OF ELEMENT 4
Prepare simulated telephone support in different commercial aspects.
Learning outcome: Design and present a short role play about using
the telephone based on the dialogues covered in class.
36. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“BUSINESS”
Fourth Semester “A”
EVIDENCE OF ELEMENT 5
Assess business projects for entrepreneurships.
Learning outcome: Create a project according to an enterprise trying
to sell a product based on the suggestions given in class.
Interdisciplinary project.
38. BUSINESS PLAN OF “CHAMELEON” JACKET
To create a business plan will be part of our successful with our product,
Chameleon. It helps us with marketing to promote the product. We will
motivate people to buy our product which is very useful for everyone.
EXECUTIVE SUMMARY
The company sells smart clothing and apparel, such as casual and active to
wear, head gear, work-out gear, leather coats, and baseball jackets to an
international market consisting of individuals of all ages, from all walks of
life.
“Chameleon is the brainchild of A. Acurio and L. Chango, founders of the
company. While selling tee shirts and sweat shirts bearing the group's
name, logo, and slogan.
The company contributes to the world's obligation for the protection of the
environment, contributes to the economic strength of society, and functions
as a good corporate citizen on a local, regional, national, and global basis.
MISSION
Chameleon is a smart clothing and apparel business with principal offices
located in Ambato-Ecuador. The company sells smart clothing and apparel,
such as casual and active wear, head gear, work-out gear, leather coats, and
baseball jackets to an international market consisting of individuals of all
ages, from all walks of life.
The company's first responsibility is to the men, women, and children who
use its products. As a customer oriented business, Chameleon recognizes
that customer satisfaction is the key to success and strives to deliver the
highest quality customer service and superior products.
39. OBJECTIVES
Securing start-up funding and subsequent funding through a
combination of investment and debt strategies.
Establishing marketing and sales initiatives to expand the company's
clothing line and capture 10% of the branded urban apparel industry.
Reinvesting corporate profits for market share growth in the
international apparel industry.
KEYS TO SUCCESS
To establish itself as a global leader, the company must display
extraordinary competence and intelligent foresight. To ensure the success
of the company, management will:
1.-Become the industry leader in the branded urban apparel industry.
2.-Build a brand as American Eagle as Aeropostale or Hollister.
3.-Offer clothing suitable for sizes from toddler to 5XL.
4.-Establish and commit to "best practices" in all significant business
processes, including ethical production practices (no child labor), through
extensive training programs, tools, measurement, and sophisticated self-
assessment reporting systems.
5.-Create, nurture, and enhance customer relationships through problem
and opportunity awareness, assessment of desired goals and results, and
through routines and communications that constantly reinforce target
relationships.
COMPANY SUMMARY
Chameleon, established as a Limited Liability Corporation, is a start-up
clothing and apparel business with principal offices located in Ambato,
Ecuador.
Chameleon ' roots can be traced back to 1994, when Miss. Casanova
founded the company.
40. Miss. Casanova conceived the idea of carrying this marketing strategy one
step further by developing an entire clothing line around the concept of
"harmony." After brief negotiations was mutually agreed that since Miss.
Casanova was the creative.
COMPANY OWNERSHIP
CHAMELEON is a privately held corporation that is solely owned by its
founder, Miss. Casanova the company was incorporated as a limited liability
corporation.
COMPANY LOCATIONS AND FACILITIES
CHAMELEON is currently operating as a home-based business located in
Ambato once the company acquires start-up funding, CHAMELEON
headquarters will be moved to a facility capable of accommodating both
administrative activities as well as apparel warehousing/inventory and
production. We have located three suitable sites in Ambato, and will enter
lease negotiations once start-up funding is confirmed.
MARKET SEGMENTATION
Market Analysis (Pie)
Men
Women
Boys
Girls
Infants and toddlers
41. This portrays which is the category who buy and wear more our product.
PRODUCTS
42. CHAMELEON offers a full collection of apparel that is classy. This apparel
line includes casual and active wear, headgear, workout gear, leather coats.
Clothing sizes range from toddler to 5XL.
Chameleon will start out by adding logos and branding, using our team of
designers. It can be used in every moment to do whatever activity we want.
Product Description
Chameleon Jackets (100% Cotton and silk)
Men's, Small to 5XL: $50.00
Women's, Small to 5XL: $40.00
Chameleon Pants (100% Cotton and silk)
Men's/Women's: $40.00
PRODUCT DESCRIPTION
Chameleon is water defender. Thin, light, and warm our Chameleon jacket
keeps rain and wind out. A sleek silhouette ensures you look slim even when
bundle up, and an attached storage pouch keeps it convenient. Folds up
small for easy carrying. The body is insulated with aluminum film for added
warmth and features a sleek, slender cut. A versatile down jacket that is
great in the rain. You can find it in a lot of colors. So light you forget you
have brought it. So warm you’re glad that you did.
TECHNOLOGY
As in other industries, technological advances, globalization, and changing
business practices are affecting the apparel industry. One significant
change is the increased emphasis on quick response to customer demand.
This ability is vital in an industry that sells its products in an ever-changing,
fashion-conscious market. Quick response capability links apparel
producers more closely to related firms in the textile and retail sectors of the
economy. Aided by communications technology, such as electronic data
interchange, point of sale terminals, and bar codes, information is
43. instantaneously communicated to and received from firms in these
industries.
Other technologies affecting the apparel industry include computerized
equipment and material transport systems. Computers and computer-
controlled equipment aid in many functions, such as design, marking, and
cutting. Overhead conveyor systems transport material between sewing
machine operators and between processes. Despite these changes, however,
the apparel industry - especially its sewing function - has remained
significantly less automated than many other manufacturing industries.
FINANCIAL RISKS AND CONTINGENCIES
As with any start-up business, CHAMELEON is subject to certain risks, both
known and unknown, including changes to general economic conditions,
changes in the level of consumer spending on or preferences in apparel, the
company's ability to successfully implement various new supply chain and
merchandising systems in a timely and cost effective manner, unseasonable
weather trends, and greater than planned operating expenses.
STRATEGY AND IMPLEMENTATION SUMMARY
The company has developed a strategy that will ensure the long-term growth
and success of CHAMELEON in the apparel industry. This strategy will
continue to evolve and initially includes:
Focusing on target markets and aggressively marketing the full-range
apparel collection as an alternative to existing clothing lines.
Differentiating the company's products through exclusiveness and
brand awareness, thereby fulfilling the promise of Chameleon.
Developing partnerships with both industry leaders and competitors.
In this manner, the company can neutralize its competitors by
treating them as allies.
44. Building a relationship-oriented business that fosters long-term
seller/customer relationships, not "single-transaction" deals.
FINANCIAL PLAN
Chameleon' Financial Plan has the potential of providing expansion of the
business, paving the way for new investments or loans, or changing the way
in which the company conducts business.
Financial projections are based upon sales volume at the levels detailed in
the sales forecast and represent, to the best of management's knowledge
and belief, the company's expected assets, liabilities, capital, revenues, and
expenses. Furthermore, these projections reflect management's judgment
of the expected conditions and the company's expected course of action,
given the financial assumptions.
CONCLUSION
Chameleon's competition in the apparel industry is widely varied. Direct
competitors are other established brand manufacturers, such as Tommy
Hilfiger, Inc.; The Gap, Inc.; Abercrombie & Fitch; the Jones Apparel Group,
Inc.; Polo Ralph Lauren Corp.; Liz Claiborne, Inc.; and Nautica Enterprises,
Inc.
In such a climate, the best investment opportunities will be awarded to
companies that have the ingenuity and creativity to meet the customers'
demands for fashion in an industry driven by economic conditions,
demographic trends, and pricing.
Chameleon has the potential to become a highly regarded resource in local,
regional, national, and international markets. Due to the company's
aggressive marketing strategy, establishment of the company as a "unique"
entity in its industry, careful development of its products coupled with
strategic partnerships with some of the industry's retail clothing outlets, and
45. the company's profitable revenue model, Chameleon has the potential to
provide lucrative returns to potential investors.
For Chameleon to achieve status as an industry leader, it must secure initial
capital. This capital will be used for start-up costs, to establish a reputable
storefront, and to further develop the business, business infrastructure,
internal systems, product development, and extensive marketing and
geographic positioning. Providing that the company is able to acquire its
funding requirements, Chameleon should be able to achieve operational
success for many years to come.
46. FINAL ESSAY
There are a lot of people of different countries that want to learn English very well
because it is necessary to know another language. Some of them consider English is difficult
to learn, especially when they have to communicate with others. They don’t have confidence
in themselves when they speak, mainly when we have to talk with foreigners because we
don´t know their culture or customs. Many people want to learn English for different personal
goals such as: traveling, teaching, getting a good job, making business, etc. In this case, I
learnt several thing about “Business” which is really important as future professional. I will
have the opportunity to work in business and to know more about this environment.
In some cases people know a lot of grammar, vocabulary and writing, but when they
have to communicate they don’t have a lot of knowledge of business and they don’t know
how important it is. It helps to understand how to manage a company and to make business
national and international. Personally, I didn´t know how important Business is because I
thought this career is just for teaching, but I was wrong. For that reason, I consider this
module, “Business” is helpful. People who are studying a new language know that to have
knowledge of business because it is a way to communicate effectively.
All these elements were a big contribution for me and they will be the same way for
people who decide to learn more about English. It will help all people who are not foreigners.
About Ecuador, English is our second language and I as students and futures teachers have
to know all these elements and information, and practice a lot.
In conclusion, Business is very essential. After that, I learnt it; I could use a foreign
language (English) adequately. With all the things that I learnt I will be able to make business
in a correct way. Business helped me to increase my level of knowledge and I could
understand and know more vocabulary, expressions, and how is the environment of business.
Also, I could use a pedagogical approach that is just as meaningful to a student as well as an
English teacher.