1. PONTIFICIA UNIVERSIDAD CATOLICA
DEL ECUADOR SEDE AMBATO
CREATIVE EXPRESSION FOR THE ENGLISH
TEACHING
PURPOSAL :AN STORY THAT MOTIVE TO THE
CHILDREN TO DEVELOP THE EMOTIONAL
INTELLIGENCE.
NAME: ING. MONICA MAYORGA
TUTOR: MAG.MARCIA MANTILLA

2. 1. GENERAL INFORMATION
2. IDENTIFIATION OF THE PROJECT
3. PROJECT DESCRIPTION
4. EVALUATION
4. SOURCES OF INFORMATION

3. GENERAL INFORMATION
 EMOTIONAL INTELLIGENCE CAN BE
ASSESSED MOST DIRECTLY BY ASKING A
CHILDREN TO SOLVE EMOTIONAL
PROBLEMS, IDENTIFYING THE EMOTION
AND OUTCOME IN A STORY THOUGH
LITERATURE AND THEN EVALUATING
THE CHILDREN’S ANSWER AGIANST
CRITERIA OF ACCURACY .

4. 2. IDENTIFIATION OF THE PROJECT
Once upon a time there was a miller who had three sons. When
he died he left his mill to the eldest son, his ass to the second son,
and his cat to the youngest, who had always been his favourite.
ANALIZE THE BOOTS CAT STORY UNFINISHED
WHICH CONTAINS ILLUSTRATIONS TO THE
CHILDREN CONTINUE ENDING.

5. 3. PROJECT DESCRIPTION
• HAND OUT JUST THE BEGINNING
INFORMATION INFORMATION OF THE BOOT CAT
STORY
• LOOK FOR THE MEANING OF
WORDS IN THE DICTIONARY.
MATERIAL • USE ANY KIND OF MATERIAL TO ACT
LIKE THE CHARACTERS .
• WORKING IN PAIRS OF GROUPS
• ANALIZING THE OUTCOME OF THE
STORY
TASK • PLANNING THE REPORT
• DOING A PLAY ROLE ABOUT THE
STORY

6. GENERAL OBJETIVE
 ENFORCE AN UNFINISHED STORY
WHICH ALLOW TO THE STUDENTS
APPLYING THE LITERATURE TO
PROMOTE THE EMOTIONAL
INTELLIGENCE.

7. JUSTIFICACION
THIS IS A CREATIVE
ACTIVITY BECAUSE
THE STORY WILL BE
IMAGINATE AND
DISCUSS BY THE
CHILDREN THOUGH
LITERATURE.

8. MAIN IMPACT TO BE
ACHIEVED
FINISHING THE STORY HELP TO THE
CHILDREN USE WORDS TO EXPRESS
THOUGHTS, IDEAS, QUESTIONS, FEELINGS,
AND PHYSICAL NEEDS TO NURTURE THE
EMOTIONAL INTELIGENCE.

9. DESCRIPTION AND
DEVELOPMENT OF
PROPOSAL
 Introduces a unfinished Story
gradually as children become
interested to use language structure
to end motivating to stimulated their
intelligence.

10. METHODOLOGY
 The Communicative language Teaching
methodology is use in this case because
the language is teaching by practicing
basic structures in meaningful situations-
based activities. Althought it pays
systematic attention to functional as well
as structural aspects of language. It
means using procedures where learners
work in pairs or groups employing
language resources in problem- solving
task.

11. STRATEGIES
. Work in groups
. Didactic
material

12. CHRONOGRAM OF
ACTIVITIES
17-oct 20-oct 23-oct 26-oct 30-oct 04-nov
obtaining sources
Researching Information
Proposal power point
Preparing illustrations for final
proposal
Aplication

13. RESOURCES
 COMPUTER
 TARGETS
 COPIES
 COLORS
 PEN AND PENCILS

14. 4. EVALUATION
 CONCLUSIONS AND RESULTS OBTAINED.
 The Boot Cat Story has been demostrated as an instrument
of learning at the Students .
 They demostrated caring , empath, tolerance and cooperation
.
 The Students applied their own strategie of language .
 They tried to figure out how the autor riveals the character’s
emotion.
 They were freedom playing role about the Boot Cat Story.
 Encourage sharing of dictionary
 The learning of the language was developed using
vocabulary and structure sentences of grammar.

15. RECOMENDATIONS
If the learners often
practice doing
Reading and speeching are activities,The learners
resources to the children develop will be applied the
their emotion to increase their English Language in
Intelligence. anywhere
Using the role play is Aplying the
important to help the Literatute get to the
children to become Children to develop
more creative and their knowledges
intellectual though own deeper and brain.
emotions experienced
by Story Charactes

16. 4. SOURCES OF INFORMATION
 Vandergrift , Children Literature. Theory,
research and teaching , Englewood, CO,
1990.
 Goleman, Emotional Intelligence, Hemann
Education Books.
 Jack Richards and Theodore S. Rodgers,
Approaches and Methods in Language
Teaching, , Manoa, 2002.
 Proaño Jaime, Maestria en Proyectos
Educativos, Quito, 2002.