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Ramos_Katerine_Language_Teaching_Strategies
1. 1
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIĂ“N
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“LANGUAGE TEACHING
STRATEGIES”
SIXTH SEMESTER “A”
STUDENT´S NAME: KATERINE ESTEFANIA RAMOS ACOSTA
PROFESSOR´S NAME: VERÓNICA ELIZABETH CHICAIZA REDIN
AMBATO – ECUADOR
OCTOBER 2015-MARCH 2016
2. 2
Table of Content
MISION STATEMENT ................................................................................................... 3
VISION STATEMENT.................................................................................................... 3
EXIT PROFILE................................................................................................................ 4
CURRICULUM VITAE .................................................................................................. 5
STATEMENT OF PERSONAL LEARNING GOALS................................................... 6
SILABUS ......................................................................................................................... 7
ELEMENT 1 .................................................................................................................. 20
ELEMENT 2 .................................................................................................................. 23
ELEMENT 3 .................................................................................................................. 26
ELEMENT 4 .................................................................................................................. 28
ELEMENT 5 .................................................................................................................. 31
FINAL REFLECTION................................................................................................... 36
RUBRIC TO ASSESS PORTFOLIO............................................................................. 37
5. 5
CURRICULUM VITAE
PERSONAL INFORMATION
LAST NAMES: Ramos Acosta
NAMES: Katerine EstefanĂa
AGE: 21 years
ID: 1850107051
CIVIL STATUS: Single
EMAIL: stefyramos94@gmail.com
NATIONALITY: Ecuadorian
ADDRESS: Gregorio Escobedo and Batalla de Pichincha
TELEPHONE NUMBER: 0995548876
EDUCATION
PRIMARY 1999-2006 : Liceo Cristiano Emanuel
SECONDARY 2006-2012: I.T.A.S L.AM (Agronomy)
UNIVERSITY 2012-studying: Technical University of Ambato
6. 6
STATEMENT OF PERSONAL LEARNING GOALS
In this semester, I had the chance to study a new syllabus one of them is
“LANGUAGE TEACHING STRATEGIES” which allows me to know different
methods and techniques to apply at the moment to teach students in order to be an
excellent teacher and contribute to my future students in a positive way.
For me, the main reasons to take this course are that I can create interactive activities
where students feel motivated an encouraged to learn. Furthermore, I’m able to create a
lesson plan with a variety of games and activities according to the level and students’
needs. Also, I learnt some concepts about teaching principles which are very useful to
use within the classroom using the appropriate methodology according to the principle.
In conclusion, this syllabus helps me to be a good professional in the future
applying the appropriate strategies to create a positive learning atmosphere because
these methods have to help to improve the process of teaching-learning where students
will be able to build their own knowledge and acquire the English language in a better
way.
7. 7
SYLLABUS
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTADDECIENCIASHUMANASYDELAEDUCACIĂ“N
CARRERA DEIDIOMAS
MODALIDAD PRESENCIAL
SĂŤLABO
LANGUAGE TEACHING
STRATEGIES
VERĂ“NICA ELIZABETH CHICAIZA REDIN
DOCTORA EN FORMACIĂ“N INICIAL Y PERMANENTE DE
PROFESIONALES DE LA EDUCACIĂ“N E INNOVACIĂ“N EDUCATIVA
LICENCIADA EN CIENCIAS DE LA EDUCACIÓN ESPECIALIDAD INGLÉS
AMBATO - ECUADOR
OCTUBRE 2015.Marzo 2016
8. 8
I. SYLLABUS GENERAL INFORMATION
Subject: Language Teaching Strategies
Program: Language Career
Code: FCHE/I/MP/2129/06/05 Pre requisites:
Study Modality: On campus
Subject Code
1.EFLT Methods and
Approaches
FCHE/I/MP/2129/05/04
Curricular Organization Unit: Profesional
Credits: 4
Level:Sixth
Corequisites:
Advanced English II
Educational Psychology II
Teaching Children
Subject Code
1.Advanced English
II
FCHE/I/MP/2129/06/04
2.Educational
Psychology II
FCHE/I/MP/2129/06/03
3.Teaching Children FCHE/I/MP/2129/06/02
Hours per Week
Class Hours:
4
Theoretical:
2
Practical:
2
Tutoring Student
Hours:
0
On Campus:
X
Virtual:
TOTAL LEARNING HOURS : 160
Week hours 4
Total learning hours 64
Independent hours: 96
Total hours 160
10. 10
The methodology that will be applied in the development of the syllabus is Kolb´s strategies
and basically ABP, ABPro, and English methodology as cognitive and meta-cognitive
strategies which may help students develop an independent learning. Some of the evaluation
instruments such a mind maps, charts, oral presentations will be applied in order to get critical
thinking and students´ own conclusion according to each topic.
The development and achievement of the syllabus will contribute with the basis of teaching
itself since methods and techniques are what teachers need to know in order to apply them in
the class. The use of these methods will give students input for teaching and reasons for
teaching depending on the level of students and the environment of the learning process.
At the end of the level, students will have developed the competencies corresponding to B2
Level, described in the Common European Framework of Reference.
Course General Objective:
To develop pedagogical competence in order to internalize the major and minor teaching
methods around the world for teaching English
Course Specific Objectives :
1.- Identify main concepts for language teaching and learning.
2.- Compare and contrast strategies for teaching English to children.
3.- Analyze language teaching strategies for teenagers.
4.- Apply language teaching strategies for teaching English to adults.
5.-Propose ways to teach English by using teaching strategies in an eclectic way.
11. 11
IV. COURSE STUDY PROGRAM
Curricular Units
U.1 1.- Identify main concepts for language teaching and learning.
Thematic Units
Class Hours Tutoring
Hours
Independent hours including
research and community
service
Assessment tools
Theoretical Practical
1.1 Definitions of learning 2 2 5 Diagnostic test
Individual workshops
Group Work
Questionnaires
1.2 Learning, acquiring, remembering, and producing
language
2 2 5 Diagnostic test
Individual workshops
Group Work
Questionnaires
1.3 Approaching teaching practice 1 1 5 Diagnostic test
Individual workshops
Group Work
Questionnaires
1.4The role of styles and strategies in Second Language
teaching and learning
1 1 5 Diagnostic test
Individual workshops
Group Work
Questionnaires
SUBTOTAL HOURS 6 6 20 TOTAL HOURS 32
Learning outcome: Define main concepts that contribute in language teaching strategies from different perspectives
Learning Methodologies: Collaborative Learning; Communicative language teaching, desuggestopidia ,Interactive approach with the three modes of communication
(Interpretive, Interpersonal and Presentational) as well as PACE (Presentation, Attention, Co-construct, Extension)
Educational Strategies: Brainstorming , simulations ,warm ups, crosswords, puzzles, games; group/pair conversations, debates, readings , graphic organizers,; analysis and
explanation of different topics; presentations in the class, exercises, oral/written lessons , role plays as well as workshops
Didactic Resources: Power point presentations, flash cards, tape, videos, reading articles, pictures, handouts, computers, speakers, markers, overhead projector and internet.
12. 12
U.2 2.- Compare and contrast strategies for teaching English to children.
Thematic Units
Class Hours
Hours of
TutorĂng
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical Practical
2.1 Approaches for teaching to children 2 2 5 Diagnostic test
Individual workshops
Group Work
Questionnaires
2.2 Managing the class 2 1 5
2.3 Teaching strategies for developing listening and reading 2 2 4
2.4 Teaching strategies for writing and speaking 1 1 5
SUBTOTAL HOURS 7 6 0 19 TOTAL HOURS 32
Unit Learning outcome: Use language teaching strategies for teaching to children in accordance with real contexts
Learning Methodologies: Collaborative Learning; Communicative language teaching, Interactive approach with the three modes of communication (Interpretive,
Interpersonal and Presentational) as well as PACE (Presentation, Attention, Co-construct, Extension)
Educational Strategies: Brainstorming , simulations ,warm ups, crosswords, puzzles, games; group/pair conversations, debates, readings , graphic organizers,; analysis and
explanation of different topics; presentations in the class, exercises, oral/written lessons , role plays as well as workshops
Didactic Resources Power point presentations, flash cards, tape, videos, reading articles, pictures, handouts, computers, speakers, markers, overhead projector and internet.
13. 13
U.3 3.- Analyze language teaching strategies for teenagers.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretic
al
Practical
3.1 Approaches to teaching teenagers 2 2 5 Diagnostic test
Individual workshops
Group Work
Questionnaires
3.2 Managing the classroom 2 1 4 Diagnostic test
Individual workshops
Group Work
Questionnaires
3.3 Teaching strategies for developing listening and reading 1 1 5 Diagnostic test
Individual workshops
Group Work
Questionnaires
3.4 Teaching strategies for writing and speaking 2 2 5 Diagnostic test
Individual workshops
Group Work
Questionnaires
SUBTOTAL HOURS
7 6 0 19 TOTAL HOURS 32
Unit Learning outcome: Apply language teaching strategies for teaching teenagers taking into account classroom principles
Learning Methodologies: Collaborative Learning; Communicative language teaching, desuggestopidia ,Interactive approach with the three modes of communication
(Interpretive, Interpersonal and Presentational) as well as PACE (Presentation, Attention, Co-construct, Extension)
Educational Strategies: Brainstorming , simulations ,warm ups, crosswords, puzzles, games; group/pair conversations, debates, readings , graphic organizers,; analysis and
explanation of different topics; presentations in the class, exercises, oral/written lessons , role plays as well as workshops
Didactic Resources: Power point presentations, flash cards, tape, videos, reading articles, pictures, handouts, computers, speakers, markers, overhead projector and internet.
14. 14
U.4 4.- Apply language teaching strategies for teaching English to adults.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical Practical
4.1 Approaches to teaching to adults 2 1 5 Diagnostic test
Individual workshops
Group Work
Questionnaires
4.2 Managing the classroom 2 1 5 Diagnostic test
Individual workshops
Group Work
Questionnaires
4.3 Teaching strategies for developing listening and reading 1 2 5 Diagnostic test
Individual workshops
Group Work
Questionnaires
4.4 Teaching strategies for writing and speaking 2 2 4 Diagnostic test
Individual workshops
Group Work
Questionnaires
SUBTOTAL HOURS
7 6 0 19 TOTAL HOURS 32
Unit Learning outcome: Relate language teaching strategies for teaching adults bearing in mind the classroom context
Learning Methodologies: Collaborative Learning; Communicative language teaching, desuggestopidia ,Interactive approach with the three modes of communication
(Interpretive, Interpersonal and Presentational) as well as PACE (Presentation, Attention, Co-construct, Extension)
Educational Strategies: Brainstorming , simulations ,warm ups, crosswords, puzzles, games; group/pair conversations, debates, readings , graphic organizers,; analysis and
explanation of different topics; presentations in the class, exercises, oral/written lessons , role plays as well as workshops
Didactic Resources: Power point presentations, flash cards, tape, videos, reading articles, pictures, handouts, computers, speakers, markers, overhead projector and internet.
15. 15
U.5 5.-Propose ways to teach English by using teaching strategies in an eclectic way.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical Practical
5.1 Teaching strategies for integrating the four skills with
different learners’ ages and learning styles
2 2 5 Diagnostic test
Individual workshops
Group Work
Questionnaires
5.2 Read and analyze previous strategies for preparing a demo
class with all the elements required.
2 2 5 Diagnostic test
Individual workshops
Group Work
Questionnaires
5.3 Discuss about new ways of teaching by using new teaching
strategies.
1 1 4 Diagnostic test
Individual workshops
Group Work
Questionnaires
5.4 Give opinions about different ways to approach the learning
styles and ages.
2 1 5 Diagnostic test
Individual workshops
Group Work
Questionnaires
SUBTOTAL HOURS
7 6 0 19 TOTAL HOURS 32
Unit Learning outcome: Evidence the application of language teaching strategies in accordance with the communicative competence.
Learning Methodologies: Collaborative Learning; Communicative language teaching, desuggestopidia, Interactive approach with the three modes of communication
(Interpretive, Interpersonal and Presentational) as well as PACE (Presentation, Attention, Co-construct, and Extension).
Educational Strategies: Brainstorming , simulations ,warm ups, crosswords, puzzles, games; group/pair conversations, debates, readings , graphic organizers,; analysis and
explanation of different topics; presentations in the class, exercises, oral/written lessons , role plays as well as workshops
Didactic Resources: Power point presentations, flash cards, tape, videos, reading articles, pictures, handouts, computers, speakers, markers, overhead projector and internet.
16. 16
V. NORMATIVE STANDARDS EVALUATION
Specific Objectives Diagnostic
Evaluation
Formative
Evaluation
Summative
Evaluation
1.- Identify main concepts for language teaching and learning.
Techniques and
instruments:
1.Pre-assessments
2. Journals
3.Placement graphic
organizer
4.-Conference
/interview
5.-Posters
1.Workshops
(Observation )
2.Research
(Documentary)
3.Doing exercises in
their books,
workbooks,
notebook and
handouts
(Experimental and
documentary )
4. Debate
(Observation)
5. Role plays
(Observation)
• Examinations,
quizzes.
• Term papers.
• Group projects.
• Class participation.
• Oral presentations.
• Course assignments.
2.- Compare and contrast strategies for teaching English to children.
Techniques and
instruments:
1.Pre-assessments
2. Journals
3.Placement graphic
organizer
4.-Conference
/interview
5.-Posters
1.Workshops
(Observation )
2.Research
(Documentary)
3.Doing exercises in
their books,
workbooks,
notebook and
handouts
(Experimental and
documentary )
4. Debate
(Observation)
5. Role plays
(Observation)
• Examinations,
quizzes.
• Term papers.
• Group projects.
• Class participation.
• Oral presentations.
• Course assignments.
3.- Analyze language teaching strategies for teenagers.
Techniques and
instruments:
1.Pre-assessments
2. Journals
3.Placement graphic
organizer
4.-Conference
/interview
5.-Posters
1.Workshops
(Observation )
2.Research
(Documentary)
3.Doing exercises in
their books,
workbooks,
• Examinations,
quizzes.
• Term papers.
• Group projects.
• Class participation.
• Oral presentations.
• Course assignments.
17. 17
notebook and
handouts
(Experimental and
documentary )
4. Debate
(Observation)
5. Role plays
4.- Apply language teaching strategies for teaching English to adults.
Techniques and
instruments:
1.Pre-assessments
2. Journals
3.Placement graphic
organizer
4.-Conference
/interview
5.-Posters
1.Workshops
(Observation )
2.Research
(Documentary)
3.Doing exercises in
their books,
workbooks,
notebook and
handouts
(Experimental and
documentary )
4. Debate
(Observation)
5. Role plays
(Observation)
• Examinations,
quizzes.
• Term papers.
• Group projects.
• Class participation.
• Oral presentations.
• Course assignments.
5.-Propose ways to teach English by using teaching strategies in an eclectic way.
Techniques and
instruments:
1.Pre-assessments
2. Journals
3.Placement graphic
organizer
4.-Conference
/interview
5.-Posters
1.Workshops
(Observation )
2.Research
(Documentary)
3.Doing exercises in
their books,
workbooks,
notebook and
handouts
(Experimental and
documentary )
4. Debate
(Observation)
5. Role plays
(Observation)
• Examinations,
quizzes.
• Term papers.
• Group projects.
• Class participation.
• Oral presentations.
• Course assignments.
18. 18
VI. BIBLIOGRAPHY
BIBLIOGRAPHY
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER
OF PAGES
Brow, D 2007
Teaching By Principles. 3th edition Pearson New York 569
CODE/ DATABASE LOCATION: COMMENTARY:
It is a useful book that has important information that will help students with context of learning and teaching ages
NUMBER
OF ISSUESPRINTED:
(10325f) BFCHE
x
DIGITAL: 1
VIRTUAL:
URL:
ADDITIONAL BIBLIOGRAPHY
AUTHOR/S
ISSUED
YEAR BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER
OF PAGES
Larsen, D ?
Techniques and principles in
language teaching
2nd
Oxford University press New York 121
CODE/ DATABASE LOCATION COMMENTARY:
A knowledge of Methods help expand a teacher´s repertoire of teaching, it provides a professional growth.
NUMBER
OF ISSUESPRINTED:
DIGITAL: x 1
VIRTUAL:
URL: https://let590.files.wordpress.com/2013/01/larsen-freeman-techniques-and-principles-in-language-teaching.pdf
19. 19
VI. SYLLABUS APPROVAL
Date prepared: September 21st, 2015
Mg. VerĂłnica Elizabeth Chicaiza Redin. Ph.D.
UTA PROFESSOR.
Date of approval: September 23rd, 2015
Mg. Dorys Cumbe Mg. VerĂłnica Chicaiza Redin Ph.D.
Area Coordinator Program Coordinator
Syllabus Evaluator Support for Syllabus
Dr. Mg. Marcelo Nuñez
Faculty Sub-dean
Approval
20. 20
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIĂ“N
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
ELEMENT 1
Define main concepts that contribute in language teaching strategies from different
perspectives
“LANGUAGE TEACHING
STRATEGIES”
SIXTH SEMESTER “A”
STUDENT´S NAME: KATERINE ESTEFANIA RAMOS ACOSTA
PROFESSOR´S NAME: VERÓNICA ELIZABETH CHICAIZA REDIN
AMBATO – ECUADOR
OCTOBER 2015-MARCH 2016
23. 23
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIĂ“N
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
ELEMENT 2
Use language teaching strategies for teaching to children in accordance with real
contexts
“LANGUAGE TEACHING
STRATEGIES”
SIXTH SEMESTER “A”
STUDENT´S NAME: KATERINE ESTEFANIA RAMOS ACOSTA
PROFESSOR´S NAME: VERÓNICA ELIZABETH CHICAIZA REDIN
AMBATO – ECUADOR
OCTOBER 2015-MARCH 2016
26. 26
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIĂ“N
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
ELEMENT 3
Apply language teaching strategies for teaching teenagers taking into account classroom
principles
“LANGUAGE TEACHING
STRATEGIES”
SIXTH SEMESTER “A”
STUDENT´S NAME: KATERINE ESTEFANIA RAMOS ACOSTA
PROFESSOR´S NAME: VERÓNICA ELIZABETH CHICAIZA REDIN
AMBATO – ECUADOR
OCTOBER 2015-MARCH 2016
28. 28
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIĂ“N
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
ELEMENT 4
Relate language teaching strategies for teaching adults
bearing in mind the classroom context
“LANGUAGE TEACHING
STRATEGIES”
SIXTH SEMESTER “A”
STUDENT´S NAME: KATERINE ESTEFANIA RAMOS ACOSTA
PROFESSOR´S NAME: VERÓNICA ELIZABETH CHICAIZA REDIN
AMBATO – ECUADOR
OCTOBER 2015-MARCH 2016
31. 31
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIĂ“N
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
ELEMENT 5
Evidence the application of language teaching strategies in accordance with the
communicative competence.
“LANGUAGE TEACHING
STRATEGIES”
SIXTH SEMESTER “A”
STUDENT´S NAME: KATERINE ESTEFANIA RAMOS ACOSTA
PROFESSOR´S NAME: VERÓNICA ELIZABETH CHICAIZA REDIN
AMBATO – ECUADOR
OCTOBER 2015-MARCH 2016
36. 36
FINAL REFLECTION
This syllabus “LANGUAGE TEACHING STRATEGIES” that I studied this
semester was essential to know how to use the twelve principles within the classroom at
the moment to teach students. Furthermore, this syllabus contributes to be a good
professional because students are able to teach children, young learners and adults using
different strategies, activities and materials according to the level.
This module is important because I achieved all the goals during this semester through
practice. Therefore, I learnt main concepts about language teaching strategies and some
strategies to teach English where they are able to produce and communicate the
language effectively. It makes students feel comfortable to learn the language in a good
atmosphere where they can interact with their partners and teachers. Also, I learnt how
to manage students’ behavior applying clear rules in order to control their attitude and
behaviors remind them about the rules and expectations for their behavior.
In conclusion, this module in the future allows us to open dozen of doors and
opportunities as teachers to get good results in our students at the end of the class with
our support and enthusiasm. In addition, it’s beneficial to know this module because it
gives us many advantages in our life to be great and successful professionals.