Ramos_Katerine_Language_Teaching_Strategies

1
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
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

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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 ................................................................................................... 35
RUBRIC TO ASSESS PORTFOLIO ............................................................................. 36

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FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN (MISION STATEMENT)
Formar profesionales líderes competentes, con visión humanista y pensamiento crítico a
través de la Docencia, la Investigación y la Vinculación, que apliquen, promuevan y
difundan el conocimiento respondiendo a las necesidades del país.
VISIÓN (VISION STATEMENT)
La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educación de la
Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un
centro de formación superior con liderazgo y proyección nacional e internacional

4
EXIT PROFILE
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 comunicativa.
Para ello la Coordinación de Carrera de Idiomas organizará dentro de los módulos
optativos seminarios taller de preparación para dichos tests, los mismos que podrán ser
aprobados a partir del séptimo semestre.

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CURRICULUM VITAE
PERSONAL INFORMATION
LAST NAMES: Ramos Acosta
NAMES: Katerine Estefanía
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

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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.

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SILABUS
FACULTADDECIENCIASHUMANASYDELAEDUCACIÓN
CARRERA DEIDIOMAS
SÍLABO
LANGUAGE TEACHING
STRATEGIES
VERÓNICA ELIZABETH CHICAIZA REDIN
DOCTORA EN FORMACIÓN INICIAL Y PERMANENTE DE
PROFESIONALES DE LA EDUCACIÓN E INNOVACIÓN EDUCATIVA
LICENCIADA EN CIENCIAS DE LA EDUCACIÓN ESPECIALIDAD INGLÉS
AMBATO - ECUADOR
OCTUBRE 2015.Marzo 2016

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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

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II. PROFESSOR'S TEACHING PROFILE
Professor's name: Chicaiza Redin Verónica Elizabeth
Academic degree: Doctora en Formación Inicial y Permanente de Profesionales de la
Educación e Innovación Educativa.
Magíster en Tecnología de la Información y Multimedia Educativa.
Knowledge area
Broad Field: 01 Education
Specific field: 011 Education
Detailed field: 0113 Teacher training without subject specialization
Bachelor's degree: Licenciatura en Ciencias de la Educación Especialidad Inglés.
Knowledge area:
Broad Field: 01 Education
Specific field: 011 Education
Detailed field: 0114 Teacher training with subject specialization
Professional experience: 13 years
Teaching experience: Teacher at UTA 13 years
Program Academic area: Competencia Pedagógica y Psicosociolinguística.
Professor’s schedule (practical application and learning experimentation) :
Tuesday from 7:00 to 9:oo and Thursday from 7:00 to 9:oo
Professor's schedule (Academic tutoring): No schedule
Phone number: 0997440446
E-mail: ve.chicaiza@uta.edu.ec
III. COURSE DESCRIPTION AND OBJECTIVES
Purpose
To encourage students to process material interactively as well as offer a
comprehensive survey of practical language teaching options, all firmly anchored in
accepted principles of language learning and teaching.
Course Description:
This syllabus is intended to provide students with a range of teaching strategies to teach
English as a foreign language. It also aims to apply language teaching strategies for different
types of learners as well as for different learners’ ages.
At the end of this syllabus, students will be able to:
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.

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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 :

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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
Group Work
Questionnaires
1.3 Approaching teaching practice 1 1 5 Diagnostic test
Group Work
Questionnaires
1.4The role of styles and strategies in Second Language
teaching and learning
Group Work
Questionnaires
SUBTOTAL HOURS 6 6 20 TOTAL HOURS 32
Learning outcome: Define main concepts that contribute in language teaching strategies fromdifferent 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.

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U.2 2.- Compare and contrast strategies for teaching English to children.
Thematic Units
Class Hours
Hours of
Tutoríng
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
2.1 Approaches for teaching to children 2 2 5 Diagnostic test
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
Didactic Resources Power point presentations, flash cards, tape, videos, reading articles, pictures, handouts,computers,speakers,markers, overhead projector and internet.

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U.3 3.- Analyze language teaching strategies for teenagers.
Thematic Units
Class Hours
Hours of
Tutoring
with the society
tools
Theoretic
al
Practical
3.1 Approaches to teaching teenagers 2 2 5 Diagnostic test
Group Work
Questionnaires
3.2 Managing the classroom 2 1 4 Diagnostic test
Group Work
Questionnaires
3.3 Teaching strategies for developing listening and reading 1 1 5 Diagnostic test
Group Work
Questionnaires
3.4 Teaching strategies for writing and speaking 2 2 5 Diagnostic test
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 classroomprinciples
Educational Strategies: Brainstorming , simulations ,warm ups, crosswords,puzzles, games; group/pair conversations,debates,readings ,graphic organizers,; analysis and
Didactic Resources: Power point presentations, flash cards, tape, videos,reading articles, pictures,handouts,computers, speakers,markers, overhead projector and internet.

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U.4 4.- Apply language teaching strategies for teaching English to adults.
Thematic Units
Class Hours
Hours of
Tutoring
with the society
tools
4.1 Approaches to teaching to adults 2 1 5 Diagnostic test
Group Work
Questionnaires
4.2 Managing the classroom 2 1 5 Diagnostic test
Group Work
Questionnaires
4.3 Teaching strategies for developing listening and reading 1 2 5 Diagnostic test
Group Work
Questionnaires
4.4 Teaching strategies for writing and speaking 2 2 4 Diagnostic test
Group Work
Questionnaires
SUBTOTAL HOURS
Unit Learning outcome: Relate language teaching strategies for teaching adults bearing in mind the classroomcontext
Didactic Resources: Power point presentations, flash cards, tape, videos,reading articles, pictures,handouts,computers, speakers,markers, overhead projector and internet.

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U.5 5.-Propose ways to teach English by using teaching strategies in an eclectic way.
Thematic Units
Class Hours
Hours of
Tutoring
with the society
tools
5.1 Teaching strategies for integrating the four skills with
different learners’ ages and learning styles
Group Work
Questionnaires
5.2 Read and analyze previous strategies for preparing a demo
class with all the elements required.
Group Work
Questionnaires
5.3 Discuss about new ways of teaching by using new teaching
strategies.
Group Work
Questionnaires
5.4 Give opinions about different ways to approach the learning
styles and ages.
Group Work
Questionnaires
SUBTOTAL HOURS
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).
Didactic Resources: Power point presentations,flash cards, tape, videos,reading articles, pictures,handouts,computers, speakers,markers, overhead projector and internet.

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V. NORMATIVE STANDARDS EVALUATION
Specific Objectives Diagnostic
Evaluation
Formative
Evaluation
Summative
Evaluation
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.
Techniques and
instruments:
1.Pre-assessments
2. Journals
3.Placement graphic
organizer
4.-Conference
/interview
5.-Posters
1.Workshops
(Observation )
2.Research
(Documentary)
their books,
workbooks,
notebook and
handouts
(Experimental and
documentary )
4. Debate
(Observation)
5. Role plays
(Observation)
• Examinations,
quizzes.
• Term papers.
• Group projects.
Techniques and
instruments:
1.Pre-assessments
2. Journals
3.Placement graphic
organizer
4.-Conference
/interview
5.-Posters
1.Workshops
(Observation )
2.Research
(Documentary)
their books,
workbooks,
• Examinations,
quizzes.
• Term papers.
• Group projects.

17
notebook and
handouts
(Experimental and
documentary )
4. Debate
(Observation)
5. Role plays
Techniques and
instruments:
1.Pre-assessments
2. Journals
3.Placement graphic
organizer
4.-Conference
/interview
5.-Posters
1.Workshops
(Observation )
2.Research
(Documentary)
their books,
workbooks,
notebook and
handouts
(Experimental and
documentary )
4. Debate
(Observation)
5. Role plays
(Observation)
• Examinations,
quizzes.
• Term papers.
• Group projects.
Techniques and
instruments:
1.Pre-assessments
2. Journals
3.Placement graphic
organizer
4.-Conference
/interview
5.-Posters
1.Workshops
(Observation )
2.Research
(Documentary)
their books,
workbooks,
notebook and
handouts
(Experimental and
documentary )
4. Debate
(Observation)
5. Role plays
(Observation)
• Examinations,
quizzes.
• Term papers.
• Group projects.

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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
VI. SYLLABUS APPROVAL
Date prepared: September 21st, 2015
Mg. Verónica Elizabeth Chicaiza Redin. Ph.D.
UTA PROFESSOR.
Date of approval: September 23rd, 2015
Mg. Dorys Cumbe Mg. Verónica Chicaiza Redin Ph.D.
Area Coordinator Program Coordinator
Syllabus Evaluator Support for Syllabus
Dr. Mg. Marcelo Nuñez
Faculty Sub-dean
Approval

20
CARRERA DE IDIOMAS
ELEMENT 1
Define main concepts that contribute in language teaching strategies from different
perspectives
STRATEGIES”
AMBATO – ECUADOR

23
CARRERA DE IDIOMAS
ELEMENT 2
Use language teaching strategies for teaching to children in accordance with real
contexts
STRATEGIES”
AMBATO – ECUADOR

26
CARRERA DE IDIOMAS
ELEMENT 3
Apply language teaching strategies for teaching teenagers taking into account classroom
principles
STRATEGIES”
AMBATO – ECUADOR

27
Video
Link: https://www.youtube.com/watch?v=05fDcRM02Pw&feature=youtu.be
Reflection: It was a wonderful experience teaching children because I applied the
rewarding principle where I use rewards as praise for the students’ participation. Also, I
use rewards phrases and gold starts which helped students to be encouraged to acquire
the English language.

28
CARRERA DE IDIOMAS
ELEMENT 4
Relate language teaching strategies for teaching adults
bearing in mind the classroom context
STRATEGIES”
AMBATO – ECUADOR

29
Demo Class: 12 Principles
Link: https://www.youtube.com/watch?v=ui0uLOJyxr4

31
CARRERA DE IDIOMAS
ELEMENT 5
Evidence the application of language teaching strategies in accordance with the
communicative competence.
STRATEGIES”
AMBATO – ECUADOR

35
FINAL REFLECTION
This syllabus “LANGUAGE TEACHING STRATEGIES” that I studied this
semester was very useful because I learnt 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.

36
RUBRIC TO ASSESS PORTFOLIO
CARRERA DE IDIOMAS
FINAL PORTFOLIO RUBRIC
Student´s name: Katerine Estefania Ramos Acosta
Syllabus: Language Teaching Strategies
Date: February 15, 2016
ASPECTS TO BE
EVALUATED
EXEMPLARY
2,5
GOOD
2
OK
1,5
POOR
1
Format,
completeness and
Organization
(1.Cover page &
index,
(2.Vision statement,
Mision statement,
Exit profile
(3.C.V.
(4.Syllabus
(5.Statement of
personalgoals
according to each
syllabus.
(6.Five evidences
(7.Final Essay
8. Rubric w ith grade
of portfolio)
The portfolio contains all
the elements (8 elements
described below ) in a very
organized w ay.
The portfolio is somew hat
organized and may miss
one or tw o elements.
The portfolio show s little
organization and may
miss three or four
elements.
The portfolio show s no
organization and may
miss more than four
elements.
Statement of
Personal Learning
Goals
Demonstrates honest and
complex understanding of
learning goals, relates
goals to current
syllabus, few or no
language errors.
Good reflection about future
goals, some parts could use
elaboration or further
analysis, some language
errors that don´t affect
comprehension.
Statement may be short
and insincere,
demonstrates little
reflection about goals
and how it relates to
class, many language
errors.
Many language errors
that make it difficult to
understand, little or no
reflection about future
goals and current
syllabus.
Final essay
(Students from 3rd
to 9th
semester)
The final essay explains
how the learning
outcomes of the current
syllabus respond to the
Program´s exit profile in a
very clear and complete
w ay.
how the learning outcomes
of the current syllabus
responds to the Program´s
exit profile in a very good
w ay.
how the learning
syllabus responds to the
Program´s exit profile in
a good w ay.
The final essay does not
give a good explanation
of how the learning
syllabus responds to the
Program´s exit profile in a
good w ay.
Mechanics
grammar,
punctuation,
capitalization and
spelling.
The portfolio does not
have major
mistakes that distract the
reader fromthe context.
One to three minor
mistakes in grammar,
punctuation,
capitalization, or
spelling are tolerated.
The portfolio has four to six
mistakes in grammar,
punctuation,
capitalization, or
spelling.
The portfolio has seven
to ten mistakes in
grammar,
punctuation,
capitalization, or
spelling.
The portfolio has more
than ten mistakes in
grammar,
punctuation,
capitalization, or
spelling. It is difficult for
the reader to understand
the content.
Total /10
Comments About Portfolio:
PLAGIARISM in any section of the portfolio w illbe PENALIZED w ith the grade of zero.
Authors: Professors of the Academic Area of the English Language Teaching Program at UTA.

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