Silabo tarea #2
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This document outlines the methods, strategies, topics, and learning outcomes for an English class. It will use various teaching methods like whole language, natural approach, experimental, communicative, and group work. The class is divided into 4 units over 8 weeks: Unit 1 focuses on introductions and personal information. Unit 2 covers plans, music, and families. Unit 3 is about food and restaurants. Unit 4 discusses technology brands and products. The goals are to have students describe everyday situations, exchange personal information, discuss plans and families, order from menus, and suggest technology brands based on characteristics.
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Rafael Munoz Toledo completed an internship at Colegio "San Vicente" school where he helped students with various assignments. For his first activity, he assisted 1st grade students with presentations on English-speaking countries over 3 weeks. The students reacted positively, asking for feedback and following instructions. He was later asked to give grammar and speaking workshops to different grades and provide exam preparation assistance. While no special materials were required, he incorporated songs, videos, and presentations into lessons, which engaged students but required additional activities for comprehension. Lesson planning was an ongoing process informed by the teacher and students, with initial plans taking 2-3 hours but developing continuously throughout the internship.
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This document provides guidance on designing an English syllabus for 21st century students. It recommends including sections on context, competences, contents, methodology, diversity, and assessment. For each section, it suggests key information to include. For example, for the introduction it recommends describing the learners, level, and rationale for learning English. For competences, it advises naming and explaining how key competences are addressed. The methodology section should outline criteria like socioconstructivism and address diversity, groupings, and ICT use. It also gives examples of strategies for diversity and assessing competences. The overall document provides a framework and considerations for developing a comprehensive English syllabus.
Noroña Denise audio.compressed
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.
Team teaching stage report
The document describes Rafael Munoz Toledo's experience collaborating with students at Colegio "San Vicente" school. It discusses the first activity he was asked to help with, which involved students researching and presenting on English-speaking countries over 3 weeks. It notes the positive atmosphere and engagement of the students. Rafael was also asked to give grammar and speaking workshops. He found that audiovisual materials like songs and videos engaged students when used appropriately within lessons. Developing effective lesson plans took continuous practice and refinement over his internship period.
Contextualizing language
This document discusses contextualizing language instruction by using effective tasks. It defines contextualization as the meaningful use of language for real communicative purposes. Three benefits of contextualizing are outlined: 1) it actively involves learners, 2) combines content and context using authentic materials, and 3) helps students understand how language is used in real contexts. Several characteristics of contextualized learning are described, such as working with real situations and integrating new knowledge. Various activities are provided as examples and benefits to students include increased motivation, responsibility for learning, and application of language to real life. A range of authentic materials that can be used are also listed.
Tarea no 2. Elaboracion del silabo
The document outlines the methodology and teaching strategies used in an English language course, including communicative language teaching, natural approach, whole language approach, and experiential learning. It also lists the general objectives of the course, which are to understand, speak, read and write fundamental English expressions accurately regarding habits, schedules, shopping, transportation, and comparing products. Finally, it provides the program of topics to be covered in the course, including describing routines, shopping for clothes, taking transportation, and shopping smart.
Tarea n0 2 silabo
The document describes different methods and strategies for teaching English as a foreign language. It discusses four approaches: communicative language teaching, natural approach, whole language, and experiential learning.
Communicative language teaching aims to create interaction between students to learn and discover language in a real way, promoting communication skills. The natural approach exposes students to real communication situations to understand new vocabulary naturally.
Whole language teaches all language skills globally and meaningfully so students can have meaningful conversations. Experiential learning applies classroom knowledge to students' daily lives through oral and written practice according to their needs.
Tarea n0 2 silabo
The document describes different methods and strategies for teaching English as a foreign language. It discusses four approaches: communicative language teaching, natural approach, whole language, and experiential learning.
Communicative language teaching aims to create interaction between students to learn and discover language in a real way. The natural approach exposes students to real communication situations to understand new vocabulary and messages. Whole language teaches all language skills globally and meaningfully. Experiential learning applies knowledge through personal experiences in daily life.
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