portfolio_grammar iii

UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

PORTFOLIO

“GRAMMAR III”

EIGHTH SEMESTER

STUDENT´S NAME: KATERINE ESTEFANIA RAMOS ACOSTA PROFESSOR´S NAME: LIC. MG. EDGAR ENCALADA TRUJILLO

Magister en Lingüística Aplicada a la Educación Bilingüe Español – Inglés

Licenciado en Ciencias de la Educación especialidad Inglés

AMBATO - ECUADOR

OCTOBER 2016-MARCH 2017

2

TABLE OF CONTENT

MISIÓN (MISION STATEMENT) ..................................................................................................... 3

VISIÓN (VISION STATEMENT) ....................................................................................................... 3

PERFIL DE EGRESO (EXIT PROFILE) ........................................................................................... 4

CURRICULUM VITAE .......................................................................................................................... 5

SYLLABUS ............................................................................................................................................... 6

STATEMENT OF PERSONAL LEARNING GOALS ....................................................................18

EVIDENCE FOR ELEMENT 1 ..........................................................................................................19





FINAL REFLECTION ..........................................................................................................................53

RUBRIC TO ASSESS PORTFOLIO ..................................................................................................54

3


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

PERFIL DE EGRESO (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.

5

CURRICULUM VITAE

1. PERSONAL INFORMATION

LAST NAMES: Ramos Acosta

NAMES: Katerine Estefanía

AGE: 22 years

ID: 1850107051

CIVIL STATUS: Single

EMAIL: [email protected]

NATIONALITY: Ecuadorian

ADDRESS: Gregorio Escobedo and Batalla de Pichincha

TELEPHONE NUMBER: 0995548876

2. EDUCATION

PRIMARY : Liceo Cristiano Emanuel (1999-2006)

SECONDARY: I.T.A.S L.AM (2006-2012)

UNIVERSITY : Universidad Técnica de Ambato ( 8th Semester-studying)

3. COURSES

Place: Universidad Regional Autónoma de los Andes UNIANDES

Topic: What do teachers need to know about assessment?

Date: July 12th, 2016 (Assistant)

Place: Universidad Técnica de Ambato

Topic: “Envisioning Teaching Paradigms to enhance Professional Development”

Date: October 20,21,22, 2016 (Assistant)

4. ABILITIES

English fluency

Computers and Internet

6

SYLLABUS


FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION

CARRERA DE IDIOMAS

MODALIDAD PRESENCIAL

SÍLABO

GRAMMAR III

NIVEL

OCTAVO “A”

OCTUBRE 2016 – MARZO 2017

Lic. Mg. Edgar Encalada Trujillo

Magister en Lingüística Aplicada a la Educación Bilingüe Español -

Inglés

AMBATO - ECUADOR

2016

7

I. GENERAL INFORMATION

Subject

Grammar III

Program

Carrera de idiomas

Code: FCHE/2129/P/08/04 Prerequisites:

Study Modality: Presencial

Subject Code

1.Grammar II FCHE/2129/P/07/06

2.Advanced English

II FCHE/2129/P/08/01

Curricular Organization Unit: Profesional

Credits:

4

Level:

VIII

Corequisites:

Subject Code

Advanced English

III

FCHE/2129/P/07/01

Hours per Week

Class Hours: 4 Theoretical:2

Practical:2

Tutoring Student

Hours:

On Campus:1 Virtual:

SCHEDULE

Teaching hours component per week

4

Teaching hours

per academic

cycle

64

Learning application and

experimenting practices

component and autonomous

learning component:

96

Academic tutoring hours:

1

Class tutoring

hours per

academic cycle

16

Virtual tutoring hours per

academic cycle

TOTAL LEARNING HOURS DURING THE SEMESTER

Number of teaching hours component

per week

3

Number of teaching hours per semester 64

Number of Learning application and

experimenting practices component 96

Total hours during the semester

160

8

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 0113 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 0113 Teacher training with subject specialization

Professional experience: 16 years

Teaching experience: 19 years

Program Academic area: Communicative Competence

Professsor's schedule (practical application and learning experimentation) :

Friday from 07:00 to 10:00

Professor's schedule (Academic tutoring): Friday from 12:00 to 13:00

Phone numbers: 0996575373

E-mail: [email protected]

III. COURSE DESCRIPTION AND OBJECTIVES

Purpose

Make use of linguistic elements, psychological processes, and sociocultural aspects in order to apply

them in an effective way.

Course Description: The aim of this syllabus is to develop the students’ grammatical competence while teaching, so they

can give an explanation of the use, significance and principles of the grammatical structures of

English to be applied in the communicative context with a high level of efficiency. The achievement

of the students’ learning outcomes will be assessed through formative and summative assessment.

Course General Objective: Explain the use, meaning and form of the main grammatical structures of the English language to apply them

correctly in communicative contexts with a very good level of efficiency.

Course Specific Objectives :

1. Identify and practice some grammatical concepts in language learning.

2. Analyze about some methods and approaches to deal with grammar errors.

3. Apply some ways to make a module

4. Use grammar testing

5. Demonstrate some ways of how not to teach grammar.

9

IV. COURSE STUDY PROGRAM Curricular Units U.1 Identify and practice some grammatical concepts in language learning.

Thematic Units

Class Hours/ Teaching

Component

Tutoring

Hours

Learning

application

and

experimenting

practices

component

Independent

hours including

research and

community

service

component

Assessment tools

Teacher’s

assistance

Cooperative

learning

1. 1 What is grammar? 1 Tasks

1.2 Why teach grammar? 1 Scoring scales

1.3 How to teach grammar from rules,

examples, and texts.

2 1 2 Questionnaires

1.4 How to practice grammar. 1 3 2 Mindmaps

1.5 How to deal with grammar errors. 1 1 2 Writtentasks

1.6 How to integrate grammar. 1 1 3 Summative tests

1.7 How to test grammar 1 1 2 Digital tasks in

Excell

1.8 How Not to teach grammar 1 1 3 1

SUBTOTAL HOURS 9 5 9 9

TOTAL

HOURS

32

Learning outcome: Summarize “How to teach Grammar through a sociolinguistic lens with a graphic organizer

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. Analyze about some methods and approaches to deal with grammar errors.

ThematicUnits


component

Tutoring

Hours

Learning

application

and

experimenting

practices

component

Independent hours

including research

and community

service component

Assessment

tools

Teacher’s

assistance

Cooperative

learning

Tasks

2.1 Vocabulary Development 1 Scoring scales

2.2 What is a Phrase? 1 2 Questionnaires

2.3 Appositive Phrases 2 3 2 Mindmaps

2.4 Noun Phrases 1 2 3 2 Writtentasks

2.5 Verb Phrases 2 1 3 3 Summative tests

2.6 Prepositional Phrases 2 2 Digital tasks in

Excell

SUBTOTAL HOURS 9 5 9 9 TOTAL

HOURS

32

Learning outcome: Prepare a class presentation to evidence the teaching of some specific grammar topics




11

U.3. Apply some writing strategies with complex grammar

ThematicUnits


component

Tutoring

Hours

Learning

application

and

experimenting

practices

component

Independent

hours including

research and

community

service

component

Assessment tools

Teacher’s

assistance

Cooperative

learning

3.1 Understanding How Reading

Teachers Define Story Grammar

1 2 2 Tasks

3.2 Teaching the Art of Scene Writing 1 1 1 Scoringscales

3.3 Providing Guidelines for Scene

Writing.

1 3 2 Questionnaires

3.4 Moving from scenes to stories 1 1 3 1 Mindmaps

3.5 How to write a story 1 1 2 Written tasks

3.6 How to asses writing 1 3 Summative tests

3.7 Writing strategies 1 1 2 Digital tasks in

Excell


HOURS

32

Learning outcome: Write an original story based on personal experiences using appropriate cohesion and coherence.




12

U.4 Use grammar punctuation elements effectively

Thematic Units


component

Tutoring

Hours

Learning

application

and

experimenting

practices

component

Independent hours

including research

and community

service component

Assessment tools

Teacher’s

assistance

Cooperative

learning

4.1 Vocabulary Development 1 1 Tasks

4.2 Periods 1 1 Scoring scales

4.3 Ellipsis 1 1 1 2 1 Questionnaires

4.4 Question Marks 1 2 2 Mind maps

4.5 Exclamation Points 1 1 2 2 Written tasks

4.6 Commas 1 1 2 2 Summative tests

4.7 Semicolon 1 1 2 1 Digital tasks in Excell

4.8 Colon 1 1 1

SUBTOTAL HOURS 8 4 3 11 9

TOTAL

HOURS

32

Learning outcome: Produce an innovative lesson class in order to evidence the teaching of punctuation marks.




13

U.5 Demonstrate some ways of how to teach grammar to different learners

Thematic Units


component Tutoring

Hours Learning

application

and

experimenting

practices

component

Independent hours

including research

and community

service component

Assessment tools

Teacher’s

assistance

Cooperative

learning

5.1 Texts and contents 1 1 Tasks

5.2 Sources of texts 1 1 Scoring scales

5.3 How to asses writing 1 2 Questionnaires

5.4 How to create a good learning

environment

1 1 2 2 Mind maps

5.5 How to teach grammar to

children

2 1 2 2 Written tasks

5.6 How to teach grammar to teens 1 1 3 1 Summative tests

5.7 How to teach grammar to adults 2 2 2 Digital tasks in

Excell


HOURS

32

Learning outcome: Design a project based learning proposal related to an innovative way to teach grammar to any group of people




14

V. LEARNING ENVIRONMENTS

REAL: LIBRARY, CLASSROOM

VIRTUAL: VIRTUAL PLATFORM

CLASSROOM

VI. NORMATIVE STANDARDS EVALUATION

Specific Objectives

Diagnostic

Evaluation

Formative

Evaluation

Summative

Evaluation

1. Techniques and

instruments:

Interview

Knowledge survey

Oral Presentations

Written Works

Task-based activities

Portfolio

Quiz

Questionnaires

Oral presentations

2. Techniques and

instruments:

Observation

Check list

Oral Presentations

Written Works


Portfolio

Quiz

Questionnaires

Oral presentations

Projects

3.Techniques and

instruments:

Observation

Check list

Oral Presentations

Written Works


Portfolio

Quiz

Questionnaires

Oral presentations

Projects

Test

4. Techniques and

instruments:

Observation

Rubric

Oral Presentations

Written Works


Portfolio

Quiz

Questionnaires

Oral presentations

Projects

5. Techniques and

instruments:

Observation

Check list

Oral Presentations

Written Works


Portfolio

Quiz

Questionnaires

Oral presentations

Projects

Test

15

VII. BIBLIOGRAPHY

BASIC BIBLIOGRAPHY

AUTHOR (S) ISSUED

YEAR

BOOK TITLE EDITION

NUMBER

EDITORIAL CITY/COUNTR

Y

NUMBER OF

ISSUES

NUMBER

OF PAGES

Carter, R & McCarthy,

M

2006 Cambridge Grammar

of English

2nd

Edition

Cambridge

University

Press

Cambridge, UK 1 973

CODE/ DATABASE LOCATION: Código de Inventario: 801.5.C175

Código de Ubicación : 8792f

COMMENTARY:

This is a high-intermediate to advanced level ESL/EFL developmental skills text. In the experience of

many classroom teachers, language learners like to spend at least some time on grammar with a

teacher to help them. The process of looking at and practicing grammar becomes a springboard for

expanding the learners’ abilities in speaking, writing, listening, and reading.

PRINTED: X

DIGITAL:

VIRTUAL:

URL:

AUTHOR (S) ISSUED

YEAR

BOOK TITLE EDITION

NUMBER

EDITORIAL CITY/COUNT

RY

NUMBER OF

ISSUES

NUMBER

OF PAGES

Parrot, M 2005 Grammar for English

Language Teachers

10th

Edition

Cambridge

University Press

Cambridge, UK 1 514

CODE/ DATABASE LOCATION: Código de Inventario: 8659F

Código de Ubicación : 801=20.P263

COMMENTARY:

This book provides a broader perspective of grammar than that presented to students in course

materials, a section on discovery techniques, more on task-based learning and learner training, and a

recognition of the change of perception about what communicative competence might be. Many of the

categories of communicative activities have been rearranged and there is a more detailed account of

teacher roles, together with a section on the use of the mother tongue.

PRINTED: X

DIGITAL:

VIRTUAL:

URL:

16

ADDITIONAL BIBLIOGRAPHY

AUTHOR (S)

ISSUED

YEAR

BOOK TITLE EDITION

NUMBER

EDITORIAL

CITY/COUNTR

Y

NUMBER OF

ISSUES

NUMBER

OF PAGES

Lorio, M. &

Beyer, Ch. 2001

Grammar Cracker :

Unlocking English

Grammar

10th

Edition

Vocalis,

Limited

Waterbury, US

136

CODE/ DATABASE LOCATION:

COMMENTARY:

The Grammar Cracker attempts to unlock English grammar rules and practices in a clear, simple manner. Its

logical format presents subjects in order of increasing size and scope, from letters to words to sentences to

paragraphs to essays, articles, etc. This linear design is now thought to be the best way of acquiring language

skills. In the past, grammar books were set up in a less organized fashion, giving students exposure to a variety

of topics indiscriminately.

PRINTED:

DIGITAL:

VIRTUAL: X

URL: http://site.ebrary.com/lib/uta/detail.action?docID=10141077&p00=english+grammar

AUTHOR (S)

ISSUED

YEAR

BOOK TITLE EDITION

NUMBER

EDITORIAL

CITY/COUNTR

Y

NUMBER OF

ISSUES

NUMBER

OF PAGES

Teschner, R &.VEvans, E.

2001

Analyzing the

Grammar of English 3rd Edition

Georgetown

University

Press

Washington DC,

US

238

CODE/ DATABASE LOCATION:

COMMENTARY:

Analyzing the Grammar of English (which we abbreviate AGE) is an analysis of the grammar of a particular

language (English) and not an introduction to linguistics whose examples end up coming from English. A

textbook and not a reference grammar, AGE also constitutes a reasonably brief examination of its topics that

the authors’ classroom experience has shown can be completed in a fifteen-week semester. AGE keeps end-of-

chapter notes to a minimum and attempts no bibliographical coverage

PRINTED:

DIGITAL:

VIRTUAL: X

URL: http://site.ebrary.com/lib/uta/reader.action?docID=10236750&ppg=1

http://site.ebrary.com/lib/uta/detail.action?docID=10141077&p00=english+grammar

http://site.ebrary.com/lib/uta/reader.action?docID=10236750&ppg=1

VIII. SYLLABUS APPROVAL

Date prepared: September 16th, 2016

Lic. Mg. Edgar Encalada Trujillo

SUBJECT PROFESSOR

Date of approval: September 19th, 2016

Lic. Mg. Cristina Jordán Mg. Verónica Chicaiza Redin PhD.

Area Coordinator Program Coordinator

Syllabus Evaluator Syllabus Validator

Dr. Marcelo Núñez Mg.

Faculty Sub-Dean

Approval

18

STATEMENT OF PERSONAL LEARNING GOALS

The main reasons I have for taking this syllabus “Grammar III” is to learn

grammatical structures of the English language which are form, meaning and

use to apply them in communicative contexts in a correct way. Therefore, I

expect to define general grammatical concepts in language learning. Besides, I

want to analyze some methods and approaches to deal with grammatical

errors to be prepared at the moment to teach my students and I want to learn

how to use grammar testing to evaluate student’s progress.

I think this course will contribute to my future professional because I will use

some grammar punctuation elements effectively through an innovative lesson

plan. Besides, I will demonstrate some ways of how to teach grammar to

different learners according to the level and to make the class more

communicative. Furthermore, students will be able to improve their grammar

knowledge through practice and effort. It means that the teacher needs to

support them giving feedback where students can improve quickly.

In conclusion, this syllabus helps me to be a good professional in the future

applying the appropriate strategies and methods to create a positive learning

atmosphere because these techniques have to help to improve the process of

teaching-learning where students will acquire the English language in a better

way.

19



CARRERA DE IDIOMAS

“GRAMMAR III”

EVIDENCE FOR ELEMENT 1 Identify and practice some grammatical concepts in language learning.

LEARNING OUTCOME Summarize “How to teach Grammar through a sociolinguistic lens with a

graphic organizer.

Student´s name: Katerine Estefanía Ramos Acosta

Professor´s name: Lic. Mg. Edgar Encalada Trujillo

EIGHTH Semester “A”

AMBATO-ECUADOR OCTOBER 2016-MARCH 2017



CARRERA DE IDIOMAS

“GRAMMAR III”

EVIDENCE FOR ELEMENT 2 Analyze about some methods and approaches to deal with grammar

errors.

LEARNING OUTCOME Prepare a class presentation to evidence the teaching of some specific

grammar topics.





28



CARRERA DE IDIOMAS

“GRAMMAR III”

EVIDENCE FOR ELEMENT 3 Apply some writing strategies with complex grammar.

LEARNING OUTCOME Write an original story based on personal experiences using

appropriate cohesion and coherence.





36



CARRERA DE IDIOMAS

“GRAMMAR III”

EVIDENCE FOR ELEMENT 4 Use grammar punctuation elements effectively.

LEARNING OUTCOME Produce an innovative lesson class in order to evidence the teaching

of punctuation marks.





43



CARRERA DE IDIOMAS

“GRAMMAR III”

EVIDENCE FOR ELEMENT 5 Demonstrate some ways of how to teach grammar to different learners.

LEARNING OUTCOME Design a project based learning proposal related to an innovative way to

teach grammar to any group of people.





53

FINAL REFLECTION This syllabus “Grammar III” that I studied this semester was very useful because I

learnt the reasons for teaching grammar to our students where they can learn a great

deal more about how to communicate clearly and they can be interested to learn the

English language. Besides, I learnt to identify the lexical, grammar and discourse

errors in order to correct mistakes and give feedback to my students. Furthermore,

this syllabus contributes to be a good professional because students are able to use

the correct grammar at the moment to write their papers. It´s based on their needs

and desires where they need to build their own knowledge with the use of interactive

activities.

This module is important because I achieved all the goals during this semester

through practice. Therefore, I learnt some techniques to practice and integrate

grammar. Also, I identified the importance of punctuation marks which gives meaning

to the written words. Finally, I elaborated a project based learning proposal about

innovative ways to teach grammar to my students where I used different materials

and activities to have motivated students to learn grammar.

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 syllabus

because it gives us many advantages in our life to be great and successful

professionals.

54

RUBRIC TO ASSESS PORTFOLIO