ramos_katerine_language_teaching_strategies

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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 ................................................................................................... 36

RUBRIC TO ASSESS PORTFOLIO ............................................................................. 37

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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

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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: [email protected]

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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SYLLABUS


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: [email protected]

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.

mailto:[email protected]

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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 :




4.- Apply language teaching strategies for teaching English to adults.


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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



Group Work

Questionnaires

1.3 Approaching teaching practice



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 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.

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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

Theoretical

Practical

2.1 Approaches for teaching to children



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)



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



Group Work

Questionnaires

3.2 Managing the classroom



Group Work

Questionnaires

3.3 Teaching strategies for developing listening and reading



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 classroom principles






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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

Theoretical

Practical

4.1 Approaches to teaching to adults



Group Work

Questionnaires

4.2 Managing the classroom



Group Work

Questionnaires

4.3 Teaching strategies for developing listening and reading



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 classroom context






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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

Theoretical

Practical

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).




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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.




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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)


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 ISSUES PRINTED: (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 ISSUES PRINTED:

DIGITAL: x 1

VIRTUAL:

URL: https://let590.files.wordpress.com/2013/01/larsen-freeman-techniques-and-principles-in-language-teaching.pdf

https://let590.files.wordpress.com/2013/01/larsen-freeman-techniques-and-principles-in-language-teaching.pdf

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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

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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.

https://www.youtube.com/watch?v=05fDcRM02Pw&feature=youtu.be

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

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CARRERA DE IDIOMAS


ELEMENT 5 Evidence the application of language teaching strategies in accordance with the

communicative competence.


STRATEGIES”




AMBATO – ECUADOR


33

+

-

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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.

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RUBRIC TO ASSESS PORTFOLIO