Formato Tecnico K.bit

UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA

EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
STUDENT’S PORTFOLIO
“OPTATIVA II TKT PREPARATION”

Ninth Semester “A”
Student´s name: Deisy Campaña.

Professor´s name: Lcda. Mg. Wilma Suárez
AMBATO – ECUADOR
March- August 2018.

Index
MISIÓN ............................................................................................................................ 3
VISIÓN ............................................................................................................................. 3
PERFIL DE EGRESO ...................................................................................................... 4
CURRICULUM VITAE .................................................................................................. 5
SILABO ............................................................................................................................ 7
STATEMENT OF PERSONAL LEARNING GOALS ................................................. 22
Evidence for Element Unit 1 .......................................................................................... 23
FINAL REFLECTION ................................................................................................. 114
PORTFOLIO RUBRIC ................................................................................................ 115
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN
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
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
3
FACULTAD DE CIENCIAS HUMANAS Y DE LA es
EDUCACIÓN
CARRERA DE IDIOMAS
PERFIL DE EGRESO
Al concluir el ciclo de licenciatura los estudiantes habrán desarrollado la competencia

comunicativa a un nivel C1-C2 y además demostrarán manejo competente de métodos
y estrategias metodológicas para la enseñanza del idioma inglés, las mismas que se
sujetan a las exigencias del Teaching Knowledge Test, (TKT), test de acreditación
internacional para la enseñanza del inglés. Además, los egresados habrán fortalecido
las siguientes competencias.
• Comprender el comportamiento social, intelectual y psicológico del individuo
en el ámbito educativo.
• Asesorar a docentes en las áreas de lingüística, metodológica y técnicas para el
desarrollo de programas, material didáctico, investigación de aula y diseño de
planes y programas de estudio.
• Utilizar métodos y técnicas para la investigación en el aula
. Diseñas programas de cursos específicos y sus respectivos materiales
didácticos.
• Elaboración de material didáctico mediante la utilización NTIC´s.
• Transformar el contexto educativo a través de la práctica de valores.
• Generar escenarios de aprendizaje significativo dando lugar a la investigación
participativa, el trabajo en equipo y la toma de decisiones. Manejar las Leyes
Reglamentos de Educación Ecuatoriana.
• Aplicar técnicas de valoración de los aprendizajes, así como también de su
propio desempeño docente.
CURRICULUM VITAE
Experiencia Laboral
Abril 2018- Julio 2018 Charlotte English School
Cargo: Docencia
Función: Refuerzo Académico libros Look1, Top Notch 1.2.3 y Summit
1 Cambridge.
Formación académica
1997-2003 Educación Básica

Deisy Instrucción Primaria
Campaña Escuela Fiscal “República de Venezuela”, Ambato-Ecuador.
Hidalgo 2003-2010 Bachillerato- Física y matemática
Instrucción secundaria
Bachiller especialidad Física y Matemática
24 años
Instituto Tecnológico Superior “Rumiñahui”, Ambato-Ecuador.
2012-2018 Licenciatura en Ciencias de la Educación- Ingles
Tomates y
Instrucción Tercer nivel
Berenjenas
Carrera de idiomas
Ambato
Universidad Técnica de Ambato.
2425637
0987063678
Datos
dcampana2718@uta
.edu.ec Idiomas Español
Inglés
Frances
Informática Windows
Linux
Excel: Hojas de calculo
Word: procesador de texto
Bases de Datos
Internet
5
Referencias
Licda. Tannya Suarez

Tlfn: 0981060513
Instituto Glenn Doman
Licda. Verónica Masabanda

Tlfn: 0997804738
Instituto UK Ambato
Lic. Gabriel Ramos

Tlfn: 0984979073
Centro de Idiomas Universidad Autónoma de los Andes
Cursos y Formación
What do teachers need to know about assessment?

Certificación ECUATESOL
Universidad Regional Autónoma de los Andes UNIANDES
Envisioning Teaching Paradigms to Enhance Professional Development
International Congress.
Certificación- Departamento Especializado de idiomas.
Engish dot Works 6
Certificación- Sena Sofia.
Servicio Nacional de Aprendizaje Sena Sofia Plus.
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
SÍLABO
OPTATIVA II TKT PREPARATION

NIVEL
NOVENO “A”
MARZO – SEPTIEMBRE 2018
WILMA ELIZABETH SUÁREZ MOSQUERA
Magister en Administración Educativa y Docencia Universitaria

Licenciada en Ciencias de la Educación en la Especialidad de Inglés
AMBATO - ECUADOR
2018
7
SYLLABUS GENERAL INFORMATION
Subject: Optativa II TKT Preparation
Program: Carrera de Idiomas
Code: UTA-FCHE-I-MP-UB-09-02 Prerequisites: None.
Subject Code
Study Modality: On campus.
Curricular Organization Unit: Profesionalizante
Credits: 4 Corequisites:
Level: Ninth Subject Code
1.Legislación UTA-FCHE-I-MP-UB-09-05
Educativa.
HOURS PER WEEK
Class Hours: Theoretical: Practical:

4 64 96
Tutoring Student Hours: On Campus: Virtual:
SCHEDULE
Teaching hours component Teaching hours per Learning application and

per week: 4 academic cycle experimenting practices
component and autonomous
64
learning component:
96
Academic tutoring hours: Class tutoring hours per Virtual tutoring hours per
academic cycle academic cycle
1
16
TOTAL LEARNING HOURS DURING THE SEMESTER
Number of teaching hours 4

component per week:
Number of teaching hours per 64

semester
Number of Learning 96
application and
experimenting practices
component
160
Total hours during the

semester
9
II. PROFESSOR'S TEACHING PROFILE
Professor's name: Suárez Mosquera Wilma Elizabeth
Academic degree: Magister en Administración Educativa y Docencia Universitaria
Knowledge area:
Broad field 01 Education
Narrow field: 011 Education
Detailed field: 0113 Teacher training without subject specialization.
Bachelor's degree: Licenciada en Ciencias de la Educación en la Especialidad de Inglés.
Knowledge area:
Broad field 01 Education
Narrow field: 011 Education
Detailed field: 0114 Teacher training with subject specialization.
Professional experience: 19 years
Teaching experience: 19 years
Program Academic area: Communicative Competence
Professor's schedule (practical application and learning experimentation):
Wednesday 07h00-09h00
Friday 07h00-09h00
Professor's schedule (Academic tutoring): Friday 12h00 – 13h00
Phone number: 0999229183
E-mail: wilmaesuarezm@uta.edu.ec
III. COURSE DESCRIPTION AND OBJECTIVES
Purpose
The aim of this subject is to train future English teachers in the theory and practice of English language
teaching. Students will learn the main approaches and strategies used to teach speakers of other
languages according to the requirements of international standards.
Course Description:
Optativa II TKT Preparation is a professional course which trains students in the strategies to take the
Teaching Knowledge Test from Cambridge. The subject is based on the review of multiple topics related
to the methodology of teaching English as a foreign language. The learning outcomes will be achieved
through the application of communicative language teaching approach, Content and Language Integrated
Learning (CLIL), project-based learning and problem-based learning (PBL-ABP). Students will engage in pair
and group work activities to develop micro teaching presentations in which they will apply the theory they
learn. Assessment will include diagnostic, formative and summative activities. By the end of the semester,
students will have developed the competencies of B2 level described in the Common European Framework
of Reference.
Course General Objective:

Train learners to apply current theoretical and methodological English teaching practices to speakers of
other languages to enhance their confidence and professional performance, according to the
requirements of a global world.
Course Specific Objectives :
1. Describe concepts related to English language elements and language skills and how to
use them in the teaching process.
2. Analyze different aspects of language learning and teaching as well as current theories,
approaches, practices and activities in ELT to assess their usefulness for the classroom.
3. Apply knowledge of language learning and language teaching to plan and teach lessons
and to collect multiple sources of information to assess student learning.
4. Explain the various functions of learners and teachers´ language in the classroom to put
them into practice in their lessons.
5. Propose ways on how teachers can manage the teaching - learning process to adapt them
to the students´ preferred learning styles and needs.
11
IV. COURSE STUDY PROGRAM
Curricular Units
U.1 1. Describe concepts related to English language elements and language skills and how to use them in the teaching process.
Class Hours/ Teaching Tutoring Learning Independent hours Assessment tools

Component Hours application and including research
Thematic Units
experimenting and community
Teacher’s Cooperative
practices service component
assistance learning
component
1.1 Grammar and lexis. 2 2 1 2 4 Rubrics.

Phonology and functions.
Quizzes.
1.2 Reading and writing. 2 2 1 2 4
Tests.
1.3 Listening and speaking. 2 2 1 2 4
Oral lessons.
Microteaching
presentations.
SUBTOTAL HOURS 6 6 3 6 12 TOTAL 30

HOURS
Learning outcome: Use concepts and terms about teaching and learning that are central to the TKT.
Learning Methodologies: CLT, collaborative learning, problem-based learning, project-based learning, CLIL.
Educational Strategies: Group work discussions, micro teaching presentations, summarize information.
Didactic Resources: Textbook, platform, internet.

U.2 2. Analyze different aspects of language learning and teaching as well as current theories, approaches, practices and activities in ELT to assess their usefulness
for the classroom.
Class Hours/ Teaching Tutoring Learning Independent Assessment tools
Component Hours application and hours including
Thematic Units
experimenting research and
practices community
assistance learning
component service
component
2.1 Motivation and exposure and focus on form. 2 2 1 2 4 Rubrics.

The role of error and differences between L1 and
Quizzes.
L2 learning.
2.2 Learner characteristics and learner needs. 2 2 1 2 4 Tests.
2.3 Approaches to language teaching. 2 2 1 2 4 Oral lessons.
Microteaching
presentations.
HOURS
Learning outcome: Develop a critical analysis of a research article about a teaching/learning problem.
13
U.3 3. Apply knowledge of language learning and language teaching to plan and teach lessons and to collect multiple sources of information to assess student
learning.
Class Hours/ Teaching Tutoring Learning Independent Assessment tools
Component Hours application and hours including
Thematic Units
practices community
assistance learning
component service
component
3.1 Presentation techniques and introductory 2 2 1 2 4 Rubrics.

activities. Practice activities and tasks for language and
skills development. Quizzes.
Assessment types and tasks. Tests.
3.2 Identifying and selecting aims. 2 2 1 2 4
Identifying the different components of a lesson plan. Oral lessons.
3.3 Planning and individual lesson or a sequence of 4 4 2 2 10 Microteaching
lesson. presentations.
Choosing assessment activities.
HOURS
Learning outcome: Write lesson plans which include a variety of teaching strategies and assessment activities.

U.4 4. Explain the various functions of learners and teachers´ language in the classroom to put them into practice in their lessons.
Class Hours/ Teaching Tutoring Learning application Independent hours Assessment tools
Component Hours and experimenting including research
Thematic Units
practices component and community
service component
assistance learning
4.1 Consulting reference resources to help in a 2 2 1 2 4 Rubrics.

lesson preparation.
Selection and use of coursebook materials. Quizzes.
4.2 Selection and use of supplementary 2 2 1 2 4 Tests.
materials and activities.
Selection and use of teaching aids. Oral lessons.
4.3 Using language appropriately for a range of 2 2 1 2 4 Microteaching
classroom functions. presentations.
Identifying the functions of learners´s language.
Categorizing learners´ mistakes.
HOURS
Learning outcome: Summarize the most common language functions used by teachers and students in the classroom.
15
U.5 5.Propose ways on how teachers can manage the teaching - learning process to adapt them to the students´ preferred learning styles and needs. Background
to language teaching.
Class Hours/ Teaching Hours of Learning Independent
Component Tutoríng application and hours including
Thematic Units
practices community
assistance learning
component service
component Assessment tools
5.1 Teacher roles 2 2 1 2 4 Rubrics.

Grouping learners.
Quizzes.
5.2 Correcting learners. 2 2 1 2 4
Tests.
5.3 Giving feedback. 2 2 1 2 4 Oral lessons.
Microteaching
presentations.

HOURS
Learning outcome: Create a teacher portfolio which includes all the required elements based on the communicative approach and the students´ preferred
learning styles and needs.

V. LEARNING ENVIRONMENTS
REAL: LIBRARY, CLASSROOM
VIRTUAL: VIRTUAL PLATFORM
CLASSROOM
VI. NORMATIVE STANDARDS EVALUATION
Specific Objectives Diagnostic Formative Evaluation Summative

Evaluation
Evaluation
1. Techniques and Informal Microteaching Mid term exam.
instruments: conversation presentations.
teacher- students.
Written assignments
Student classroom
participation. Portfolio
Oral and written lessons.
2.Techniques and Informal Microteaching Mid term exam.
teacher- students.
Written assignments
Student classroom
3. Techniques and Informal Microteaching Mid term exam.
teacher- students.
Written assignments
Student classroom
Portfolio
participation.
4. Techniques and Informal Microteaching
teacher- students.
Written assignments Final exam.
Student classroom
5. Techniques and Informal Microteaching
teacher- students.
Written assignments Final exam.
Student classroom
17
VI. BIBLIOGRAPHY
BASIC BIBLIOGRAPHY
AUTHOR (S) ISSUED BOOK TITLE EDITION EDITORIAL CITY/ NUMBER OF NUMBER OF
ISSUES PAGES
YEAR NUMBER COUNTRY
Spratt, M., Pulverness, A. & 2012 The TKT Course 2nd Edition. Cambridge New York 4 256
Williams, M. Modules 1, 2 and 3. University
Press
CODE/ DATA COMMENTARY:
BASE LOCATION: This textbook prepares students to take the TKT (Teaching Knowledge Test) developed by Cambridge ESOL
or teachers of English to speakers of other languages..(Contemporary)
Código de inventario: 9634f
Código de ubicación: 801.5=20.S767
PRINTED: X
DIGITAL:
VIRTUAL:
URL:
ADDITIONAL BIBLIOGRAPHY
ISSUES PAGES
YEAR NUMBER COUNTRY
Scrivener, J. 2005 Learning Teaching 2nd Edition. Macmillan Great Britain 1 431
A guidebook for
English language
teachers.
CODE/ DATA COMMENTARY:
BASE LOCATION: This book gives practical examples to teach English. It provides explanations of working in a language
classroom such as planning lessons with a great variety of interactive techniques. (Contemporary)
Código de inventario: 8842f
Código de ubicación: 801.5=20.S31
PRINTED: X
DIGITAL:
VIRTUAL:
URL:
19
ISSUES PAGES
YEAR NUMBER COUNTRY
Weimer, M. 2013 Learner-Centered 2nd. Edition John Wiley & NJ. U.S.A. 305
Teaching: Five Key Sons
Changes to Practice
ProQuest Ebrary
CODE/ DATABASE LOCATION: COMMENTARY:
PRINTED: This book provides insights on how to teach lessons under a learner-centered approach. There are clear
explanations of ways to make lessons more student-centered. (Contemporary)
DIGITAL:
VIRTUAL: X
URL: http://site.ebrary.com/lib/uta/docDetail.action?docID=10653948&p00=language%20eaching
VII. SYLLABUS APPROVAL
Date prepared: March 1st , 2018
Dra. Mg. Wilma Suárez Mosquera

SUBJECT PROFESSOR
Date of approval: March 2nd , 2018
------------------------------- ------------------------------------------
Lcda. Mg. Ana Vera Mg. Verónica Chicaiza Redín Ph.D.
Curriculum Organization Unit Coordinator Program Coordinator Syllabus Evaluator
Syllabus Validator
-----------------------------------
Dr. Mg. Marcelo Núñez
Faculty Sub-Dean
Approval
21
STATEMENT OF PERSONAL LEARNING GOALS
Optativa II TKT Preparation is a syllabus which will train me as English teacher with
the purpose of taking the Teaching Knowledge Test professional exam from Cambridge. It
will allow me to be prepared in the theory and practice of English language teaching.
Simultaneously, I will be able to learn different a wide range of strategies and approaches
used according to the requirements of international standards.
An important reason for taking this syllabus is because I will review a large array of topics
related to the methodology of teaching English as a foreign language. These learning
outcomes will be achieved through the development of the Communicative language
teaching approach and Content and Language Integrated Learning (CLIL). Furthermore,
Microteaching presentation will be the result of group work activities to implement our
acquired knowledge. By the end, I will create my teaching portfolio including different extra
material as well as formative and summative assessment.
Over the next semester, I am expecting to learn the necessary theory, strategies and
approaches to become a more advanced English teacher. I will integrate and reinforce my
knowledge according to the requirements of international standards. In addition, I hope this
preparation will allow me to identify terms, principles, and criteria used in assessment. At
the same time, I will be working in pair and group work activities.
Finally, this syllabus will contribute to prepare myself significantly. I hope to elaborate a
wide variety of evidences including presentations, working into individual and group
activities, elaborating supplementary resources, and applying different approaches. All of
this will be included in my final portfolio. In addition, I will benefit greatly by acquiring
useful knowledge related to TKT Preparation. I will do my best by having an active
involvement, working harder on my strengths and weaknesses about teaching English as
second e language, and elaborating excellent evidences to obtain the best results during this
semester.
22
Evidence for
Element
Unit 1
Objective:
Describe concepts related to English language
elements and language skills and how to use them in
the teaching process.
Learning outcome:
Use concepts and terms about teaching and learning
that are central to the TKT.
23
RELECTIVE BLOG
• Link:
o https://reflectiveblogdeisyc.blogspot.com/
24
25
26
27
Evidence for
Element
Unit 2
Objective:
Analyze different aspects of language learning and
teaching as well as current theories, approaches,
practices and activities in ELT to assess their
usefulness for the classroom.
Learning outcome:
Develop a critical analysis of a research article
about a teaching/learning problem.
28
CARRERA DE IDIOMAS
“OPTATIVA II TKT PREPARATION”
Ninth Semester
TOPIC: Element 2
Student: Deisy Campaña
Anita Espín
Juan Tanguil
Sebastian Moya
Teacher: Lcda.Mg. Wilma Suárez
AMBATO – ECUADOR
Marzo – Agosto 2018
29
Name: Campaña Deisy, Tanguil Juan, Moya Sebastian, Espin Anita
Total Physical Response (TPR) is an approach which combines speech and motor
activities to produce linguistic terms. (Asher cited in Richards 2010) states that grammatical
structures and vocabulary items of the target language can be taught inductively. In a study
made by Ghany (2014) titled, “The Effectiveness of Total Physical Response Approach in
Helping Slow Young Learners with Low Achievement Acquire English as a Second
Language” shows the effectiveness of TPR approach in a group of beginners with slow
learning process in acquiring English as a L2, through a quasi-experimental design. This
essay will discuss three important aspects based on the article that include: applied
methodology, results, and conclusions.
Learners in TPR are required to listen and respond physically. However, slow learners are
defined as the ones who cannot learn as the same pace as other learners. It is the main reason
students need to be training by using an approach in which they could be actively involved
in the target language. The methodology applied allow students to comprehend and apply the
second language, which works perfectly with mixed-ability classes. This study employed a
quasi-experimental design to collect mathematical data using a pre-rest and a post-test,
applied in two groups: controlled and experimental. The results evidenced a variation in both
groups; the experimental group took advantage of TPR using visual aids, while the controlled
group used not only visual aids but also drilling. Ghany (2014) concluded that slow young
learners from the experimental group tend to have a positive change reflected on the post-
30
test, which evidence how the experimental group was adapting different TPR activities
easily. Furthermore, there were major improvements as result of the input they received.
As a conclusion, TPR will support slow young learners to work on their kinesthetic
intelligence combining the language learning process with the physical response. The
effectiveness of the approach was determined by the significant changes in the process of
second language acquisition. A key point is the received input that helps a slow learner to
take an active role during the whole learning process as well as the immediately adaptation
to Total Physical Response activities.
31
32
Evidence for
Element
Unit 3
Objective:
Apply knowledge of language learning and
language teaching to plan and teach lessons and to
collect multiple sources of information to assess
student learning.
Learning outcome:
Write lesson plans which include a variety of
teaching strategies and assessment activities.
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
Evidence for
Element
Unit 4
Objective:
Explain the various functions of learners and teachers´
language in the classroom to put them into practice in
their lessons.
Learning outcome:
Summarize the most common language functions used
by teachers and students in the classroom
48
49
50
51
52
53
Evidence for
Element
Unit 5
Objective:
Propose ways on how teachers can manage the teaching -
learning process to adapt them to the students´ preferred
learning styles and needs. Background to language
teaching.
Learning outcome:
Create a teacher portfolio which includes all the required
elements based on the communicative approach and the
students´ preferred learning styles and needs.
54
CARRERA DE IDIOMAS
“Optativa II TKT Preparation”
Ninth Semester
Topic: EVIDENCE FOR OBJECTIVE 5
Student: Deisy Campaña

Teacher: Lcda. Mg Wilma Suárez
AMBATO – ECUADOR
March– August 2018
55
INDEX
Curriculum vitae .................................................................................................... 57

Teaching philosophy ........................................................................................... 60
Clil lesson ........................................................................................................................ 62
plan 1..................................................................................................................................... 62
STUDENT’S............................................................................................................................ 67
RESOURCE ............................................................................................................................ 67
TEACHER’S ............................................................................................................................ 81
RESOURCE ............................................................................................................................ 81
Clil lesson plan 2....................................................................................................... 95
STUDENT’S........................................................................................................................... 98
RESOURCE ........................................................................................................................... 98
TEACHERS’ ............................................................................................................................ 53
RESOURCE ............................................................................................................................ 53
56
CURRICULUM
VITAE
57
Experiencia Laboral
Abril 2018- Julio 2018 Charlotte English School
Cargo: Docencia
Función: Refuerzo Académico libros Look1, Top Notch 1.2.3 y Summit 1
Cambridge.
Formación académica
Deisy 1997-2003 Educación Básica

Campaña Instrucción Primaria
Escuela Fiscal “República de Venezuela”, Ambato-Ecuador.
Hidalgo 2003-2010 Bachillerato- Física y matemática
Instrucción secundaria
24 años Bachiller especialidad Física y Matemática
Instituto Tecnológico Superior “Rumiñahui”, Ambato-Ecuador.
Tomates y 2012-2018 Licenciatura en Ciencias de la Educación- Ingles
Berenjenas Instrucción Tercer nivel
Ambato Carrera de idiomas
2425637
0987063678
dcampana2718@uta Datos
.edu.ec
Idiomas Español
Inglés
Frances
Informática Windows
Linux
Excel: Hojas de calculo
Word: procesador de texto
Bases de Datos
Internet
58
Referencias
Licda. Tannya Suarez

Tlfn: 0981060513
Instituto Glenn Doman
Licda. Verónica Masabanda

Tlfn: 0997804738
Instituto UK Ambato
Lic. Gabriel Ramos

Tlfn: 0984979073
Centro de Idiomas Universidad Autónoma de los Andes
Cursos y Formación
What do teachers need to know about assessment?

Certificación ECUATESOL
Universidad Regional Autónoma de los Andes UNIANDES
Envisioning Teaching Paradigms to Enhance Professional Development International
Congress.
Certificación- Departamento Especializado de idiomas.
Engish dot Works 6
Certificación- Sena Sofia.
Servicio Nacional de Aprendizaje Sena Sofia Plus.
59
TEACHING
PHILOSOPHY
60
TEACHING PHYLOSOPHY
“A teacher is a compass that activates the magnets of curiosity, knowledge, and wisdom in the pupils”.
(Ever Garrison)
Teaching is a motivating passion and the principal reason why I decided to be a

teacher. I realized that trough education, I can create a positive impact on students. While
they receive an excellent education, they will recognize the importance of making the
difference. At the same time, they will grow and learn taking advantage of all their skills,
talents and aptitudes.
This passion for teaching was the result of many experiences and people who inspired me
during my training as student encouraging and challenging me to come up with many
situations. As a result, I began to appreciate and work harder each day to fulfill my aim.
I got the opportunity to be part of the best English Teachers Training Programs in Ecuador
being part of the Languages Program from Technical University of Ambato where I could
define my teaching style and became aware of my strengths and weaknesses in teaching. This
training process was an important key to realize that I was a believer of the principles based
on both Vygotsky’s and Chomsky’s theories about language acquisition. The first suggesting
that a person learn because of the influence of environment. On the other hand, Chomsky’s
theory who says that language is something innate from people.
The most challenging aspect as teacher was choosing the best approach, material and rapport
for students. This allow me to focus on students’ real communicative development where
they could enhance their skills and their critical thinking though the Communicative
Approach. As teacher, I should play the role of monitor, facilitator and leader to achieve an
effective communication on students. However, it is also important to achieve the main goals
for each lesson and task that are based in receptive and productive skill as well as the
formative and summative assessment. The creation of good rapport will be beneficial for
both, teachers and students at the same time promote an excellent opportunity to take students
experiences though different contexts.
My teaching philosophy is mainly based on some personal believes about teaching,
Vygotsky’s and Chomsky’s theories, theories for language development, the ways I am going
to fulfill the main goals on the lessons, formative and summative assessment. In addition, the
effectiveness of my teaching is also focused in motivation and the main the rapport I will
create in my teaching process.
61
CLIL LESSON
PLAN 1
62
CLIL LESSON PLAN
CLASS: Natural Science LESSON TOPIC: Vertebrates

NUMBER OF STUDENTS: 15 DATE: June 30th, 2018.
TEACHER’S NAME: Deisy Campaña TIME: 120 minutes
LESSON OBJECTIVES:
GENERAL: Students will be able to provide clear explanations and examples of vertebrates.
SPECIFIC:
• Students will be able to identify the two main divisions of the animal kingdom.
• Students will be able to analyze the five groups of vertebrates.
• Students will be able to divide animals into different categories (warm-blooded; cold-blooded contrast
advantages and disadvantages of supplementary materials and activities.
• Students will be able to Identify the characteristics of each group of vertebrates.
METHODOLOGY USED: Students Centered Approach.
CONTENTS:
• Vital functions
• Two kinds of vertebrates (cold-blooded and warm blooded)
• Classification of five major groups of vertebrates.
TEACHING RESOURCES: CLIL reading handout, Practice handout, Flash-Cards, Realia, Board, Markers,
Course book, Projector, Computer, Videos.
Videos:
https://www.youtube.com/watch?v=R50Xc1EUHwg
https://www.youtube.com/watch?v=mRidGna-V4E
Activity 3Prezi presentation:
Link: https://prezi.com/p/qmmk2rlt_jeo/
PROCEDURE
STAGES TEACHER’S STUDENTS’ ACTIVITIES AUDIO - EVALUATI
AND TIME ACTIVITIES VISUAL ON
AIDS
-T. asks Ss to get divided - Ss. get in pairs and star to
Lead-in in pairs. Then, they look complete the worksheet -Worksheet -Participation
Vocabulary at some unscramble Activity 1. -Board in the warm-
extension words related to up (Activity
examples of vertebrates - Ss. participate giving answer 1).
10 minutes on worksheet Activity 1. in open class.
63
-Ss. write their answers on the
board.
-T. asks Ss to work -Ss. work individually on
individually on Activity 2 recognizing the -Answer
Activity 2 worksheet Activity 2 and Vertebrates’ Vital Functions. -Worksheet questions on
Vital Functions identify the three vital -Rubric the
10 minutes functions from -Ss. write their own ideas on worksheet.
Vertebrates. exercise number 1.
-T. asks Ss. to look at the
picture and write some
ideas about Orcas.
T- evaluate Ss answers
through a rubric.
Activity 3 -T. shows a Prezi -Ss. look at a Prezi
Vertebrates presentation about presentation about vertebrates -Prezi Correct
Analysis vertebrates and asks them to and they identify the five main presentatio answers on
10 minutes identify the five main divisions of vertebrates. n the
divisions of vertebrates
(mammals, amphibians, -Ss. write some characteristics -Worksheet worksheet.
fish, birds, and reptiles). of each group of vertebrates on a
- T. asks Ss. to write some template from Activity 3
characteristics of each exercise 2.
group of vertebrates on a -Ss. participate giving answers.
template from Activity 3
exercise 2. -Ss. correct their wrong
-T. checks Ss answers as information.
whole class.
-T. makes Ss to listen and

watch a video about the -Ss. listen and watch a video
characteristics of the major about the characteristics of the
Listening groups of vertebrates. major groups of vertebrates. -Discus
Activity -Ss. work in groups. Then, they information
compare information from the -Videos
10 minutes -T. asks Ss to work in from the
video.
groups with the aim of video.
comparing information
from the video.
Free -T. gives instruction for -Ss. pay carefully attention to

Activity the Activity 4/Exercise 1 the instructions. - -Elaborate
15 minutes (Gimme Five). Ss. ask the T. any doubt. Worksheets material.
-T. asks Ss to cut and -Ss. work individually in an
paste the animals into the activity in which they cut de
pictures paste and classify the
64
five categories of main divisions of vertebrates
vertebrates. using the “Gimme five” activity
-T. asks Ss. to write the 4/Exercise 1.
five categories according
to the picture.
Free Speaking -T asks Ss. to work in -Students elaborate the “Cootie
Activity groups of five people. Catcher” material using the -Ss’
15 minutes. -T. gives a worksheet worksheet Activity 4. -Worksheet participation.
(Cootie Catcher) Activity
4.
-T. asks Ss to practice the -Ss. answer some questions
questions provided by the about vertebrates.
speaking activity.
-Answer
T. gives Ss a reading about -Ss. work individually and read questions.
cold-blooded and warm- a short text about warm-blooded
blooded vertebrates and cold-blooded vertebrates
(Activity 5). (Activity 5)..
Guided -Ss. read it individually.
-T. asks to read it -Worksheet
Reading individually. -Ss. answer question using
20 minutes -T. asks Ss to answer information from the reading.
question about information
taken from the reading
-T checks answers.
T- asks Ss to work in groups

of four and gives them T- asks Ss to work in groups of
different flashcards that four and gives them different
contains characteristics flashcards that contains -Ss’
Activity 6 from the five groups of characteristics from the five - participation.
15 minutes vertebrates groups of vertebrates Flashcards.
-T. asks Ss to analyze and -T. asks Ss to analyze and
discuss the information. discuss the information.
65
STUDENT’S
RESOURCE
66
Vertebrates
MAMMALS REPTILES
AMPHIBIANS BIRDS FISH
67
VERTEBRATES
Activity 1
g) KEYNOM
a) DRICOCEOL
f) IGNAUA
b) RAKSH
h) HNE
c) ARBE
68
e) GFOR
d) TRROAP
Created by: Deisy Campaña, 2017
69
VERTEBRATES
Vital functions
Nutrition
• Get energy to maintain
the body
Reproduction Relationship
• Keep the species in
time. • Know the environment
and interrelate with it.
70
CLASSIFICATION OF VERTEBRATES
Topic: Vertebrates
Taken from: Annamatrix.wordpres.com
71
5 GROUPS OF VERTEBRATES
LISTENING ACTIVITY
1. Watch and listen the videos about the classification of vertebrates. Then, in pairs you discuss the
information.
✓ https://www.youtube.com/watch?v=R50Xc1EUHwg
✓ https://www.youtube.com/watch?v=mRidGna-V4E
72
5 GROUPS OF VERTEBRATES
GIMME FIVE
There are five groups of vertebrates. Who
are they?
ACTIVITY 4
Taken from: Kid’s corner-animal kingdom.
73
“GIMME FIVE”
VERTEBRATES
1.
2.
3.
4.
5.
74
75
READING
76
Warm- and cold-blooded B. What is the definition of cold-blooded vertebrates?
vertebrates
ACTIVITY 5 C. Most animals in the world are? Circle the best option.
a. Vertebrates
b. Invertebrates
VERTEBRATES
D. Chose the correct options. More than one is possible
Animals are categorized into two Vertebrates have:
major groups: Vertebrates and
Invertebrates. Vertebrates are further a. Have backbones
divided into five groups: mammals, b. Do not have backbones
fish, birds, reptiles and amphibians.
Vertebrates have backbones, or spinal c. Can be cold or warm blooded
columns. Vertebrates can d. Can be fish, mammals or reptiles
be either cold-blooded or warm-blooded. An
animal that is cold blooded does not have a consistent body
temperature. Its internal temperature is affected by the temperature
of the environment around them. A warm-blooded animal keeps a
consistent internal temperature.
Taken from: Teachers pay teachers – vertebrate reading comprehension
When people think of animals, they think of vertebrates, but they
are only about 3 percent of all animals found on earth. There are
about 65.000 species of vertebrate animals. Most animal species in
the world are invertebrates, or animals with no backbone. Read the
passage again. Then, answer the questions below.
A. What are the two main groups of animals?

a.
b.
77
COMPARING VERTEBRATES
ACVTIVITY 6
Group work:
2.
3.
4.
5.
78
Taken from: Kid’s corner-animal classification
79
Name:_________________ Date:__________________
Instructions:
• Read each question carefully

• Do not use whiteout.
Vertebrates
1. Match the letter of the definition in the line

a. Know the environment and
______ 1. Reproduction interrelate with it.
______ 2. Nutrition b. Keep the species in time.
______ 3. Relationship c. Get energy to maintain the
body.
2. Write the five major groups of vertebrates.
A. ___________________
B. ___________________
C. ___________________
D. ___________________
E. ___________________
3. Choose the best option to complete the information.
A. Reptiles have scales, not_________.
a) Legs b) Fur c) Cold-blooded
B. Mammals have legs and need ______ to breath.
a) Air b) Water c) Blood
C. Birds have_____ legs.
a) Four b) Two c) One
D. Amphibians breathe with _____ and grills.
a) Fur b) Air c) Lungs
E. Fish have scales and____.
a) Water b) Winds c) Fins
80
TEACHER’S
RESOURCE
81
VERTEBRATES
ACTIVIY 1
Answer Key
SCRAMBLED THE WORDS
A. Crocodile
B. Shark
C. Bear
D. Parrot
E. Frog
F. Iguana
G. Monkey
H. He
82
ACTIVITY 3
CLASSIFICATION OF VERTEBRATES
Prezi presentation:
Site: Vertebratesenglish.blogspot.com
Topic: Vertebrates
83
ACTIVITY 3
5 GROUPS OF VERTEBRATES (Characteristics)
LISTENING ACTIVITY
✓ Compare the different characteristics of the five groups of vertebrates.
Video #1
The Dr. Binocs show
84
✓ https://www.youtube.com/watch?v=R50Xc1EUHwg
Video #2
Happy Learning English
✓ https://www.youtube.com/watch?v=mRidGna-V4E
ACTIVITY 4
“Gimme five” activity
85
Taken from: Kid’s corner-animal kingdom.
86
ACTIVITY 4
87
Reading
ACTIVITY 5
VERTEBRATES
Question 1
a) Vertebrates and Invertebrates.
b) An animal that is cold blooded does not have a consistent body temperature. Its internal temperature is
affected by the temperature of the environment around them.
Question 2
A. Answers:
a. Vertebrates
b. Invertebrates
B. Animals with cols blooded do not have a consistent body temperature. It is affected by the temperature
of the environment.
C. Invertebrates
D. Answers:
a. Have backbones
b. Can be cold or warm blooded
c. Can be fish, mammals or reptile
Taken from: Teachers pay teachers – vertebrate reading comprehension
88
ACTIVITY 6
COMPARING VERTEBRATES
Flashcards
1.
2.
3.
4.
89
Taken from: Kid’s corner-animal classification
90
QUIZ
ANSWER JEY
Vertebrates
Exercise 1
1. b
2. c
3. a
Exercise 2
A. Mammals
B. Reptiles
C. Amphibians
D. Fish
E.Birds
Exercise 3
A. Fur
B. Air
C. Two
D. Lungs
E. Fins
91
RUBRICS
92
ACTIVITY 2
RUBRIC TO ASSES WRITTEN WORK
Name:
Date:
Criteria Feedback Marks
Content 40%
/4
Vocabulary 20%
/2
Written
expression 40% /4
TOTAL MARKS /10
ACTIVITY 2
RUBRIC TO ASSES WRITTEN WORK
Name:
Date:
Criteria Feedback Marks
Content 40%
/4
Vocabulary 20%
/2
Written
expression 40% /4
TOTAL MARKS /10
93
QUIZ
ANSWER JEY
Vertebrates
Exercise 1
4. b
5. c
6. a
Exercise 2
E. Mammals
F. Reptiles
G. Amphibians
H. Fish
E.Birds
Exercise 3
F. Fur
G. Air
H. Two
I. Lungs
J. Fins
94
CLIL
LESSON
PLAN 2
95
CLIL LESSON PLAN
CLASS: Natural Science LESSON TOPIC: Vertebrates

NUMBER OF STUDENTS: 15 DATE: June 30th, 2018.
TEACHER’S NAME: Deisy Campaña TIME: 120 minutes
LESSON OBJECTIVES:
GENERAL: Students will be able to provide clear explanations and examples of endangered vertebrates.
SPECIFIC:
• Students will be able to list different types of endangered vertebrates.
• Students will be able to discuss true facts about endangered animals.
• Students will be able to solve specific questions about an endangered animal.
• Students will be able to distinguish different causes why animals are in danger of extinction.
• Students will be able to examine ways to take care of animals.
• Students will be able to evaluate a presentation about an endangered animal.
METHODOLOGY USED: Students Centered Approach.
CONTENTS:
• Vertebrates in danger of extinction.
• Extinct and endangered animals.
• Causes for animals to be in danger.
• How to take care of animals.
TEACHING RESOURCES: CLIL Reading handout, Practice handout, Flash-Cards, Realia, Board, Markers,
Course book, Projector, Computer, Videos.
Videos:
https://www.youtube.com/watch?v=YOeFqvsUebc
https://www.youtube.com/watch?v=7k8CcAU2Lt0
PROCEDURE
STAGES TEACHER’S STUDENTS’ ACTIVITIES AUDIO - EVALUATI
AND TIME ACTIVITIES VISUAL ON
AIDS
-T. asks Ss to get divided - Ss. get in pairs. Then, they
Lead-in in pairs. look at some questions. -Worksheet -Participation
Listing Animals -T. asks to work on in the warm-
worksheet (Endangered -Ss. identify the animals from up
10 minutes Vertebrates) recognizing the pictures and answer the (Endangered
animals. questions. Vertebrates)
-T. asks to look at some
-Ss. practice more exercises.
pictures and answer some
questions about them. - Ss. participate giving answer
in open class.
96
-Ss. write their answers on the
board.
-T. asks Ss to work -Ss. work individually on
individually on Activity 1 exercise 1 and 2 -Answer
Activity 1-2 worksheet Activity 1 recognizing vertebrates -Worksheet questions on
Preview Preview. endangered animals. the
10 minutes -T. asks Ss to discuss true worksheet.
facts about animals in -Ss. discuss true facts about
danger and why they are animals in danger and why they
becoming extinct. are becoming extinct.
-T. asks Ss. to write some -Ss. think about causes why
ideas answering the some vertebrates are
questions from exercise disappearing faster.
1.
-Ss. write their own ideas on
-T. asks students to work
in activity 2 matching the exercise number 1.
picture with the correct -Ss. work in activity 2
statement. matching the picture with the
correct statement.
-T. gives Ss a reading about -Ss. work individually and read

Giant Pandas. (Activity 3). a short text Giant Pandas.
Guided -T. asks to read it (Activity 3).
-Ss. read it individually. -Answer
Reading individually.
Activity 3 -T. asks Ss to answer -Ss. answer question using -Worksheet questions.
20 minutes question about information information from the reading.
taken from the reading.
-T checks answers.
-T. presents the ways Ss
can take care of animals
in danger of extinction.
-T. asks Ss to read the -Ss. read the information
information from the from the book about animas
book. in danger of extinction.
-T. asks students to work - Ss. work on the writing
Activity 4 -Create a
in the writing activity 4. activity 4. -worksheet
15 minutes presentation.
-T. gives clear - Ss. create a presentation
instructions. about an animal they chose to
-T. asks Ss to create a talk about.
presentation.
-T. evaluate Ss
presentation through a
rubric.
97
STUDENT’S
RESOURCE
98
Endangered vertebrates
- What kind of animal is it?

- Which group does this animal belong to?
- Where does this animal live?
- Why
99 is it endangered?
- What ca be done to save it?
Review
ActivIty 1
1. Find out about one of these endangered. Write notes.
1. What colour is it?

2. What does it look like? (has it got fur,winds,
feathers etc)
3. What does it eat?
ActivIty 2 4. Where does it live?
5. Why is it endangered?
2. Read write and match.
This animal has got big teeth and claws. It has

1
got beautiful fur. _____________
This animal has got beautiful feathers and a

2
beak. It can sing and talk. _____________
This animal can swim very well. It has got a lot

3 of teeth. _____________
100
ActivIty 3
101
Endangered animals- the giant panda
Short answer- reading comprehension
1. What is the giant panda’s only food and why do they need to eat so much of it?
________________________________________________________________________________
________________________________________________________________________________
2. Why do not pandas hibernate?
________________________________________________________________________________
________________________________________________________________________________
3. Why is protecting the giant panda’s food so hard to do?
________________________________________________________________________________
________________________________________________________________________________
4. What will happen if we cannot protect the giant panda’s habitat?
________________________________________________________________________________
________________________________________________________________________________
102
why do animals become endangered?
Pay attention to the video!
Activity 4
➢ https://www.youtube.com/watch?v=YOeFqvsUebc
➢ https://www.youtube.com/watch?v=7k8CcAU2Lt0
1. Write the main causes for animals to become endangered. pay carefully
attention to the video.
MAIN CAUSES ____________
____________ ____________
____________ ____________
103
HOW TO TAKE CARE OF ANIMALS
Animals in danger of extinction:

blue whale
giant otter
104
Taken from: ministerioambiente.o
FREE WRITNG ACTIVITY
105
Name:_________________ Date:__________________
Instructions:
• Read each question carefully

• Do not use whiteout.
Endangered Vertebrates
1. Read write and match the picture with the correct statement.
This animal has got big teeth and claws. It has got
1
beautiful fur. _____________
This animal has got beautiful feathers and a beak. It

2
can sing and talk. _____________
This animal can swim very well. It has got a lot of

3 teeth. _____________
2. Write the causes why some vertebrates are in danger of extintion.

A. ___________________ ___________
B. ___________________ ___________
C. ______________________________
D. ______________________________
E. ______________________________
4. Choose a vertebrate and say how people are trying to protect it from extinction.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
___________________________________________.
106
TEACHER’S
RESOURCE
53
ANSWER KEY
VOCABULARY
Cover page
a) Grey Wolf e) Sea Turtle h) Red tree
b) Giraffe f) Toucan frog
c) Tiger g) Panda Bear i) Polar Bear
d) Lion
➢ Answer may vary.
REVIEW
ACTIVITY 1
1. Answers may vary.
2. a) leopard
b) red parrot
c)white shark
LISTENING
ACTIVITY 3
1. Whydoes animals become endangered?
https://www.youtube.com/watch?v=YOeFqvsUebc
2. Endangered animals!
https://www.youtube.com/watch?v=7k8CcAU2Lt0
1. main causes
a) habitat loss
b) urban constructions
c) pollution
d) illegal hunting
e) illegal fishing
f) global warming
54
READING
ACTIVITY 4
1. The giant panda eats bamboo and only bamboo. There is so little nutrition in bamboo that
they have to eat for more than 14 hours a day to get the calories the need.
2. There is so little nutrition in bamboo that they have to eat for more than 14 hours a day to
get the calories the need. They do not even have time to stop and hibernate.
3. China has one of the most popular countries in the world. There are more people there
every year. To house and feed themselves they cut down forests for farms and communities,
including the shrinking bamboo forest. Sometimes pandas are left in small islands of
bamboo surrounded by houses and highways.
4. Unless all development of the bamboo forests stops soon. There will be no more panda
habit and then no more pandas.
Answer will vary.
ACTIVITY 5
1. Answers will vary.
ANIMALS RESEARCH PROJECT

1. Answers will var
55
RUBRICS
56
ACTIVITY 4 ACTIVITY 4
RUBRIC TO ASSES READING COMPREHENSION RUBRIC TO ASSES READING COMPREHENSION
Name: Name:
Date: Date:
All the time Most of Some of All the time Most of Some of
😁 the time the time 😁 the time the time
😕 😦 😕 😦
2 1 0 2 1 0
I am able to deduce and I am able to deduce and
infer information and infer information and
meaning from the text meaning from the text
I can give a response to the I can give a response to the
text and refer to aspects to text and refer to aspects to
justify my answers justify my answers
I can understand the tory I can understand the tory
or informational text I was or informational text I was
reading. reading.
I can use different reading I can use different reading
strategies when I became strategies when I became
confused confused
TOTAL TOTAL
www.teacherpayteacher.org www.teacherpayteacher.org
57
ACTIVITY 5
RUBRIC TO ASSES PEER WRITTEN CLASSWORK
Name:
All the time Most of Some of
😁 the time the time
😕 😦
2 1 0
My partner has
demonstrated a good
understanding of the topic.
My partner uses a wide
variety of vocabulary.
My partner uses correct
spelling and legible
writing.
My partner uses detailed
formation of the topic.
TOTAL
Taken from: www.teacherpayteacher.org
ACTIVITY 5
RUBRIC TO ASSES PEER WRITTEN CLASSWORK
Name:
All the time Most of Some of
😁 the time the time
😕 😦
2 1 0
My partner has
demonstrated a good
understanding of the topic.
My partner uses a wide
variety of vocabulary.
My partner uses correct
spelling and legible
writing.
My partner uses detailed
formation of the topic.
TOTAL
Taken from: www.teacherpayteacher.org
58
QUIZ
ANSWER JEY
Vertebrates
Exercise 1
1. leopard
2. red parrot
3. white shark
Exercise 2
A. habitat loss
B. urban constructions
C. pollution
D. illegal hunting
E. illegal fishing
Exercise 3
A. Answers may vary.
59
FINAL REFLECTION
Optativa II TKT Preparation has been an extremely useful syllabus for the
development of competences that allow me to perform efficiently in my professional field
according to the requirements of international standards. I have been prepared in the theory
and practice of English language teaching. I have developed different evidences of my work
as well as I have acquired a wide range of strategies and approaches during this semester.
I was reviewing a large range of topics related to the methodology of teaching English
as a foreign language by the creation of glossaries and mind maps. In addition, I have
elaborated a group wok activity based on a microteaching presentation will be the result of
group in which we create supplementary activities, we were able to apply a Communicative
language teaching approach. By the end, I have created my teaching portfolio including
different extra material that included formative and summative assessment and diagnostic
based on Content and Language Integrated Learning (CLIL).
Following this training process, these evidences allowed me to learn the necessary
theory, and approaches to become a more advanced English teacher being able to integrate
and reinforce my knowledge according to the requirements of international standards. In
addition, I was working in pair and group work activities who benefited to come up with
my cooperative learning.
Finally, this syllabus has contributed significantly to my academic and

professional training process. I am sure that I have acquired knowledge which will allows
me to be an efficient and competent professional. Now, I can demonstrate a better
understanding since I have managed useful strategies and reinforce my training through
the creation of evidences included in my final portfolio.
60
PORTFOLIO RUBRIC
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UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA

“OPTATIVA II TKT PREPARATION”

Student´s name: Deisy Campaña.

March- August 2018.

Formar profesionales líderes competentes, con visión humanista

La Carrera de Idiomas de la Facultad de Ciencias Humanas y de

Al concluir el ciclo de licenciatura los estudiantes habrán desarrollado la competencia

1997-2003 Educación Básica

Licda. Tannya Suarez

Licda. Verónica Masabanda

Lic. Gabriel Ramos

What do teachers need to know about assessment?

OPTATIVA II TKT PREPARATION

MARZO – SEPTIEMBRE 2018

WILMA ELIZABETH SUÁREZ MOSQUERA

Magister en Administración Educativa y Docencia Universitaria

Subject: Optativa II TKT Preparation

Program: Carrera de Idiomas

Code: UTA-FCHE-I-MP-UB-09-02 Prerequisites: None.

Study Modality: On campus.

Curricular Organization Unit: Profesionalizante

Level: Ninth Subject Code

HOURS PER WEEK

Class Hours: Theoretical: Practical:

Tutoring Student Hours: On Campus: Virtual:

Teaching hours component Teaching hours per Learning application and

Number of teaching hours 4

Number of teaching hours per 64

Total hours during the

Professor's name: Suárez Mosquera Wilma Elizabeth

Academic degree: Magister en Administración Educativa y Docencia Universitaria

Broad field 01 Education

Narrow field: 011 Education

Detailed field: 0113 Teacher training without subject specialization.

Bachelor's degree: Licenciada en Ciencias de la Educación en la Especialidad de Inglés.

Broad field 01 Education

Narrow field: 011 Education

Detailed field: 0114 Teacher training with subject specialization.

Professional experience: 19 years

Teaching experience: 19 years

Program Academic area: Communicative Competence

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

Professor's schedule (Academic tutoring): Friday 12h00 – 13h00

Phone number: 0999229183

III. COURSE DESCRIPTION AND OBJECTIVES

Course General Objective:

Course Specific Objectives :

Class Hours/ Teaching Tutoring Learning Independent hours Assessment tools

1.1 Grammar and lexis. 2 2 1 2 4 Rubrics.

SUBTOTAL HOURS 6 6 3 6 12 TOTAL 30

Didactic Resources: Textbook, platform, internet.

2.1 Motivation and exposure and focus on form. 2 2 1 2 4 Rubrics.

2.3 Approaches to language teaching. 2 2 1 2 4 Oral lessons.

SUBTOTAL HOURS 6 6 3 6 12 TOTAL 30

Didactic Resources: Textbook, platform, internet.

3.1 Presentation techniques and introductory 2 2 1 2 4 Rubrics.

Didactic Resources: Textbook, platform, internet.

4.1 Consulting reference resources to help in a 2 2 1 2 4 Rubrics.

Didactic Resources: Textbook, platform, internet.

5.1 Teacher roles 2 2 1 2 4 Rubrics.

SUBTOTAL HOURS 6 6 3 6 12 TOTAL 30

Didactic Resources: Textbook, platform, internet.

VI. NORMATIVE STANDARDS EVALUATION