RAMOS_KATERINE

1
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“TEACHING CHILDREN”
SIXTH SEMESTER
STUDENT´S NAME: KATERINE ESTEFANIA RAMOS ACOSTA
PROFESSOR´S NAME: DORYS MARIBEL CUMBE CORAIZACA
Magister en Ciencias de la Educación
Licenciada en Ciencias de la Educación Mención Inglés
AMBATO - ECUADOR
OCTOBER 2015-MARCH 2016

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Table of Content
MISIÓN (MISION STATEMENT).....................................................................................................3
VISIÓN (VISION STATEMENT) .......................................................................................................3
EXIT PROFILE........................................................................................................................................4
CURRICULUM VITAE ..........................................................................................................................5
STATEMENT OF PERSONAL LEARNING GOALS......................................................................6
SYLLABUS...............................................................................................................................................7
ELEMENT 1 ..........................................................................................................................................20
ELEMENT 2 ..........................................................................................................................................25
ELEMENT 3 ..........................................................................................................................................27
ELEMENT 4 ..........................................................................................................................................33
ELEMENT 5 ..........................................................................................................................................38
FINAL REFLECTION..........................................................................................................................45
RUBRIC TO ASSESS PORTFOLIO..................................................................................................47

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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: stefyramos94@gmail.com
NATIONALITY: Ecuadorian
ADDRESS: Gregorio Escobedo and Batalla de Pichincha
TELEPHONE NUMBER: 0995548876
EDUCATION
PRIMARY 1999-2006 : Liceo Cristiano Emanuel
SECONDARY 2006-2012: I.T.A.S L.AM (Agronomy)
UNIVERSITY 2012-studying: Technical University of Ambato

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STATEMENT OF PERSONAL LEARNING GOALS
The main reasons I have for taking this module “Teaching Children” are to learn
new methods and strategies at the moment to teach children because they learn
through their experiences to construct their own knowledge, Another important
reason, is to be an effective teacher where I have to encourage my students to
participate in social activities that help them to interact and develop their
communicative competences.
I think this course will contribute to my future professional because I will be able
to apply different activities and materials within the classroom using songs,
storybooks, games and puppets to motivate my students. Also, I will learn some
procedures to manage and control the class where students should respect the
guidelines.
In conclusion, this syllabus helps me to be a good professional in the future
applying the appropriate strategies and techniques to create a positive learning
atmosphere because these methods have to help to improve the process of
teaching-learning where students will acquire the English language in a better way.

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SYLLABUS
CARRERA DE IDIOMAS
SÍLABO
TEACHING CHILDREN
Octubre 2015 – Marzo 2016
DORYS MARIBEL CUMBE CORAIZACA
Magister en Ciencias de la Educación
Licenciada en Ciencias de la Educación Mención Inglés
AMBATO - ECUADOR
2015

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I. SYLLABUS GENERAL INFORMATION
Subject: Teaching Children
Program: Idiomas
Code: FCHE/I/MP/2129/06/02 Prerequisites:
Study Modality: On Campus
Subject Code
NONE
Curricular Organization Unit: Humanista
Credits: 4
Level: Sixth
Corequisites:
Subject Code
1. Language
Teaching
Strategies
FCHE/I/MP/2129/06/05
2. Educational
Psychology II
FCHE/I/MP/2129/06/03
3. Diseño de
Proyectos de
Investigación
FCHE/I/MP/2129/06/01
Hours per Week
Class Hours:
4
Theoretical:
2
Practical:
2
Tutoring
Student
Hours:
1
On Campus:
1
Virtual:
0
TOTAL LEARNING HOURS: 160
Week hours: 4
Hours during the semester: 64
Weekly Independent hours: 80
Academic Tutoring hours : 16
II. PROFESSOR'S TEACHING PROFILE
Professor's name: Cumbe Coraizaca Dorys Maribel

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Academic degree: Magíster en Ciencias de la Educación
Knowledge area:
Broad Field: 01 Education
Specific field: 011 Education
Detailed field: 0113 Teacher training without subject specialization
Bachelor's degree: Licenciada en Ciencias de la Educación
Knowledge area:
Broad Field: 01 Education
Specific field: 011 Education
Detailed field: 0114 Teacher training with subject specialization
Professional experience: 12 years
Teaching experience: 12 years
Program Academic area: Pedagógica y Psicosociolinguística
Professsor's schedule (practical application and learning experimentation) : Tuesday
11h00 to 13h00 – Friday 10h00 – 12h00
Professor's schedule (Academic tutoring): Friday 14h00 – 15h00
Phone numbers: 0984327308
E-mail: dm.cumbe@uta.edu.ec; doryscumbe@gmail.com
III. COURSE DESCRIPTION AND OBJECTIVES
Purpose
Apply appropriated methodology and classroom practice issues through themes
and topics which can be used with children.
Course Description:
Teaching Children is a module which trains future teachers in attitudes and
approaches to teaching children. On successful completion of this module,
students will be able to identify the theory and practice of teaching young
learners in the EFL classroom. Students will engage in enjoyable activities
designed specifically for young learners.
There will also be discussion about the approaches for teaching language within a
meaningful context and share effective techniques for making language input
comprehensible and encouraging students’ participation. The methodology that
will be applied in the development of the module is Kolb´s strategies and basically
ABP, 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. This
module contributes to the competences students develop in the other modules
that are part of the Pedagogical Competence. In addition, at the end of the
semester, students will have developed the competencies of a B2 level and will
start to develop the competencies of a C1 level described in the Common
European Framework.
Course General Objective:
To develop pedagogical competence in order to internalize the major and minor

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teaching methods used around the world for teaching English.
Course Specific Objectives :
1. Identify Learning and Teaching Styles for young learners
2. Demonstrate the strategies of how to use songs and chants with TPR for an effective
language acquisition.
3. Recognize techniques for storytelling and reading strategies in the TEYL classroom.
4. Develop strategies for classroom interaction with young learners.
5. Present techniques needed to teach different groups making use of effective class
management skills.

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IV. COURSE STUDY PROGRAM
Curricular Units
U.1 Apply appropriated methodology and classroom practice issues through themes and topics, which can be used with children.
Thematic Units
Class Hours Tutoring
Hours
Independent hours
including research
and community
service
Assessment tools
Theoretical Practical
Diagnostic observation
Workshop
Quiz
Demo classes
Projects
1.1 How do children learn 1 1 4
1.2 Characteristics of young learners 1 1 4
1.3Language Learning Environment 1 1 4
1.4 Teaching approaches for young learners 1 1 4
1.5 Ideas for TEYL 1 1 4
1.6 Classroom management 1 1 4
SUBTOTAL HOURS 6 6 20 TOTAL
HOURS
32
hours
Learning outcome: Describe the learnig process in a young learner based on the pedagogical theories.
Learning Methodologies: Collaborative Learning; PBL, Case study
Educational Strategies: Demo classes, presentations, discussions, workshops
Didactic Resources: (Overhead projector, Internet, audiovisual aids, textbook)

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U.2 Demonstrate the strategies of how to use songs and chants with TPR for an effective language acquisition
Thematic Units
Class Hours
Hours of
Tutoríng
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
2.1 Active strategies to Teach Children. 2 2 1 3 Diagnostic observation
Workshop
Quiz
Demo classes
Projects
2.2 Teaching pronunciation, vocabulary and grammar
through songs.
1 2 1 4
2.3 Total physical Response 2 2 1 4
2.4 Songs and chants 1 1 1 4
SUBTOTAL HOURS 6 7 4 15 TOTAL
HOURS
32
Unit Learning outcome: Show the teaching a song procedure using different strategies and techniques based on the
educational context
U.3 Recognize techniques for storytelling and reading strategies the TEYL classroom

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Thematic Units
Class Hours
Hours of
Tutoring
with the society
tools
3.1 Rationale for using stories 2 2 1 4 Diagnostic observation
Workshop
Quiz
Demo classes
Projects
3.2 Techniques for Storytelling 2 2 1 4
3.3 Storytelling activities, Pre-Storytelling, during and
Post-storytelling activities
2 2 1 3
3.4 Approaches to reading 1 1 4
SUBTOTAL HOURS 7 6 4 15 TOTAL HOURS 32
Learning outcome: Apply strategies and techniques to teach different groups according to their ages and needs based on real context..
U.4 Develop strategies for classroom interaction with young learners.
Class Hours

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Thematic Units
Theoretical Practical Hours of
Tutoring
with the society
tools
4.1 Benefits of increasing classroom interaction 2 2 1 4 Diagnostic observation
Workshop
Quiz
Demo classes
Projects
4.2 Teacher and student role 2 2 1 4
4.3 Teacher-directed Interaction Techniques 2 2 1 3
4.4 Examples of Classroom Interactions 1 1 3
HOURS
32
Learning outcome: Use selected teaching materials to improve interaction in the classroom based on pedagogical procedures and language
teaching approaches.
U.5 Present techniques needed to teach different groups making use of effective class management skills
Class Hours

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Thematic Units
Theoretical Practical Hours of
Tutoring
with the society
tools
5.1 Application of different strategies to teach children 2 2 1 4 Diagnostic observation
Workshop
Quiz
Demo classes
Projects
5.2 Lesson planning 2 2 1 4
5.3Topic-based work 2 2 1 3
5.4 Demo classes and evaluation 1 1 3
HOURS
32
Learning outcome: Compare practical activities to teach language skills based on a topic based approach.
Learning Methodologies: Colaborative Learning; PBL, Case study
Educational Strategies: Demo clases, presentations, discussions, workshops

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V. NORMATIVE STANDARDS EVALUATION
Specific Objectives Diagnostic
Evaluation
Formative
Evaluation
Summative
Evaluation
1. The students will be able to apply appropriated methodology and classroom practice issues
through themes and topics, which can be used with children.
Techniques and
instruments:
Informal Conversations
Dialogues
Interviews
Project
Quizzes
Oral presentations
Class Projects
Workshops
Debates
Discussions
Oral Presentations
Quizes
Tests
2. Demonstrate the strategies of how to use songs and chants with TPR for an effective
language acquisition
Techniques and
instruments:
Dialogues
Interviews
Project
Quizzes
Oral presentations
Class Projects
Workshops
Debates
Discussion
Oral Presentations
Quizzes
Tests
3. Recognize techniques for storytelling and reading strategies the TEYL classroom
Techniques and
instruments:
Dialogues
Interviews
Project
Quizzes
Oral presentations
Class Projects
Workshops
Debates
Discussion
Oral Presentations
Quizzes
Tests
4. Develop strategies for classroom interaction with young learners.
Techniques and
instruments:
Dialogues
Interviews
Project
Quizzes
Oral presentations
Class Projects
Workshops
Debates
Discussion
Oral Presentations
Quizzes
Tests
5. Present techniques needed to teach different groups making use of effective class
management skills
Techniques and
instruments:
Dialogues
Interviews
Project
Quizzes
Oral presentations
Class Projects
Workshops
Debates
Discuss
Oral Presentations
Quizzes
Tests

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VI. BIBLIOGRAPHY
BIBLIOGRAPHY
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER OF PAGES
Vale, D. 1996 28 1st Cambridge University
Press
New York 280
CODE/ DATABASE LOCATION:
Inv. 7991 Cod. 372=20.V 149
COMMENTARY:
This book will provide a deep explanation of the strategies to teach children by providing activities,
games, techniques to help teacher create material to develop a good lesson plan.
NUMBER OF ISSUES
PRINTED: X
DIGITAL: 1
VIRTUAL:
URL:
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER OF PAGES
McKaay, P. 2008 , 1st Cambridge University
Press
New York 155
CODE/ DATABASE LOCATION:
Inv. 10137 Cod. 81.2=20 M478
COMMENTARY:
The textbook provides a number of grammar practice activities with conventional
form-focused gap fill, sentence completions and matching and game-like
communicative grammar exercises.
NUMBER OF ISSUES
PRINTED: X
DIGITAL: 1
VIRTUAL:
URL:
ADDITIONAL BIBLIOGRAPHY

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AUTHOR/S
ISSUED
YEAR BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER OF PAGES
Tricia,D. 2013 Teaching young learners 1st SAGE Publications Ltd. Great Britain 220
CODE/ DATA BASE: COMMENTARY:
This book will develop readers' understanding of children are being taught a foreign
language. This work provides practical ideas for a variety of language practice activities,
including art and crafts, drama, games, storytelling, and songs.
NUMBER OF ISSUESPRINTED:
DIGITAL: 1
VIRTUAL: X
URL: http://site.ebrary.com/lib/uta/docDetail.action?docID=10682732&p00=teaching%20children

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VII. SYLLABUS APPROVAL
Date prepared: September 21st, 2015
------------------------------------
Lcda. Mg. Dorys Cumbe
SUBJECT PROFESSOR
Date of approval: September 23rd, 2015
-------------------------- -------------------------------
Lcda. Mg. Dorys Cumbe Mg. Verónica Chicaiza Redin, PhD.
Area Coordinator Program Coordinator
Syllabus Evaluator Syllabus Validator
--------------------------------
Dr. Marcelo Nuñez
Faculty Sub-Dean
Approval

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CARRERA DE IDIOMAS
ELEMENT 1
Describe the learnig process in a young learner based on the pedagogical theories.
SIXTH SEMESTER “A”
AMBATO – ECUADOR

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CARRERA DE IDIOMAS
ELEMENT 2
Show the teaching a song procedure using different strategies and techniques based on the
educational context
AMBATO – ECUADOR

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VIDEO: What are you wearing?
Reflection: I had a wonderful experience teaching children because I tried to motivate them using
an interesting song about clothing. Also, I used TPR at the moment to teach the song where they
could sing and dance at the same time. Furthemore, They felt encouraged to learn the vocabualry and
to acquire the language.

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CARRERA DE IDIOMAS
ELEMENT 3
Apply strategies and techniques to teach different groups according to their ages and needs based on real
context.
AMBATO – ECUADOR

29
Reflection: It was a nice experience because I told a story to my students where they felt very
enthusiastic. I remembered that the pictures caught their attention and at the end they were able to
answer some questions about the story. In addition, I tried to speak aloud and to feel confidence in
myself in order to become an effective teacher teaching children.

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TEACHING ENGLISH TO YOUNG LEARNERS

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CARRERA DE IDIOMAS
ELEMENT 4
Use selected teaching materials to improve interaction in the classroom based on
pedagogical procedures and language teaching approaches.
AMBATO – ECUADOR

38
CARRERA DE IDIOMAS
ELEMENT 5
Compare practical activities to teach language skills based on a topic based approach.
AMBATO – ECUADOR

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FINAL REFLECTION
This syllabus “Teaching Children” that I studied this semester was very useful because
I learnt how to elaborate and plan activities every class using games, songs, stories,
poems, and worksheets. Furthermore, this syllabus contributes to be a good
professional because students are able to teach young learners according to their
needs and desires where they need to have fun in their classes to develop their
learning.
This module is important because I achieved all the goals during this semester
through practice. Therefore, I learnt some strategies of how to use songs and chants
with TPR in order to improve the English language. Also, I recognized strategies for
storytelling. In addition, I practiced teaching children using a variety of games and
activities to make them participate in class. Finally, 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.

RAMOS_KATERINE

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