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CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
STUDENT’S PORTFOLIO
AMBATO – ECUADOR
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
Evidence for Element Unit 2 .......................................................................................... 28
Evidence for Element Unit 3 .......................................................................................... 33
Evidence for Element Unit 4 .......................................................................................... 48
Evidence for Element Unit 5 .......................................................................................... 54
FINAL REFLECTION ................................................................................................. 114
PORTFOLIO RUBRIC ................................................................................................ 115
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN
VISIÓN
3
FACULTAD DE CIENCIAS HUMANAS Y DE LA es
EDUCACIÓN
CARRERA DE IDIOMAS
PERFIL DE EGRESO
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
5
Referencias
Cursos y Formación
SÍLABO
AMBATO - ECUADOR
2018
7
SYLLABUS GENERAL INFORMATION
Subject Code
Credits: 4 Corequisites:
1.Legislación UTA-FCHE-I-MP-UB-09-05
Educativa.
SCHEDULE
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 Learning 96
application and
experimenting practices
component
160
9
II. PROFESSOR'S TEACHING PROFILE
Knowledge area:
Knowledge area:
Wednesday 07h00-09h00
Friday 07h00-09h00
E-mail: wilmaesuarezm@uta.edu.ec
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.
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.
Microteaching
presentations.
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.
Microteaching
presentations.
HOURS
Learning outcome: Develop a critical analysis of a research article about a teaching/learning problem.
Learning Methodologies: CLT, collaborative learning, problem-based learning, project-based learning, CLIL.
Educational Strategies: Group work discussions, micro teaching presentations, summarize information.
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
experimenting research and
Teacher’s Cooperative
practices community
assistance learning
component service
component
HOURS
Learning outcome: Write lesson plans which include a variety of teaching strategies and assessment activities.
Learning Methodologies: CLT, collaborative learning, problem-based learning, project-based learning, CLIL.
Educational Strategies: Group work discussions, micro teaching presentations, summarize information.
Class Hours/ Teaching Tutoring Learning application Independent hours Assessment tools
Component Hours and experimenting including research
Thematic Units
practices component and community
Teacher’s Cooperative
service component
assistance learning
Learning outcome: Summarize the most common language functions used by teachers and students in the classroom.
Learning Methodologies: CLT, collaborative learning, problem-based learning, project-based learning, CLIL.
Educational Strategies: Group work discussions, micro teaching presentations, summarize information.
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
experimenting research and
Teacher’s Cooperative
practices community
assistance learning
component service
component Assessment tools
Microteaching
presentations.
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.
Learning Methodologies: CLT, collaborative learning, problem-based learning, project-based learning, CLIL.
Educational Strategies: Group work discussions, micro teaching presentations, summarize information.
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
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
PRINTED: X
DIGITAL:
VIRTUAL:
URL:
ADDITIONAL BIBLIOGRAPHY
AUTHOR (S) ISSUED BOOK TITLE EDITION EDITORIAL CITY/ NUMBER OF NUMBER OF
ISSUES PAGES
YEAR NUMBER COUNTRY
Scrivener, J. 2005 Learning Teaching 2nd Edition. Macmillan Great Britain 1 431
A guidebook for
English language
teachers.
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
PRINTED: X
DIGITAL:
VIRTUAL:
URL:
19
AUTHOR (S) ISSUED BOOK TITLE EDITION EDITORIAL CITY/ NUMBER OF NUMBER OF
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
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
------------------------------- ------------------------------------------
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
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
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
essay will discuss three important aspects based on the article that include: applied
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
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
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
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
“Optativa II TKT Preparation”
Ninth Semester
AMBATO – ECUADOR
55
INDEX
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
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
Cursos y Formación
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)
61
CLIL LESSON
PLAN 1
62
CLIL LESSON PLAN
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.
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.
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.
65
STUDENT’S
RESOURCE
66
Vertebrates
MAMMALS REPTILES
67
VERTEBRATES
Activity 1
g) KEYNOM
a) DRICOCEOL
f) IGNAUA
b) RAKSH
h) HNE
c) ARBE
68
e) GFOR
d) TRROAP
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
Link: https://prezi.com/p/qmmk2rlt_jeo/
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
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.
77
COMPARING VERTEBRATES
ACVTIVITY 6
Group work:
2.
3.
4.
5.
78
Taken from: Kid’s corner-animal classification
79
Name:_________________ Date:__________________
Instructions:
80
TEACHER’S
RESOURCE
81
VERTEBRATES
ACTIVIY 1
Answer Key
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
Link: https://prezi.com/p/qmmk2rlt_jeo/
83
ACTIVITY 3
LISTENING ACTIVITY
Video #1
84
✓ https://www.youtube.com/watch?v=R50Xc1EUHwg
Video #2
✓ 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
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
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
ACTIVITY 2
RUBRIC TO ASSES WRITTEN WORK
Name:
Date:
Criteria Feedback Marks
Content 40%
/4
Vocabulary 20%
/2
Written
expression 40% /4
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
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.
97
STUDENT’S
RESOURCE
98
Endangered vertebrates
ActivIty 1
100
ActivIty 3
101
Endangered animals- the giant panda
1. What is the giant panda’s only food and why do they need to eat so much of it?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
102
why do animals become endangered?
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.
____________ ____________
____________ ____________
103
HOW TO TAKE CARE OF ANIMALS
giant otter
104
Taken from: ministerioambiente.o
105
Name:_________________ Date:__________________
Instructions:
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. _____________
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
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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.
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RUBRICS
56
ACTIVITY 4 ACTIVITY 4
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
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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
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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.
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PORTFOLIO RUBRIC
61