English V Portfolio
STUDEnT’S
PROFILE:
Full name: Mariana Salgado Aguilera
Date and place of birth: Pachuca de Soto Hidalgo,
June 23rd 1989
Learning style: Visual
Intelligence:
Musical
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4
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Intrapersonal
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4
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“Every truth has four
corners: as a teacher I give you one corner,
and it is for you to find the other three”
and it is for you to find the other three”
Confucius
Criteria
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Unsatisfactory
0-3 points
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Emerging
4-6 points
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Proficient
7-8 points
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Exemplary
9-10 points
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Rating
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Selection of Artifacts
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The work samples do not relate to the purpose of the portfolio.
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Some work samples are related to the purpose of the portfolio.
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Most work samples are related to the purpose of the portfolio.
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All work samples are clearly and directly related to the purpose of
the portfolio. A wide variety of
artifacts is included.
|
|
Usability and Accessibility:
Text Elements, Layout, and Color
|
The portfolio is difficult to read due to inappropriate use of fonts,
type size for headings, sub-headings and text and font styles (italic, bold,
underline).
|
The portfolio is often difficult to read due to inappropriate use of
fonts and type size for headings, sub-headings, text or long paragraphs.
|
The portfolio is generally easy to read. Fonts and type size vary
appropriately for headings, sub-headings and text.
|
The portfolio is easy to read. Fonts and type size vary appropriately
for headings, sub-headings and text.
|
|
Color of background, fonts, and links decrease the readability of the
text, are distracting and used inconsistently throughout the portfolio.
|
Color of background, fonts, and links generally enhance the
read-ability of the text, and are generally used consistently throughout the
portfolio.
|
Color of background, fonts, and links generally enhance the read-ability
of the text, and are generally used consistently throughout the portfolio.
|
|||
Writing Conventions
|
There are more than 6 errors in grammar, capitalization, punctuation,
and spelling requiring major editing and revision.
|
There are 4 or more errors in grammar, capitalization, punctuation,
and spelling requiring editing and revision.
|
Are a few errors in grammar, capitalization, punctuation, and
spelling. These require minor editing and revision.
|
There are no errors in grammar, capitalization, punctuation, and
spelling.
|
|
Portfolio Content
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Student is
missing required assignments
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Student missing 2-3
required assignments or they are incomplete
|
Student is missing 1
required assignment or it is incomplete
|
Student includes all
of the required assignments. Audio, Video, Writing pieces, pictures,
Topics.
|
|
Improvement
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Little improvement.
Student achieved only a few of the desired goals.
|
Some improvement.
Student achieved some goals.
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Good improvement.
Student achieved most or all desired goals.
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Extensive improvement.
Student achieved all desired goals and more.
|
Writing coherently
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Frequency
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Urgency
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Importance
|
Total
|
Course note-taking
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5
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3
|
2
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10
|
Narrative writing
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3
|
3
|
3
|
9
|
Writing Emails
|
4
|
3
|
4
|
11
|
Writing Reports
|
4
|
4
|
5
|
13
|
Writing introductory paragraphs
|
4
|
4
|
4
|
12
|
LEARNER
CONTRACT
Name: Mariana Salgado Aguilera
Skill area for improvement
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Proposed activities
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Proposed resources
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Strategies
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Target date for completion
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Ways of demonstrating achievement
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Done
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Writing good introductory paragraphs
Write coherent paragraphs including relevant information and clear ideas that catch the reader’s attention |
Choose a topic and write an introductory paragraph
|
Hacker, Diana. The Bedford Handbook for writers. Boston: St. Martin’s
Press, 1991
Rich, Susanna. The Flexible writer, 3rd ed. Boston: Allyn
and Bacon, 1998
|
Cognitive : Resourcing (having as an aid a dictionary and other resource material)
Metacognitive: Self monitoring (checking my performance during the activity completion) Affective: Questioning (asking a native speaker for explanation and help) |
10/04/16
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Write a paragraph
|
ü
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Writing reports
Write brief and clear information from an event including the aspects of a report |
Write a report from a class.
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http://www.lboro.ac.uk/service/ltd/campus/reportwr.pdf
https://www.dlsweb.rmit.edu.au/lsu/content/pdfs/2_assessmenttasks/super_report.pdf
|
Cognitive: Note taking (writing down while something is happening)
Metacognitive: Selective attention (paying
attention to specific aspects of the task)
Affective: Empathizing (Write something for someone who was
not present while the activity was developed)
|
14/04/16
|
Write a report of a given class
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ü
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Writing Emails
Writing in a polite way, asking for clarification and help
Requesting information from a teacher. |
Write emails to one of my teachers and expect an answer.
|
http://www.infobeatmail.com/how-to-write-an-email-to-a-teacher-help-10pts/
www.pacificcollegiate.com/
|
Cognitive: Deduction (Application
of L2 rules)
Sending and receiving messages
Metacognitive: Self-monitoring (checking my performance during the task)
Self evaluation (Appraising my
performance as I write)
Affective: Requesting (asking for permission to
teachers for pieces of advice or help)
|
17/04/16
|
ü
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ACTIVITIES
ACTIVITY:
Adjectives
1. Mother Theresa dedicated ______ the poor.
A her life and helped B her life to helping C her help and life D to help
People miss this one because they think that after to we need the base form of the verb. However, to can also be a preposition, so we need to remember when to is a preposition and when it's part of the infinitive.
2. The guy ______ my brother.
A you saw was B that saw C who saw D that saw you
Grammar point: that is sometimes optional in adjective clauses. When is it optional, you ask? When the head noun is the object or complement of the subordinate verb. Did you get that???
3. You are the first person ______ I am funny.
A to tell me B telling me that C who telling me D that tells me to be
Important grammar pattern: first + NOUN + infinitive. This is on the TOEFL a lot, so you should be familiar with this pattern.
4. ______ pretty funny.
A You said B You said that C What you said was D The thing
Grammar focus: NOUN CLAUSE as SUBJECT of the verb. People tend to miss questions when the subject is a noun clause.
5. ______ a new student.
A The room came B The room came into C Into the room came D Came into the room
Grammar point: Inversion. People mess up on inversion and ellipsis more than they do on any other grammar points on ETS's tests. If you're shooting for a high score, learn this!
10. Robin Hood stole from ______ poor.
A rich and gave B the rich and gave to the C the rich and giving D rich and the
the + adjective = adjective people
1. Mother Theresa dedicated ______ the poor.
A her life and helped B her life to helping C her help and life D to help
People miss this one because they think that after to we need the base form of the verb. However, to can also be a preposition, so we need to remember when to is a preposition and when it's part of the infinitive.
2. The guy ______ my brother.
A you saw was B that saw C who saw D that saw you
Grammar point: that is sometimes optional in adjective clauses. When is it optional, you ask? When the head noun is the object or complement of the subordinate verb. Did you get that???
3. You are the first person ______ I am funny.
A to tell me B telling me that C who telling me D that tells me to be
Important grammar pattern: first + NOUN + infinitive. This is on the TOEFL a lot, so you should be familiar with this pattern.
4. ______ pretty funny.
A You said B You said that C What you said was D The thing
Grammar focus: NOUN CLAUSE as SUBJECT of the verb. People tend to miss questions when the subject is a noun clause.
5. ______ a new student.
A The room came B The room came into C Into the room came D Came into the room
Grammar point: Inversion. People mess up on inversion and ellipsis more than they do on any other grammar points on ETS's tests. If you're shooting for a high score, learn this!
10. Robin Hood stole from ______ poor.
A rich and gave B the rich and gave to the C the rich and giving D rich and the
the + adjective = adjective people
Did you enjoy this activity?
Yes x No
Activity
ORDER OF ADJECTIVES:
The order listed in this chart is generally accepted by authorities, but
there is some disagreement about certain details. The colors indicating more
variability are the usual areas of disagreement. One problem is that certain
collocations are preferred above others. For example, Quirk mentions that
English speakers usually say "beautiful long hair" but "long
straight hair." The best way to learn these variations is by extensive
reading. It is important to understand that we usually use only two or three adjectives together. It is extremely rare to use four or more at the same time. The examples in the table are only for the purposes of illustration.
It would be interesting to highlight combinations of two, three, and four adjectives you find in your reading. You could use a different color for each number. You will find that you will have many two–adjective combinations, fewer three–adjective combinations, and almost no four–adjective combinations.
It would also be a good idea to keep a list of phrases
that contain adjectives in a different order from that of the table. Examples
you keep in a notebook can be a very valuable learning tool. You might also
want to search the Web with your favorite search engine for specific
combinations ("worn old" vs. "old worn,"
for example).
REFERENCE
MATERIAL http://www.englishcorner.vacau.com/grammar/rules/adjord.html
Did you enjoy this activity?
Yes x No
QUIZZES
Name : Mariana Salgado
Aguilera
Number: 094844
Class: English V
Fill
in the blanks with the correct form of the simple
past or negative simple past.
Yesterday I __left__ (leave) early for school. I ____took____
(take) the bus like I usually do, instead I __walked__
(walk). It _was____
(be) a sunny morning and I enjoyed_ (enjoy)
being outside.
My first class __was_ (be) Math.
I __understood_ (understand) the lesson,
so I ____asked______ (ask) the teacher for
help. She ___taught___
(teach) me how to do the problems, and I think I understand now.
For lunch I _ate_ (eat) soup with my friends. My friend Rachel _had
(have) any soup, because she doesn’t like it. She _ate_(eat)
a sandwich.
Fill
in the questions with the correct
verb using the simple past.
do/go/have
__Did_ you _have__ a good
weekend?
What _did_ you __do_
Saturday?
Where _did_ you __go__?
come/forget/wear
Why __did_ you __come_ to
class on time?
__Did_ you ___forget__
what time it was?
__Did__ you __wear__ a
watch?
look/see
__Did_ you _see__ your
brother this morning?
Why __did_ he __look__ so
sad?
TASK
“Reflection about
my own case, becoming a Self-directed Learner”
At the end of this course I
want to say that I am very glad of everything
I have learned. It was a difficult process to me because at the beginning
unfamiliar with this learning mode but now I think that this kind of
instruction is one of the best ways to learn a foreign language. Becoming an
autonomous learner is more difficult that I assumed. For me is a process that
take time to achieve its objectives. If I want to learn something it is no
necessary to wait until somebody tell me what to do I can improve by my own.
One of
the biggest problems I faced was not relying on the teacher, the entire course
we said that becoming an autonomous learner we have to learn to make our
choices and be responsible for the consequences. But it was hard for me to look
for more information but is easiest asking to the teacher. If I really want to
put into practice what I have learned I have to try harder to expect more for
myself and do not wait until someone comes and tells me I'm doing things right or wrong.
I have improved in
the learning process since I know how to guide myself analyzing my needs and
converting these needs into objectives. This was not an easy part because is
very important to keep real objectives that can help me to reach what I want in
the language proficiency. The use of the learning contract is another part that
has helped me to set the goals and look for the sources to work and the way in
which I need to do it.
This experience
towards learning was certainly significant to me. The idea to teach the
students how to work by their own sounds good, as a future teacher I would like
to try this mode of learning with my students. Although I know it is not easy
for none of us I really want to see how this process works while I am in the
teacher’s side.
The
way I learn now has definitely changed. I started
to implement some tools and strategies that I have learned from the classes.
Now, I also know how assess my progress. Besides that, I feel motivated to keep
improving in my learning process.
The
self-instructional mode would be complicated for both, student and teacher
because they have to change their traditional role and relation that they have
kept during a long time. In this sort of learning, learner and helper will work
together, analyzing, planning, developing activities and doing assessment. It
is difficult for the learners for the reason that they could not feel ready to
work by her own and could think that they have not enough knowledge for
accomplish the full process of learning but in that instant is the moment for the
teacher who has become in a helper, to guide the learner through the whole
process, motivating her and checking her progress. That is one reason to start
implementing this mode in LELI, if we want to make autonomous learners we hace
to start with us a model.
We can
encourage students to be more responsible for their learning process through let
them to make their own decisions in classroom, allowing suggestions in the way
of grade. If they prefer to work on projects, tasks or tests. Which activities
they like or don not enjoy in the classes, showing them that responsibility is
rewarded not only in classroom but in life. Keeping a record of their progress
motivating them to keep going until they have reached their goal in the
language.
GLOSSARY
1. Achievement test: Test which measures a learner’s achievement level in terms of a
particular course.
2. Affective factors: are the learner attitudes towards the target language and the emotional
responses to it
3. Aptitude: noun
Capability; ability; innate or acquired
capacity for something; talent: She has a special aptitude for mathematics.
Readiness or quickness in learning;
intelligence: He was placed in honors
classes because of his general aptitude.
The state or quality of being apt; special
fitness.
4. Attitude: noun
Manner,
disposition, feeling, position, etc., with regard to a person or thing;
tendency or orientation, especially of the mind: a negative attitude; group
attitudes.
Position
or posture of the body appropriate to or
expressive of an action, emotion, etc.: a threatening
attitude; a relaxed attitude.
5. Autonomy: noun, plural -mies.
Be responsible of our own behavior in a social context and be willing to cooperate with others in order to solve problems in a constructive way
Be responsible of our own behavior in a social context and be willing to cooperate with others in order to solve problems in a constructive way
Independence or freedom, as of the will or one's actions: the autonomy of the individual.
the
condition of being autonomous; self-government, or the right of
self-government; independence: The rebels demanded autonomy from Spain. a self-governing community.
6. Cognitive strategies: are the mental strategies learners use to make sense of their
learning.
7. Extrinsic motivation: Extrinsic motivation is a strategy used by educator for motivating
students to achieve. This model of motivation is becoming less widely accepted
in schools in favor of intrinsic motivation methods.
Extrinsic
motivation seeks to motivate students to achieve better grades and higher
performance through external rewards or punishments.
8. Inter-dependence: Autonomy
includes the notion of interdependence. That is being responsible for one’s own
conduct in the social context: being able to cooperate with others and solve
conflicts in constructive ways (Kohonen 1992:19)
9. Intrinsic motivation: Intrinsic motivation refers to motivation that comes from inside an
individual rather than from any external or outside rewards, such as money or
grades.
The motivation comes from the pleasure one gets from the task itself or from the sense of satisfaction in completing or even working on a task.
The motivation comes from the pleasure one gets from the task itself or from the sense of satisfaction in completing or even working on a task.
10.
Lack: is the
difference of the present learner’s competence in a specific skill and the
competence that the learner wishes to achieve.
11.
Learning contract: is a written agreement
between the trainee and supervisor. It outlines what expected to be learned in
a specific period of time and the method
of assessment of that learning.
12. Learning pathway: is the way you navigate your
learning, skill development and life experiences through education and
training, and your community and personal life.
There are many learning pathways you can take on your way to any
employment destination and yours will be unique. Your learning pathway may
consist of employment-based training, such as an Australian Apprenticeship
(known as an apprenticeship or traineeship in some states and territories),
volunteering, entry-level work, further study and/or job advancement.
13. Metacognitive knowledge: Is
comprehension of how the mind works. In other words: a person knows about
knowing, thinks about thinking. Metacognitive knowledge can be divided into
three categories: persons (interpersonal relationships), tasks, and strategies.
Metacognitive Knowledge Persons Knowledge in this category includes knowing one self's
thinking abilities, others', and the relationship between the two.
Examples:
A person comprehends information processing limits of themselves and others
A person understands comparison of thought processing abilities between people
A person realizes the best conditions for thinking
A person comprehends information processing limits of themselves and others
A person understands comparison of thought processing abilities between people
A person realizes the best conditions for thinking
14.
Metalanguage: is a language
used to make statements about statements in another language which is called
the object language.
15. Motivation: noun
The act
or an instance of motivating, or providing with a reason to act in a
certain way: I don't understand what her motivation was for quitting her job.
Synonyms: motive, inspiration, inducement, cause, impetus.
The state
or condition of being motivated: We know that these students have strong
motivation to learn.
Something
that motivates; inducement; incentive: Clearly, the company's long-term
motivation is profit.
16. Needs: are the
skills that the learner consider relevant for his learning
17. Needs analysis: is a tool which can be used by a language learner to access to specific
areas they need to concentrate on in their language acquisition.
18. Preparation, methodological: Process of acquiring the abilities and techniques to undertake
self-instruction.
19. Preparation, psychological: Preparation for students to choose the best way to learn.
20. Responsibility: is the relationship between being in charge of something and deal with
the consequences of our own actions and decisions about what we are in charge
21. Self-access learning: is a term to define the use of self-access materials in a
self-instruction mode.
22. Self-access materials: are al the materials available and appropriate for self-instruction
23.
Self-assessment: The ability to evaluate the effectiveness of one's own
performance in a foreign language.
24. Self-direction: are the attitudes towards learning, at this point the student accepts
the responsibility for all the decisions of his/her learning.
25. Self-instruction
Self-instruction
can be defined as the ability of one to cognitively plan, organize, direct,
reinforce, and evaluate one own independent learning without a teacher's
prompting.
26.
Semi-autonomy: is a previous
stage of autonomy. At this point, the learner is getting ready for autonomy.
27.
Social affective
strategies: are concerned with the learner’s emotional
requirements such as confidence and are lead to increase interaction with the
target language.
28.
Strategy: is the use
stratagem, artifice or an elaborate and systematic plan for action
29.
Summative assessment: Tests
given periodically for just getting a number and final grade.
30.
Wants: are the skills on which the learner puts a high
priority given the time available
Reference Materials
Books
Books
1.
Kohonen, R. Jaatinen, P. Kaikkonen and J. Lehtovaara: Experiential learning in foreign
a.
language education.
2.
Kohonen V. 2000a.
Facilitating transformative learning for teacher growth. In Beairsto, B.
a.
and P. Ruohotie (eds.), Empowering teachers as
life-long learners. Hämeenlinna:
Research
b.
Center for Vocational Education
3.
Kohonen, V. 2001c. From isolation to interdependence
in ELT: supporting teacher
a.
development through a university-school partnership.
4. Arêas da Luz
Fontes, A. B., & Schwartz, A. I. (in press). Working memory influences on cross-language activation during bilingual
lexical disambiguation. Bilingualism: Language and Cognition.
5.
Schwartz, A. I., Kroll, J.F. (2006).
Bilingual lexical activation in sentence context.
a.
Journal of
Memory and Language, 55, 197-212.
6. Hacker, Diana. The Bedford Handbook for Writers.
Boston: St. Martin’s Press, 1991
7.
Rich, Susanna. The
Flexible writer, 3rd ed. Boston: Allyn and Bacon, 1998.
8.
Daikler, Kerek, et al. The Writer’s Options, 4th
ed. New York: Harper & Row, 1990.
9.
Benson, Phil. Teaching and Researching
Autonomy in Language Learning. Longman 2001
11. Richard
Pemberton. Taking Control: Autonomy in Language Learning. Hong Kong University Press, 1996
Movie
1. “007 quantum of solace” directed by Marc Forster. Casting: Daniel Craig,
Olga Kurylenko, Mathieu Amalric . Genre: Action.
Songs
1. Avril Lavigne “I’m with you” album: Let go 2000
2. The Verve “bittersweet symphony” album: Hurban Hymns 1997
Blogs
1. enjoy-learningenglish.blogspot.com/
this is a fun site with enjoyable activities to practice English
2. maricarmensalas.blogspot.com/
In this site you can find tolos for teaching English and of course for leaning
as well.
3. www.helping-you-learn-english.com/Learn-English-blog.html
Contains many innovative information related to learning English
ONLINE DICTIONARIES
1. dictionary.cambridge.org/
WEB PAGES
1. learnenglish.britishcouncil.org/ contains many different activities to
practice all four skills in English
