English V Portfolio

 

STUDEnT’S PROFILE:

Full name: Mariana Salgado Aguilera

Date and place of birth: Pachuca de Soto Hidalgo, June 23^rd 1989

Learning style: Visual

Intelligence:

Musical	4
Intrapersonal	4

“Every truth has four corners: as a teacher I give you one corner,
and it is for you to find the other three”

Confucius

Criteria	Unsatisfactory 0-3 points	Emerging 4-6 points	Proficient 7-8 points	Exemplary 9-10 points	Rating
Selection of Artifacts	The work samples do not relate to the purpose of the portfolio.	Some work samples are related to the purpose of the portfolio.	Most work samples are related to the purpose of the portfolio.	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.	Color of background, fonts, and links enhance the readability and aesthetic quality, and are 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	Student is missing  required assignments	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	Little improvement. Student achieved only a few of the desired goals.	Some improvement. Student achieved some goals.	Good improvement. Student achieved most or all desired goals.	Extensive improvement. Student achieved all desired goals and more.

NEEDS ANALYSIS

Writing coherently	Frequency	Urgency	Importance	Total
Course  note-taking	5	3	2	10
Narrative writing	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	Proposed activities	Proposed resources	Strategies	Target date for completion	Ways of demonstrating achievement	Done
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	Write a paragraph	ü
Writing reports Write brief and clear information from an event including the aspects of a report	Write a report from a class.	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	ü
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

                   

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

REFERENCE MATERIAL http://www.testmagic.com/grammar/exercises/tm_stcs_01_answers.htm

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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

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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

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.

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

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

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, 3^rd ed. Boston: Allyn and Bacon, 1998.

8.     Daikler, Kerek, et al. The Writer’s Options, 4^th ed. New York: Harper & Row, 1990.

9.     Benson, Phil. Teaching and Researching Autonomy in Language Learning. Longman 2001

10.  David Palfreyman, Richard C. Smith. Learner Autonomy Across Cultures. Palgrave Macmillan 2003 

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/

2.   www.ats-group.net/dictionaries/dictionary-english-english.html

3.    www.pearsonlongman.com/dictionaries

4.   www.spanishdict.com

5.   www.freedict.com/onldict/spa.html

WEB PAGES

1.   learnenglish.britishcouncil.org/  contains many different activities to practice all four skills in  English

2.    www.tolearnenglish.com helps to practice vocabulary and grammar providing easy explanations

3.    www.saberingles.com.ar/songs this site is to practice English through songs

4.   www.learnenglish.be contaisn exercises for practice of grammar