STUDENT´S FULL NAME: Kevin

SUBJECT: Ricardo Pabón Larreategui

LEARNING EX CONTEXT INCLU SECOND PERIOD /
UNITS DATE:
CURRICULAR _NRC_
8, 9, 10, 11, 12, 13, 14 31/08/2021

STUDENT´S DIGITAL PORTFOLIO ON

LEARNING RESULTS FOR THE SECOND
PERIOD

Universidad de las Fuerzas Armadas ESPE - Human and Social Sciences Department – Pedagogy of national and international languages
 TABLE OF
CONTENTS

A. UNIT 8

1. TASKS:

1.1. Answer this question: What is the difference between 1L and 2L

theories? Write a 40-word paragraph.
In 1L the language is generated from the first day by relationship and influenced by the
environment. On the other hand, 2L deals with the four teaching/learning skills as listening,
speaking, reading, and writing, and students must acquire and develop to accurately
communicate in the new language.

2. GROUP WORK
2.1. Copy and paste the two mind-maps for this unit.
3. PRACTICUM
3.1. How to apply 2L theories in teaching English. Write a 30-
word paragraph.
We can do it by applying different stages according to
the environment they are growing to apply the four
teaching/learning skills to carry them through a
meaningful procedure to relate new knowledge with new
ones. Trying to save the most relevant information in
mind.
3.2. What is methodology for teaching English? Write a 30-
word paragraph.
Methodology, technique, and strategy is a system of practices
and procedures that a teacher uses inside a classroom to teach
an EFL. this will be based on beliefs about the nature of
language, and how it is better understood by students.
4. EVALUATION
 4.1. Self-evaluation for unit 8.

5. PERSONAL REFLECTIONS ON THE LEARNING ACQUIRED IN THIS

UNIT (200 WORDS)
In this unit, I have learned about the differences between 1L and 2L as well as the
different techniques in learning a new language such as 1L and how to properly
teach 2L since it is not enough just to teach the subject, as this is related with the
previous subject to guide us towards a better performance in our future as teachers,
since we could apply these theories in a class by being able to classify and
determine their effectiveness with each kind of environment or even each class of
student. and thus ensure that the knowledge that remains engraved on them is the
most valuable and the one they will use in their later lives. In addition, it allows us
to understand how it was that we learned our mother tongue and how we learned or
are learning a new language and how we can later learn new languages, and this
helps us to understand the student and put ourselves in their place when teaching
them. this process being somewhat ambivalent and bilateral since both receive
feedback from the other. thus, generating a positive environment that will favor the
knowledge acquired.

B. UNIT 9
1.- TASK:

1.1.1. Copy and paste your 500-word composition with the teacher
´s remarks.

APPLICATION of the CONSTRUCTIVISM THEORY

on an E.F.L classroom
Introduction:
English as a foreign language requires to emphasizes in practicing so on an EFL
classroom we need to make the student part of the process in a more active way
such as investigations, essays, and practices in which the student finds by
themselves the meaning of things and the teachers just guides them in the process.
Ensuring that the knowledge is helpful and follows the required curriculum. This
method has already been successfully proved in various careers in different
universities in the world, also the languages career in ESPE. So, we will root around
into efficient ways to apply constructivist techniques in an English as a foreign
language class.
Development:
Díaz and Hernández (1998) propose a series of strategies for the dynamics of teaching,
among these, are: the elaboration of summaries, analogies, interleaved questions,
semantic networks, and use of textual structures. So, in this same approach Silva
and Ávila (1998) mention these teaching tools:
Concept maps, these help to organize meaningful relationships between concepts, and
thus the student can grasp the meaning of what they are going to learn.
The Venn diagram, which allows schematizing set theory to learn. In this case,
vocabulary could be learned based on showing similarities and differences between
words.
Gowin's V, This one illustrates conceptual and methodological elements that interact in
the process of building knowledge and helps to deepen the structure and its
meaning.
Portfolio, where the student can file the works of the entire study period to evaluate
them all at the end, and thus have a source from which to refresh situations,
experiences, and concepts of the classes.
But for Delmastro (2002), strategies focused on the development of reading skills in L2
have a strong effect on classroom activities, since they are dynamic, creative, and
construct meaningful concepts and knowledge. These are:
-Promote student interaction and teamwork. This allows slower students to benefit from
the best in the class.
-Use memorization or repetition to improve the assimilation of theoretical or conceptual
content.
-Promote discussion, this sows concern and a desire to investigate. and thus the contents
will have greater significance for the students.
-Visualize graphically the interrelation and interaction of the contents of the topic
addressed, so they can compare them quickly and effectively by integrating it with
previous knowledge.
 -Visualize the content of the unit on a single page, since it serves as an outline and
review for the students and an anchor for the teacher.
Conclusion:
If we use the tools presented by Silva and Ávila and give them an approach as suggested by
Delmastro we will achieve a proper balance. Finally, these techniques presented can help the
assimilation of content from a constructivist sense. Since they have the same approach. And they help
to the appropriation of learning and to improve the role of the student in education, being the one
who builds knowledge and seeks to investigate more about the subject. Keeping him always active
and ready to learn together with his classmates and various educational tools. Always hand in hand
with the teacher and attached to the current curriculum.

2. PRACTICUM

2.1. The importance of the Behaviorism theory when teaching

English.
Since behaviorism is the principal theory about the process by which children learn, we can use its base from
philosophy on human behavior to learn about the proper approach focused on the immediately perceptible
aspect of linguistic and its responses in the world surrounding to accurate our teaching process in class.

3. EVALUATION
 3.1. Self-evaluation for unit 9.

4. PERSONAL REFLECTIONS ON THE LEARNING ACQUIRED IN THIS

UNIT (200 WORDS).
 This unit talked about constructivism and behaviorist theories, in which the
difference between the ways in which human beings learn is reflected, each
with its different approach to explaining the process of acquiring knowledge.
Along with this, you can also find the different ways in which each author tries
to explain and what he expects from human learning, based on his studies and
the environment in which they learned.
I was also able to understand that in our university most of the professors use
constructivism for their classes, as they provide basic and necessary
information for ourselves to build our knowledge. Also, we can understand and
apply this to our future as teachers, because education today requires it and it is
our duty as future teachers to develop our capacities as best as possible to fill
the gaps that may be left by the lags of a decaying educational system with the
same theories but with different approaches, approaches that can fill the
student's desire to learn and adapt it to the way he learns as we learned in this
unit.
C. UNIT 10

1. TASKS:

1.1. What is a language teaching method? Write a 35-word

paragraph.
Language Teaching Method is an organized or arranged plan used by teachers to help students to better learn a
language with different techniques and strategies to be able to give us instruments to understand the class.

1.2. Copy and paste the link of your DEMO CLASS based on one
teaching method of this unit, which was done as a group
work.
https://youtu.be/2T6wV9QKmR0
2. GROUP WORK
2.1. Cut and paste the DUP template for your demo-class.

SCHOOL LOGO NAME OF THE SCHOOL “PADRE JOSÉ LEÓN

TORRES” SCHOOL YEAR

2020 - 2021

M
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A
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1. INFORMATIVE DATA:
Stud SIGNATURE Area: Grade/Cour Leve E.G.B
ent- English as se: l: Medium
Teac a 10 EGB
her: Foreign
Language
NA
ME
Unit Nam TEXTBOOK: Unit Specific
Number: e of TOUCHSTONE Objectives: ● Apply and
the Unit Title: 1 Identify
1 unit: grammatic
al
Prese structures.
nt ● Express
Perfec written
t ideas using
present
perfect
form and
learned
acquired
new
vocabulary
.
● Understand
text
identifying
present
perfect
tenses.
● Express
ideas
 orally.

PERIODS: 2 STARTING WEEK: July 26th 2021

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION CRITERIA
DEVELOPED

1. Curricular Thread 1: Communication and cultural Evaluation criteria

awareness
EFL 4.1.2
Recognize and demonstrate an appreciation of some
commonalities and distinctions across cultures and
groups (differentiated by gender, ability, generations,
etc.) including the students ‘own.
.
2. Curricular Thread 2: Oral communication (listening
and speaking)
EFL 4.2.2
Use a series of phrases and sentences to describe aspects
of
personal background, immediate environment and
matters of
immediate need in simple terms using grammatical
structures
learnt in class (although there may be frequent errors
with tenses, personal pronouns, prepositions, etc.)
3. Curricular Thread 3: Reading
EFL 4.3.2
Make use of clues such as titles, illustrations,
organization, text
outline and layout, etc. to identify and understand
relevant information in written level-appropriate text
types.
Curricular Thread 1: Communication and
cultural awareness
Watching a video about a legend or traditional
story from Ecuador or another country, and taking
notes on the cultural practices mentioned
Curricular Thread 2: Oral communication
(listening and speaking)
Listening to a set of instructions and matching
them to the corresponding picture.
Curricular Thread 3: Reading
Reading a text and answering information
questions
Curricular Thread 4: Writing
Writing a letter to a future learner. (Example: to
give advice about how to survive
the school year, to share your best study skills, etc.)
Curricular Thread 5: Language through the
arts
Producing a video response in groups to a story
read in class.

4. Curricular Thread 4: Writing

EFL 4.4.2
Make and use a simple print or digital learning resource
to compare and contrast information in order to
demonstrate understanding and command of a topic.

5. Curricular Thread 5: Language through the arts

EFL 4.5.1
Make use of main points in literary texts (authentic and
semi-authentic, oral and written) to understand short
simple everyday
stories, especially if there is visual support.
ACTIVITIES
TEACHIN METHODO
PERFORMANCE TECHNIQUES/INSTR
G LOGICAL
 INDICATORS UMENTS
METHO STRATEG

D OR IES

APPROA

CH
The structural approach
This method sees
language as a complex of
grammatical rules, which
are to be learned one at a
time in a set order. So, for
example the verb "to be"
is introduced and
practiced before the
present continuous tense
which uses "to be" as an
auxiliary.
To develop students' Techniques: Role-playing
● Selection of understanding of the world, the teacher explains to the
understandable other cultures and their own students to imagine that
content. and their ability to they are other people, that
● Promoting the communicate their views they are in another place,
creative use of through the foreign language. time and space, then gives
language. them a theme to develop
● Use of linguistic and act according to their
and non-linguistic new personalities.
methodologies by
the teacher. Instruments: for the
● Encouragement of teaching of grammatical
students' oral points, the pattern practice
skills. approach is recommended.
● Search for specific This approach consists of
contextualized two techniques:
objectives. memorization of basic
● Importance of sentences through
theory and repetition and teaching the
practice. patterns in a progressive
● Use of manner.
complementary
resources.
● Active
participation.

SCHOOL LOGO NAME OF THE SCHOOL “PADRE JOSÉ LEÓN

TORRES” SCHOOL YEAR

2020 - 2021

M
IC
R
O
C
U
R
RI
C
 U
L
A
R
P
L
A
N
NI
N
G
1. INFORMATIVE DATA:
Stud SIGNATURE Area: Grade/Cour Leve E.G.B
ent- English as se: l: Medium
Teac a 10 EGB
her: Foreign
Language
NA
ME
Unit Nam TEXTBOOK: Unit Specific
Number: e of TOUCHSTONE Objectives: ● Apply and
the Unit Title: 1 Identify
1 unit: grammatic
al
Prese structures.
nt ● Express
Perfec written
t ideas using
present
perfect
form and
learned
acquired
new
vocabulary
.
● Understand
text
identifying
present
perfect
tenses.
● Express
ideas
orally.

PERIODS: 2 STARTING WEEK: July 26th 2021

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION CRITERIA
DEVELOPED

6. Curricular Thread 1: Communication and cultural Evaluation criteria

awareness
EFL 4.1.2
Recognize and demonstrate an appreciation of some
commonalities and distinctions across cultures and
groups (differentiated by gender, ability, generations,
etc.) including the students ‘own.
.
7. Curricular Thread 2: Oral communication (listening
and speaking)
EFL 4.2.2
Use a series of phrases and sentences to describe aspects
of
personal background, immediate environment and
matters of
immediate need in simple terms using grammatical
structures
learnt in class (although there may be frequent errors
with tenses, personal pronouns, prepositions, etc.)
8. Curricular Thread 3: Reading
EFL 4.3.2
Make use of clues such as titles, illustrations,
organization, text
outline and layout, etc. to identify and understand
relevant information in written level-appropriate text
types.
Curricular Thread 1: Communication and
cultural awareness
Watching a video about a legend or traditional
story from Ecuador or another country, and taking
notes on the cultural practices mentioned
Curricular Thread 2: Oral communication
(listening and speaking)
Listening to a set of instructions and matching
them to the corresponding picture.
Curricular Thread 3: Reading
Reading a text and answering information
questions
Curricular Thread 4: Writing
Writing a letter to a future learner. (Example: to
give advice about how to survive
the school year, to share your best study skills, etc.)
Curricular Thread 5: Language through the
arts
Producing a video response in groups to a story
read in class.

9. Curricular Thread 4: Writing

EFL 4.4.2
Make and use a simple print or digital learning resource
to compare and contrast information in order to
demonstrate understanding and command of a topic.

10. Curricular Thread 5: Language through the arts

EFL 4.5.1
Make use of main points in literary texts (authentic and
semi-authentic, oral and written) to understand short
simple everyday
stories, especially if there is visual support.
ACTIVITIES
TEACHIN METHODO
PERFORMANCE TECHNIQUES/INSTR
G LOGICAL
INDICATORS
UMENTS
METHO STRATEG

D OR IES
 APPROA

CH
The structural approach
This method sees
language as a complex of
grammatical rules, which
are to be learned one at a
time in a set order. So, for
example the verb "to be"
is introduced and
practiced before the
present continuous tense
which uses "to be" as an
auxiliary.
To develop students' Techniques: Role-playing
● Selection of understanding of the world, the teacher explains to the
understandable other cultures and their own students to imagine that
content. and their ability to they are other people, that
● Promoting the communicate their views they are in another place,
creative use of through the foreign language. time and space, then gives
language. them a theme to develop
● Use of linguistic and act according to their
and non-linguistic new personalities.
methodologies by
the teacher. Instruments: for the
● Encouragement of teaching of grammatical
students' oral points, the pattern practice
skills. approach is recommended.
● Search for specific This approach consists of
contextualized two techniques:
objectives. memorization of basic
● Importance of sentences through
theory and repetition and teaching the
practice. patterns in a progressive
● Use of manner.
complementary
resources.
● Active
participation.

3. ADAPTED CURRICULUM

Specification of Educational Specification of the adapted material to be applied

Needs
CLIL COMPONENTS
CLIL stands for Content and
Language Integrated Learning and
is a dual educational approach in
which an additional language is
used for teaching and learning a
subject; the focus is not only on
content, and not only on language
The virtual didactic materials are the carriers of the digital contents,
which must enable learning and become at the same time transmitters
of knowledge. In this class, it was used:
 A web page from which the class exercises were obtained.
 Slide presentation with images to interact with the students.
 The class was developed by google meet.
Science: TRANSVERSAL AXES
N/A 4.1. Buen Vivir Plan:
Interculturalidad: Ej.
Reconocimiento de la diversidad de
manifestaciones étnicas y
culturales. La interculturalidad
involucra las relaciones dinámicas y
 each is intertwined even if the
emphasis is more on one or the
other at any given time. With CLIL
learners learn something new about
the subject and at the same time
improve the foreign language.
In this case the component we will
use is content.
Content: Progression in
knowledge, skills and
understanding related to specific
elements of a defined curriculum.
Students should have a basic
knowledge of the foreign language
and have a supporting language
lesson.
PREPARED BY:
Student Teacher 1: Kevin Ricardo
Pabon Larreategui
convivencia en condiciones de
igualdad, sin que ningún punto de
vista predomine sobre los demás o
sea considerado “normal”. Los
maestros enfocan su atención
principalmente hacia el
reconocimiento a la diversidad de
manifestaciones étnico-culturales
desde una visión de respeto y
valoración.
4.2. Institutional:
Dialogue: Dialogue is the key
factor to create bonds of trust and
communication, thus generating an
atmosphere of integration among
individuals.
REVISED BY: APPROVED BY:
Coordinator: Jeaneth Vice principal:
Alexandra Padilla Egas

Student Teacher 2: Sandra Karina Signature: Signature:

Moya Lucio
Student Teacher 3: Jonathan
Marcelo Nasimba Toca
Student Teacher 4:Dayana
Madeline Ortega Herrera
Student Teacher 5: Melina
Alejandra Ortiz Maldonado

Date August 2021 Date August 2021 Date August 2021

3. PRACTICUM

3.1. What is the importance of the communicative approach when

teaching EFL? Write a 35-word paragraph.

To students is important to practice with others and to relate the theme with their own world so in this
approach students are supposed to make it to communicate to learn.

4. EVALUATIONS
4.1. Self-evaluation for unit 10.
 5. PERSONAL REFLECTIONS ON THE LEARNING ACQUIRED IN THIS
UNIT (200 WORDS).

D. UNIT 11

1. TASKS:

1.1. What is Didactics? Write a 30-word paragraph.

These are the guidelines that are used by any educational institution in order to work out all the
activities and aspects that are found in the development of the teaching-learning process of
a specific subject.
2. PRACTICUM

2.1. Are the functions of the didactic principles important for any educational institution?
Write a 35-word paragraph.
Of course, because they are the sense of education process, the didactic activities and
evaluation process, and the legitimacy of the educational actions and the pragmatic
character, are important parts to build a good program to teach.
3. EVALUATION

3.1. Self-evaluation for unit 11.

 4. PERSONAL REFLECTIONS ON THE LEARNING ACQUIRED IN THIS
UNIT (200 WORDS).
The importance of didactics is highlighted, explaining their functions and uses. Putting this into use in the
future we will be able to establish the order of several activities to be developed in class according to the
concurrent unit. they are the guidelines used by any educational institution to work all the activities and
aspects that are found in the development of the teaching-learning process of a specific subject. and thus have
a proper organization even with the teacher's efforts. Thus, teachers play an important role since they must
teach according to the needs of each student so that the student can put into practice what has been acquired. It
is important to recognize some characteristics of didactic principles such as objectivity, systematicity,
generality, dynamism, and pragmatism that are undoubtedly very important for educational activities
 E. UNIT 12

1. TASK:

1.1. What is Education? Write a 35-word paragraph.

It’s the practical process that values our development in different areas while we are learning about them with
different techniques and tools to put into practice.
2. PRACTICUM

2.1. Explain your role as a teacher in the bilingual educational process. Write a 35-
word paragraph.
In this process as a teacher, I must put in practice the learned in this process to use it to reach the better
knowledge about the proper use of methodologies, techniques, and approaches.
3. EVALUATION

3.1. Self-evaluation for unit 12.

 4. PERSONAL REFLECTIONS ON THE LEARNING ACQUIRED IN THIS
UNIT (200 WORDS).
This unit deals with education with their respective definitions. as well as the role of the
teacher in this process as a guide in the teaching of the English language.
Thanks to what we have learned in this unit, we are able to give students the confidence and security
of a better education than the one before them, each time giving a plus that will provide an
improvement in our current educational system. Since we now know about the roles that we fulfill in
the education process, along with the information collected on the analysis of our current teachers'
classes and our tutor in this matter who always provides us with extra information or literature to read
and learn a little more.
 F. UNIT 13

1. TASKS:

1.1. What is Intercultural communication? Write a 35-word paragraph.

Intercultural communication occurs since the world become more culturally diverse facilitating the
intercultural contact in various contexts of our daily lives and communication is becoming an essential ability
for us to better teach and learn.

2. PRACTICUM

2.1. Explain how to apply the Intercultural approach for teaching

EFL. Write a 40-word paragraph.
We can tell stories about the different cultures and the importance of them their contribution to the world,
including them in the students mind to show them the interesting cultures worldwide.
3. EVALUATIONS

3.1. Copy and paste the score of the Self-evaluation of unit 13

4. PERSONAL REFLECTIONS ON THE LEARNING ACQUIRED IN THIS

UNIT

This unit dealt with interculturality and how to use it in classes, during the
teaching/learning process, through forums and tasks, it was possible to investigate and
internalize the subject. helping us to understand our place in the history of societies and
cultures in the world around us. also how to apply it in the teaching of new language
pipes thus it is understood from where certain languages were born and why there are so
many. in addition to its background.
 G. UNIT 14

1. TASKS:
1.1. Get ready to take the quiz on the platform.

2. PRACTICUM

2.1. Explain how to apply the Intercultural approach for teaching EFL? Write a 35-word
paragraph.

Cultures are complex, ever evolving and there are, simply put, just too many so I will work with students to
foster a space for them to identify, articulate and share their perspectives, experiences and challenges will
assist you (and peers) gain the insights required to create an interculturally inclusive learning and teaching
classroom culture

3. EVALUATION

3.1.Self-evaluation of unit 14
4. PERSONAL REFLECTIONS ON THE LEARNING ACQUIRED IN THIS
UNIT (200 WORDS).
This topic is very important for us as future teachers because knowing
the difference between intercultural and multicultural education gives us
valuable knowledge to learn to value and respect the cultural diversity
that we will find and know in the course of our education as teachers
who teach or manage a second language as a profession. In addition, if
we teach our students about this importance, we will create a generation
which respects, protects and fights for the rights of cultural diversity and
the right to quality education regarding these issues or languages, little
by little society will take more importance to this issue and will update
and instill respect for diverse cultures in a more normalized way in
education.
H. SECOND PERIOD ACADEMIC FORUM

1. Copy and paste your first participation in the second academic forum.
(Copy and paste it here)

FIRS PARTICIPATION

2. Copy and paste your answer / reply to one of your classmate´s participation.
(Copy and paste it here)

MY CRITIC

I. SECOND PERIOD EVALUATIONS

1. Copy and paste your second On-line evaluation for the Second period.
2. Copy and paste your self-evaluation for Unit 12.
3. GENERAL CONCLUSIONS OF THE SECOND PERIOD

Follow this template:

1. Include a sentence about teaching EFL by any author.
2. In what way did this subject contribute to your initial formation as an EFL professional?
3. What methodology did impact on the learning of this subject?
4. Did you get any useful learning fact for your professional life? If so, which one?
5. Be concrete with your answers.
6. Write a 200-word composition in English.
………………………………………………………………………………………
………………………………………………………………………………………

……………………… ………………………………
Patricio J. Serrano, M.A.
FULL TIME PROFESSOR STUDENT