martes, 13 de noviembre de 2018


DIDÁCTICA DE LA LENGUA INGLESA






LIBIA ESTHER PÉREZ ÁLVAREZ














TEACHER :ERIKAPATRICIA RUÍZ PEÑA


COPRPORACIÓN UNIVERSITARIA DEL CARIBE (CECAR)
SINCELEJO –SUCRE

13 DE NOVIEMBRE
2018









NATURAL SUBJECT: BODY PARTS
SCHOOL: INSTITUCIÓN EDUCATIVA SANTA MARÍA
STUDENTS : 20
EDAD: 7-8 YEARS OLD
OBJECTIVES :
1.       identify the parts of the human body.
2.       Experience different gestures that allow you to identify the parts of the human body.
3.       I pronounce the body parts correctly in English


STANDARD:
1.       I understand short and simple descriptions of objects places and known things.

CONTENT
·         identify body parts through a video.
·         express with body activities body parts and pronounce them in English.
·         Properly pronounce body parts through exercises.







Activity #1
Actions in the classroom:

The teacher makes a brief explanation about the care of the body and its parts.
then through a song called "Head, shoulders, knees and toes", the teacher will perform the mimic corresponding to the song, so that the students repeat and imitate the movement familiarizing themselves with the new vocabulary.

In each activity the teacher reaffirms the new vocabulary with mimicry, making sure that the student repeats the word, in this stage the student only repeats what he hears, relating the name with the part of the body.


Head, shoulders, knees and toes
head, shoulders, knees and toes.
and eyes, and ears, and mouth and nose
head, shoulders, knees and toes.





                                                                    

Activity #2


in this activity it is presented through flash cards students will relate the parts of the body with their respective names in English
In this part, the students will strengthen their vocabulary regarding the new topic and will recognize each part of the body. The feedback of this first part will be guided by the teacher, reviewing the previous activity the song with its respective mime mimic.



 

Activity #3
In the next activity the teacher presents a video related to the body parts, then the students will color the silhouette of the human body and place their respective names.



Color and point the body parts

                                      




In this work, the area of natural sciences and English were integrated to make known the subject of the body parts in each of the activities, the vocabulary was handled to the parts of the body and the part of the care was managed


domingo, 11 de noviembre de 2018



 LIBIA ESTHER PÉREZ ÁLVAREZ
EDAD :20años
Ciudad-País : Sahagún -Córdoba
n°de telefono: 3024498830
correo:alvalibia6@gmail.com



ESTUDIOS

 Año                      Titulo BACHILLER ACADEMICO
 Ciudad-País         NORMAL SUPERIOR LACIDES IRIARTE

 Año                      Titulo NORMALISTA SUPERIOR
 Ciudad-País         NORMAL SUPERIOR LACIDES IRIARTE



Programas manejados: Word, Excel , Power point ,pretzi,bloggers

IDIOMAS

Español: Natal
Ingles: principiante

EXPERIENCIA LABORAL
                                   
De 07/02/2017 a 23/12/2018  Medellin-Antioquia)                                           
MIRAMONTE,  Sector Administrativo
Cargo ocupado supervisora de certificación
Tareas realizados:
-       Supervisión de trabajos dentro de la normatividad establecida por la empresa.
-       Orientadora de charlas acerca de la importancia de la seguridad en el trabajo .
-       Encargada de realizar listas de chequeo en las señalizaciones de seguridad dentro de la empresa y sus alrededores .



De 23/01/2018 a 03/12/2018  Sahagún - Colombia)                                           
CAFETERÍA SANTA MARÍA BERNARDA
Cargo ocupado supervisora de ventas
Tareas realizados:
-       Atención al cliente
-       Contabilidad de la cafetería





REFERENCIAS LABORALES

INDIRA ORTIZ
La casa Guadalupana(Sahagún-Córdoba)
Jefe
Teléfono 3017292481   indi453e.o@gmail.com

MONICA MONCADA
DISTRIBUIDORA LTD (Sahagun -Cordoba)
Jefe
Teléfono 3015017439   Moncada.dg26@hotmail.com



REFERENCIAS PERSONALES

AILER PALENCIA
HERMANO (MEDELLIN-COLOMBIA)
Ocupación Seminarista-Docente
Teléfono :301 798 2085
E-mail: Odinlabra2007@hotmail.com

HRINSON PALENCIA
HERMANO (MEDELLIN-COLOMBIA)
Ocupación Policía
Teléfono323 364 6720
E-mail arinson.palencia@ponal.com


FORMACIONES ADICIONALES E INTERESES

Cursos básicos de ingléscon el SENA , curso de atención al cliente – Mercadeo y ventas con el SENA
Deportes Hobbies: leer , escuchar música .                                                         

                                  TEACHING CONTENTS
Dear teachers, the Ministry of Education, from the National Directorate of Curriculum as part of the educational policy has designed a new curriculum of English foreign language that responds to the needs of the Ecuadorian reality. The curricular proposal is designed for students from 2nd to 10th grade of General Basic Education and from 1 to 3 of Unified General Baccalaureate, whose mother tongue is not English. Given that the Ecuadorian population is composed of groups of different cultural and linguistic origins, this curriculum recognizes that not all students in Ecuador are L1 Spanish speakers and there are varying degrees of bilingualism in the communities. Consistent with the needs of a linguistically and culturally diverse population, this proposal presents a justification and a framework for learning English while recognizing and facilitating the educational inclusion of students, regardless of their mother tongue (L1). The curricular proposal is flexible, worked by sub-levels, developed in five (5) curricular blocks aligned with the exit profile and values ​​of justice, innovation and solidarity that it promotes, as well as with the Common Reference Framework for Languages ​​(CEFR). .

The basic principles of the curricular proposal can be summarized as follows:

  • The communicative language approach: language is best learned as a means to interact and communicate and not as a set of knowledge that is memorized.
  • Student-centered approach: teaching methodologies that reflect and respond to the strengths and challenges of the learners, facilitating their learning process.
  • Thinking skills: learning a foreign language promotes the development of thought, as well as the social and creative skills necessary for lifelong learning and the exercise of citizenship.
  • Integrated Content Learning for Foreign Languages (CLIL): a model used to integrate language learning with cultural and cognitive aspects, so that the acquisition of this language serves as a motor for the development of students.
  • International standards: the curriculum is based on internationally recognized teaching levels and processes for language learning. (CEFR)

The main objectives of the curriculum of English as a foreign language are:
  • Develop students' understanding of the world, other cultures and their own and their ability to communicate their points of view through the foreign language.
  • Develop the personal, social and intellectual skills necessary to reach their potential and participate productively in an increasingly globalized world that operates in other languages.
  • Create a love for learning languages from an early age, through interesting and positive learning experiences, in order to encourage the motivation of students to continue learning.
  • Achieve the proposed exit profile in the national curriculum for EGB and BGU.




The contents can be summarized very briefly as follows:

Content of 1st of Primary
Vocabulary: colors, numbers, fruits, Halloween party, Christmas.
Grammar: verb 'to be', verb 'to have got' and verb 'like'.
Presentation: 'My name is ...', 'I am 6 years old', etc.

Contents of 2nd Primary
Vocabulary: animals, body parts, house and home, numbers from 1 to 20, the alphabet.
Grammar: prepositions, verb 'Can' and 'Can not'.
Presentation: description of body parts.

Contents of 3rd of Primary
Vocabulary: food, drinks, clothing, school, numbers from 1 to 50, family.
Grammar: verbs in simple present.
Oral reading of brief excerpts in English.

Contents of 4th of Primary
Vocabulary: time, sports, summer vacations, professions, weather and directions.
Grammar: present and past tense of the verb 'to be', present and past tense of the verb 'to have got'.
Oral reading of brief fragments.
Presentation: express tastes and preferences.

Contents of 5th grade of Primary
Vocabulary: , animals, family, stores, places, good habits, countries.
Grammar: modal verbs, connectors, tenses.
Presentation: expressions of courtesy, complete individual presentations.


Contents of 6th grade of Primary
Vocabulary: food and packaging, the street, ordinal numbers,
Grammar: use of different verb tenses, use of kinship.
Reading a text and questions related to that text.
Presentation: personal and complete description of oneself and a classmate / friend.
Written expression: description of people, activities, places, objects, habits, plans, narration of past and recent past events, request and offer of help, information, instructions, objects, opinion, permission ...









  Description of the classroom


The classroom has ample space for the distribution of students appropriate for the learning process. This classroom is located on the first floor, at the end of the hallway. The chairs and tables that are inside the classroom are mostly wood are in optimal conditions of use, this room also has a white board which is used manually with markers, has a desk for teachers and with a shelves that the teacher uses to store both artistic and pedagogical materials such as dictionaries, pencils, dictionaries, colors, papers, etc. The students 'chairs are distributed in 4 rows of 6 students, the classroom has a row of windows that show the exterior of the educational center, not influencing students' learning (they are not a distracting focus) and allows them to have good ventilation and lighting, artificial lighting with which they have is from the lamps throughout the room. Inside the classroom they have pedagogical decoration suitable for the level that the students are studying, the classroom is properly painted, The room also has a cleaning schedule and a birthday calendar that does not either.


My students


In the classroom, there are 24 students, of which 15 are girls, with an average age of 10 to 13 years. The students present an active learning, some of the students presented a bit of difficulty regarding the themes, for it we worked different activities, although we know all the students learn in different ways, the students were very participative and active to carry out the activities .
In order to initiate the topics studied, some of the students found it difficult, they stated that they were subjects that they should already know, but that in the years ago the teachers in charge had not worked, but with all the disposition they assumed each one of the activities.

MY ADVISORY MASTER



 My teacher adviser is the teacher Rosiris Rivera Contreras, who works with the San Jose educational institution since 1988, the teacher is in charge of the fifth grade of the institution, for this reason it directs all the areas in that grade, including the area English, is an attentive teacher, very disciplined, punctual and responsible, during the process I perceive that she is a teacher who is very attentive to her students, she has a good command of the topics that she directs in the classroom and she directs with authority the activities she carries out , I appreciate your company and advice during this year are many virtues that I have been able to take advantage of, their patience and dynamism during the classes are to be admired.

sábado, 10 de noviembre de 2018

MY SCHOOL

CORPORACIÓN UNIVERSITARIA DEL CARIBE(CECAR)



Resultado de imagen para CECAR


DIDÁCTICA DE LA LENGUA INGLESA 

LICENCIATURA EN INGLÉS 

ESTUDIANTE :LIBIA ESTHER PÉREZ ÁLVAREZ

DOCENTE: ERIKA PATRICIA  RUÍZ PEÑA 















  


HISTORY OF THE INSTITUCIÓN EDUCATIVA SAN JOSE 

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The INED San ​​José as it is known in the municipality of Sahagún had its genesis on March 30, 1962 by decree 0066 emanating from the Government of Cordoba. He began his work in the San José neighborhood where he is currently located, hence his name. The first classes were given in a house owned by Mr. Luis Carlos Yánez, under the direction of Professor Victoria Brún then was named Aida Montt normalista; later the Community Action Board of that time got Mr. Rafael Pineda Garizado to donate the lot that he occupies at the moment.

Initially, two classrooms were built for groups A and B, working on double

nothing. Professor Aida Montt was director of this institution for 9 years, during which time she had the company of the teachers: Maritza García, Leidy Morales, Nelia Flórez, Juan Martínez, Guillermo Pérez, Romelia Brún and Edith Paternina.

In the year 1972 Professor Guillermo Pérez is named in the direction. During that administration there was a significant development as the population increased, which led to the appointment of more teachers. From 1980 to 1983 Professor Rafael Vergara assumed the leadership. After the teacher Yadira Sáenz arrives at the address, during this period two classrooms are built with the collaboration of the parents.

From 1987 to 1994, Antonio Berrocal assumed the management of the campus. During this administration it was possible to finish the concrete wall of the school's facilities; likewise, with the help of the Municipal Mayor's Office, the pre-school level began and large events were held in relation to sports, cultural, environmental and civic activities.

In 1994 the director Antonio Berrocal resigned and teacher Juana Pacheco Ricardo was in charge. The following year (1995) Mr. Pedro Domínguez Arrieta is named director. During this administration there was an important growth of the student population of this educational establishment, being necessary to increase the number of teachers in the institution. For that time, the teacher Juana Pacheco Ricardo remains as academic and discipline coordinator.

In 1996, the sixth grade of Basic Education was approved; from that year the other grades of this level are approved, until reaching the ninth grade in 1999. In 2002, the process of merging educational centers to create educational institutions, leaving the main headquarters of the Educational Institution San José in the neighborhood of the same name, which were annexed: the Tribal Sabanita Teaching Center, the Teaching Center The Assembly and the Maria Auxiliadora Teaching Center (today Santa Maria headquarters) all of primary school.

In 2004 there is the regrettable death of Rector Pedro Domínguez, in his replacement Sister Salomé Tamayo takes the address. During this period, Professor Roger Vergara is appointed as academic coordinator. After a few months, the municipal administration entrusted the rector to the teacher Nancy Aldana Marichal and as coordinator the teacher Libia Otero Zúñiga.



On May 16, 2006, the current rector, psychologist Minuth del Rosario Beltrán Díaz and the coordinators Alfredina Brún Aldana and Edgar Nicolás De Arce Bula arrived at the San José Educational Institution. At present, the San José Educational Institution has three coordinators, namely: Licenses Amada María Reino Bula and Elsy Buelvas Tovío and engineer De Arce Bula.

During the rectorship of the psychologist Minuth Beltrán the Institution has achieved important achievements, among them the opening, in 2008, of the level of secondary education; to date there are three promotions of sanjoseístas academic bachelors.


VALUES


The Educational Institution San José conceives the child, the girl and young people as human beings in constant evolution in training processes, capable of recognizing, accepting, assimilating and generating cultural and social changes and leading processes that contribute to the development of life habits healthy, appropriating the elements of science, culture, technology and medicine; to practice and cultivate the values ​​of tolerance, respect, for ethnic, ideological, political, religious diversity and the practice of democracy.
The human - Christian formation responds to the need to consolidate a culture of family integration through the axiological, sociological development of the human being as an active and constructive member of his own being, of the community and of society in general, as a consequence of its epistemological, ethical and aesthetic growth.
Training in health promotion addresses the need to meet the most relevant socio-economic difficulties of the population; preparing students for job performance in the health services sector.



MISSION
The San Jose Educational Institution is an official campus that offers the community levels of pre-school, basic and academic media with deepening in health promotion.
 Contribute to the comprehensive education of children and young people through the application of pedagogical processes aimed at educational excellence, with a human-Christian approach, rich in values, fostering intellectual and moral growth, with community leadership in health promotion. they favor the development of healthy life habits on a personal and social level, allowing them to interact and live together in society, counting with qualified teachers with a high sense of belonging and appropriate locative facilities.


VIEW
 Position as an educational institution that forms Academic Bachelors with deepening in Health Promotion, through processes and actions of strategic direction through management with the authorities and competent institutions, to achieve the quality of their graduates with social sensitivity, practical intelligence and mentality enterprising for the productive life; counting for it with qualified and qualified teachers, and adequate physical resources.

MOTTO: SEEDERS OF PEACE AND GOOD.



SYMBOLS

SHIELD

Resultado de imagen para ESCUDO COLEGIO SAN JOSE SAHAGUN 

FLAG





HIIMNO

CORO
Soy San Joseísta que con decisión
A estudiar se alista con dedicación (BIS)

Somos estudiantes
Que siempre buscamos la superación
Salir adelante
Triunfar en la vida es nuestra misión
Es la Institución
Que inició mi vida con la frente erguida
Por mi educación
La que he conseguido con lucha y esfuerzo
Que orgullo el que siento al gritar quien soy
CORO
Soy San Joseísta que con decisión
A estudiar se alista con dedicación (BIS)


Se forma en valores
Soy San Joseísta que satisfacción
Son los postulados
Disciplina y ciencia de mi Institución
Con mis profesores
Preparo el futuro razón de mi vida
Es mi formación
La que he conseguido con lucha y esfuerzo
Que orgullo el que siento de gritar quien soy

CORO
Soy San Joseísta que con decisión
A estudiar se alista con dedicación (BIS)


Autor: Esp JULIO FLOREZ PACHECO.



professor Julio Florez in the company of musician Juan Naranjo were the creators of the lyrics and metric composition of the song in the year of 1999.In 2004 the anthem was recorded by the Mercedes Gonzales Padilla students.
                                                                                        (Cesar, 2018)



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