why english??
TRANSCRIPT
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PONTIFICIA UNIVERSIDAD CATOLICA DEL ECUADOR SEDE
AMBATOCREATIVE EXPRESSION FOR THE
ENGLISH TEACHING
PURPOSAL :AN STORY THAT MOTIVE TO THE CHILDREN TO DEVELOP THE EMOTIONAL
INTELLIGENCE.
NAME: ING. MONICA MAYORGATUTOR: MAG.MARCIA MANTILLA
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PROPOSAL STRUCTURE
1. GENERAL INFORMATION1. GENERAL INFORMATION
2. IDENTIFIATION OF THE PROJECT2. IDENTIFIATION OF THE PROJECT
3. PROJECT DESCRIPTION3. PROJECT DESCRIPTION
4. EVALUATION4. EVALUATION
4. SOURCES OF INFORMATION4. SOURCES OF INFORMATION
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GENERAL INFORMATIONGENERAL INFORMATION
EMOTIONAL INTELLIGENCE CAN BE ASSESSED MOST DIRECTLY BY ASKING A CHILDREN TO SOLVE EMOTIONAL PROBLEMS, IDENTIFYING THE EMOTION AND OUTCOME IN A STORY THOUGH LITERATURE AND THEN EVALUATING THE CHILDREN’S ANSWER AGIANST CRITERIA OF ACCURACY .
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ANALIZE THE BOOTS CAT STORY UNFINISHED WHICH CONTAINS
ILLUSTRATIONS TO THE CHILDREN CONTINUE ENDING.
2. IDENTIFIATION OF THE PROJECT
Once upon a time there was a miller who had three sons. When he died he left his mill to the eldest son,
his ass to the second son, and his cat to the youngest, who had always been his favourite.
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•HAND OUT JUST THE BEGINNING INFORMATION OF THE BOOT CAT STORY
INFORMATION
•LOOK FOR THE MEANING OF WORDS IN THE DICTIONARY.
•USE ANY KIND OF MATERIAL TO ACT LIKE THE CHARACTERS .
MATERIAL
•WORKING IN PAIRS OF GROUPS
•ANALIZING THE OUTCOME OF THE STORY
•PLANNING THE REPORT
•DOING A PLAY ROLE ABOUT THE STORY
TASK
3. PROJECT DESCRIPTION3. PROJECT DESCRIPTION
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GENERAL OBJETIVE
ENFORCE AN UNFINISHED STORY WHICH ALLOW TO THE STUDENTS APPLYING THE LITERATURE TO PROMOTE THE EMOTIONAL INTELLIGENCE.
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JUSTIFICACION
THIS IS A CREATIVE ACTIVITY BECAUSE THE STORY WILL BE IMAGINATE AND DISCUSS BY THE CHILDREN THOUGH LITERATURE.
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MAIN IMPACT TO BE ACHIEVED
FINISHING THE STORY HELP TO THE CHILDREN USE WORDS TO EXPRESS THOUGHTS, IDEAS, QUESTIONS, FEELINGS, AND PHYSICAL NEEDS TO NURTURE THE EMOTIONAL INTELIGENCE.
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DESCRIPTION AND DEVELOPMENT OF PROPOSAL
Introduces a unfinished Story gradually as children become interested to use language structure to end motivating to stimulated their intelligence.
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METHODOLOGY
The Communicative language Teaching methodology is use in this case because the language is teaching by practicing basic structures in meaningful situations- based activities. Althought it pays systematic attention to functional as well as structural aspects of language. It means using procedures where learners work in pairs or groups employing language resources in problem- solving task.
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STRATEGIES
. Work in groups. Didactic material
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17-oct 20-oct 23-oct 26-oct 30-oct 04-novobtaining sources
Researching Information
Proposal power point
Preparing illustrations for final proposal
Aplication
CHRONOGRAM OF ACTIVITIES
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RESOURCESCOMPUTERTARGETS COPIESCOLORS PEN AND PENCILS
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CONCLUSIONS AND RESULTS OBTAINED. The Boot Cat Story has been demostrated as an instrument
of learning at the Students . They demostrated caring , empath, tolerance and
cooperation .
The Students applied their own strategie of language . They tried to figure out how the autor riveals the character’s
emotion. They were freedom playing role about the Boot Cat Story. Encourage sharing of dictionary
The learning of the language was developed using vocabulary and structure sentences of grammar.
4. EVALUATION4. EVALUATION
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RECOMENDATIONS
Aplying the Literatute get to the Children to develop their knowledges
deeper and brain.
Reading and speeching are resources to the children develop their emotion to
increase their Intelligence.
If the learners often practice doing activities,The
learners will be applied the English
Language in anywhere
Using the role play is important to help
the children to become more creative and
intellectual though own emotions
experienced by Story Charactes
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Vandergrift , Children Literature. Theory, research and teaching , Englewood, CO, 1990.
Goleman, Emotional Intelligence, Hemann Education Books.
Jack Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, , Manoa, 2002.
Proaño Jaime, Maestria en Proyectos Educativos, Quito, 2002.
4. SOURCES OF INFORMATION4. SOURCES OF INFORMATION