REMEMBER THIS IS A SAMPLE!!!!USE YOUR INSTRUCTIONS AND CREATIVITY. TWO GROUPS CAN NOT BE THE SAME...!!!!
FINAL PROJECT
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS -
ESCUELA DE LENGUAS Y LINGUISTICA
CLASS OF 2012 - AMERICAN LITERATURE
FINAL PROJECT
1. WHO WE ARE
We are Ericka and Evelyn, students in Fifth Course French-English. We have been xxxxxxxxxxxxxxxxxxxxxxxxxxxxx. This is our last xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxp. We have been through exciting moments, being xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxhomework almost on dateline, but overall we xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx. We met during the Pre-univesitario and even though we were not very close from thexxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
I´m Ericka, (left), 23 years old, pursing a teaching degree xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx elementary and high school students. One of my favorite subjects is Literature. I enjoy reading independently xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx. One of my greatest objectives is to improve my language xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx scholarship.
I´m Evelyn, on the right. I´m 25 and I xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxsearching for knowledge and studying. I´m planning in a very near future to get a position in the French field in a public school of our city.
2. MY CITY/COUNTRY. SIGHTSEEING PLACES.
http://www.dreamkapture.com/sightseing.htm
Santa Ana hill is located on the northeast
side of town, next to the Guayas River and the
traditional neighborhood of Las Peñas
The hill, formerly called Cerrito Verde is the place
where the city was born when it was founded at its bottom in 1547. Legend has
it than Nino de Lecumberri named the Santa Ana hill as a thank you to his
patron when he prayed to her for his life as he was about to die. A cross with
the words Santa Ana was placed on top of the mountain, and since then, it has
kept the name.
From the top you
can see, to the north, the intersection of the Babahoyo and Daule rivers (that form the Guayas river) to the south,
the downtown area and Santay Island and Duran to the east. To the west, there’s
Mount Carmen and the rest of the city. There are 456
stairs of restaurants, people, services, history, and many more.
Santa
Ana hill is Guayaquil’s historic past, its charming present and promising
future. There are 456 stairs of restaurants, people, services, history, and
many more. Every step is in a secure environment and will put you right in
the mood for the magic of the place.
3. MY CLASSES
a. AMERICAN LITERATURE (501 - FIFTH COURSE)
In this course we survey selected American authors representing the major authors, literary movements and fragments of
the most significant works of literature produced in the U.S. since its beginnings
to the present date. It also helps future teachers to improve their reading,
communicative and critical thinking skills, letting them express judgments and
comments about some chapters and creating
a greater cultural awareness when exposed to essays, poetry, literary or
film adaptations of the fragments.
B. ACTIVITY DURING THE SEMESTER
One of the xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Romantics do not write about love. It grew in response to rationalist or reasoning xxxxxxxxxxxxxxxxxxx feeling a nature over reason. They also xxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxs.
(source: Notebook Americ.Lit. MSc.g.Morales 2012)
Allan Poe is one of the most important writers of the Dark Romantic movement, because oxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxof the detective story. He xxxxxxxxxxxxxxVirginia. "The Raven" is one of the greatest poems, where the narrator xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxof his beloved Leonore
insertar el powepoint de la presentacion en clase...
....xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx""""
it is related with M.A.frm Ecuador because.............xxxxxxxxxxxxxxxxxxxx
C. Reflective Learning
http://www.ehow.com/info_7880372_interesting-english-literature-esl-classroom.html
As part of our research, we found out xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxenjoy learning literature and make xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
Interesting Activities for Teaching English Literature in the ESL Classroom
Alien cultural references, unknown idioms and strange vocabulary make teaching English literature to ESL students especially challenging. Engaging the students while teaching the story and its significance is a tall order, but with a bit of creativity, imagination and a good attitude, both the ESL students and teacher can find success.
Listening Activities
- Play a recording of a conversation in the book before reading. This will expose students to natural speech patterns, syntax and speaking speed. Don't give students any background. Split them into groups and tell them to try and figure out, based on what they heard, who is speaking, what they are talking about and how they are feeling (angry, excited, etc.). Or, give students a list of famous couples, then play the recording. Ask them which of the couples they think could have this conversation. Discuss why they think so. If you have a group of outgoing students, split them into pairs and play the recording. As soon as it stops, pick a pair to re-enact the conversation. Check for correct intonation -- a sign that they understand the meaning of the words. Make it competitive; the pair that remembers the most correct information gets a prize.
Speaking Activities
- Role-playing is a tried-and-true way to engage students, spark creativity and build vocabulary. Spice it up even more with improv: after reading, split students into teams of three or four and assign each student a character from the story. Give every group the same situation; for example, if you're reading "Little Women," the situation could be that Jo and Laurie have just gotten engaged. Tell everyone to stay in character and be creative, but to behave as they believe their character would. This checks for comprehension, not only of the words, but of the more subtle character descriptors the author supplies.Or, ask students which parts of the book they didn't like, and why not. Allow them to form groups and act out the scene the way they prefer. You could also have students act out a new ending for the book; for example, maybe Mr. Wickham from "Pride and Prejudice" marries Elizabeth instead. You could also split students into teams and have a debate about a point of contention in the book. This will test students' reasoning and comprehension skills. Or, split students into pairs. One will be a character from the book, the other will conduct an interview with that character.
D. Class Presentations
We also have weekly oral presentations oxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxpoet was important, such as a monument, an avenue, a park, and present it in a xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx in great distress and in need of immediate assistance.
INSERT POWER POINT PRESENTATION????
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2.CLASS OF 2012 - LINGUISTICS
A.Objective
The purpose of this class is to give students the tools, tips and techniques to speak English clearly and accurately. The variety of activities, authentic audios, students´ presentations make learning innovative, fun and close to reality that they will handle in elementary and high school settings in Ecuador. This year we are using Focus on Pronunciation Nbr. 3, from Pearson, Longman, as well as several interactive links.B.Activity during the semester
During the first month, we xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxknowledge and reinforce sounds. |
| Liliana Lucas during her mini-class presentation of the voiced sound of /th/ |
As part of the students´presentations, two of our classmates xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx engage us in a mini-class and xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx to "feel" the difference of the /th/ by touching our throat to verify the vibration.
To reinforce this sound, the teacher worked a variety of activities xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx links.
To reinforce this sound, the teacher worked a variety of activities xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx links.
For our assigned task, we worked with this link.. Source:http://www.soundsxxxxxxxxxxxxxxxxxxxxx
Th sounds in English
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 There are actually two different "th" sounds in English, but they are very similar. Both "th" sounds are made putting your tongue between your teeth so that the tip of your tongue is touching the tips of your top teeth. Now you can make a "th" sound by blowing are through your teeth. You can check to see if you are doing it correctly by using a mirror. You should be able to see your tongue when you say words such as "this", "the", and "that". If cannot see your tongue, yo u may be putting your tongue behind your top teeth instead of touching the tips of your top teeth.If you put your tongue behind your top teeth, you will make a/d/ or /t/sound instead of a "th" sound. If it sounds like you are making an /s/ or /z/ sound, it is also because your tongue is behind your teeth. Make sure you are touching your teeth with your tongue! Watch where the tongue is in these video clips. Can you see it between the teeth? (These videos will launch a separate video viewer to play them. Make sure you have a plug-in for video clips.)
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This is also a good link to activate the word repetition and watch the mouth movements (Youtube) www.The "Th" pronunciation English Meeting ESL lesson.com from Dave Sconda.
C.Reflective Learning
One of the greatest purposes to work in groups is to xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx because we needed xxxxxxxxxxxxxxxxxxxxxxxxxand share responsabilitires xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx our classmates.
http://suite101.com/article/use-cooperative-learning-to-teach-
USE COOPERATIVE LEARNING WITH ESL STUDENTS
Goals of Cooperative Learning
Cooperative learning, also referred to as collaborative learning, has historically been a popular method to share knowledge and has proven beneficial to all of its participants; in fact, it was not until the 20th century, when class size increased, that the lecture format became the norm (Ovando & Collier, 1998). Teachers are revisiting the flexible and easily adaptable method of students working together and assisting each other in groups and are finding that even large classes of students thrive in this environment of interdependence.
Although cooperative learning strategies must be clearly structured and specify tangible goals, they should also be designed to promote critical thinking skills and student creativity as well as offer varying levels of involvement in order to accommodate students with diverse levels of language ability. This strategy also encourages teacher’s creativity and experimentation to supercede the inclination of adhering to worn-out, conventional methods of teacher-centered learning, such as the lecture format.
Cooperative learning is a broad and multifaceted concept which can be applied to a variety of different formats and “generally refers to many varied ways to structure a class in small, heterogeneous student groups (usually of two to six members, with four an ideal size) to accomplish individual or group goals for learning that require cooperation and positive interdependence” (Ovando & Collier, 1998).
Sample Activities for Cooperative Learning
Some examples of different activities which utilize the cooperative learning structure to improve student learning include “Numbered Heads Together,” Jigsaw, Think-Pair-Share, completing Venn diagrams, Group Investigation and Co-op Co-op. In each of these activities, individual competition is eliminated and is replaced with a sense of mutual goals and “expressive, probing, problem solving” which calls for interdependence and an understanding that students are responsible for their own learning and the learning of their classmates (Ovando & Collier, 1998). In this way, cooperative grouping fosters discovery learning and a student-centered environment where students feel actively involved in their own education.
Benefits of Cooperative Learning
There are many benefits to utilizing cooperative learning in the secondary school classroom. In order to feel vested in their education, ESOL students, as well as mainstream students, need to be proactive in the learning process. In Bilingual and ESL Classrooms, a vigorous, inquiry-based learning style is recommended as an effective method for students to become “actively engaged in solving a problem, discovering new ways of perceiving their world, intensely applying learning strategies to the next task, developing family-like community among classmates, sharing the excitement of a special discovery” (Ovando & Collier, 1998). This pro-active, student-centered approach to learning can be easily developed by consistently including cooperative learning strategies.
Cooperative Learning Enhances Student Motivation
In cooperative learning groups, students develop a sense of trust among their peers as they share in the responsibility of their own and each other’s learning. Teachers naturally adopt the role of facilitator and encourage discovery learning. Often, the most intense and exciting learning experiences are spawned by spontaneous discussion initiated by students.
Conversely, in a teacher-centered classroom, a teacher might feel inclined to discourage excited outbursts which may contain brilliant perspectives but do not coordinate with the teacher’s lesson. Because student enthusiasm is key to maintaining a high level of motivation, particularly with ESOL students, teachers must not only learn to adapt to a student-centered format, but also allow for flexibility in the progression of curriculum coverage.
Cooperative learning is beneficial to all students. When a student is developing English language skills, however, this type of learning is particularly useful. For teachers who are looking for a way to more actively integrate their ESOL students into their mainstream classroom, cooperative learning is clearly a top choice.
Source:
Collier, Virginia P. & Ovando, Carlos J. Bilingual and ESL Classrooms: Teaching in Multicultural Contexts.Boston: McGraw-Hill, 1998.
Thanks.
Group #___, (your names)
Thanks.
Group #___, (your names)
