Introduction: EPORTFOLIO
This is the portfolio I have made for the course.
I have divided the "project editor" in introduction, the 4 tasks of the portfolio and finally the two videos of task 5.
Step 1: TASK 1
TASK I
At the moment I am studying for a university degree that will train me as a future teacher. There are different methodologies that I understand and that I will apply in my future but I still have many things to learn. I have learned to manage my nerves so that now I don't get nervous when I have to present some work in class in front of my classmates. Having finished the first course I know that my strengths are dialectics and my ability to communicate with others but I have to keep working on this aspect to strengthen my expression in front of a large group and not only in a small group of 3 or 4 people. However, my biggest disadvantage is patience. I am not patient at all, if I explain something and the other person does not understand it I do not have the patience to explain it twice and I have to improve in this aspect because with the children I will deal with when I am a teacher they will probably not understand what I say neither the first nor the second time and I have to make them understand the simplest things so they can understand them. In conclusion, I want to be a close teacher so that students can tell me anything if they do not feel comfortable with something or feel bad to make them feel better. Because as a teacher you have to look after your students and care about them because they are the product of your work. In addition, I would also like to be a teacher who applies meaningful lessons to his students beyond the lesson he is teaching, but rather lessons for life.
Step 2: TASK 2
TASK II
Reference by Individual Task 3
I don't have an important reason why I have chosen it but as it is a personal reflection about the summer I spent in my life and I open myself to tell about it I think it is interesting to choose it to do this task 2.
This writing helped me to organize the ideas in 3 phases: introduction, main ideas and secondary ideas and conclusion. In this way I was able to outline the ideas I wanted to capture in this assignment and structure them in the best possible way. From this task, both in the exams and in other tasks whether they were English or not, before writing a paper on any topic I make an outline of the ideas I want to reflect and establish the union of ideas with connectors, conjunctions or coordinating links to follow a common thread and that the main idea was present throughout the writing. The feedback from the work was positive and set the guidelines for how I should continue to do this type of work. The good part of the job is that words that I didn't know how they were spelled or that I didn't know how they were in English I looked them up in the English dictionary and thanks to this job I learned them and I will be able to use them in a conversation or in another job if I need them.
The way to improve this work could have been to use a vocabulary more in line with the subject I chose since that would have been good for me to acquire more vocabulary about the subject. The assignment gave me the opportunity to express myself freely by telling an anecdote from my worst summer. It gave me a chance to talk about myself and things that had happened to me that I don't usually tell because I don't like to talk about myself much. I also used a simple vocabulary adapted as if I were telling that anecdote to some elementary school students. The main difficulty of this task was to think about the topic that I was going to deal with and outline it in ideas to organize everything in a chronologically ordered timeline and then develop it to be understandable for everyone so that I did not use a very specific vocabulary so that anyone with a level of English b1 could understand it.
Step 3: TASK 3
TASK 3
Activity Plan
Step 4: TASK 4
TASK IV
All the students in that school do not know English and are all immigrants who have recently arrived in the country. The teachers always make all the students work as a team to learn English so that they speak English with each other all the time. The teachers believe it is essential that they work in groups to meet many needs and objectives they have. The first one is the coexistence and civic values among the students, working together they learn from each other whether they are experiences, customs or culture of each country or language spoken by the classmates. It also promotes oral expression among them and the use of English so that students lose the embarrassment of speaking in public either for embarrassment of not knowing people or embarrassment of not knowing how to speak English well because their classmates do not know how to speak it well and always help each other, so they motivate and support each other in order to speak better English and go perfecting it to native level and also know all their classmates. The strategies they use are tactics of group work based on projects, also the repetition of vocabulary, grammar, topics or themes of anything that has to do with the subject they are teaching.
Teachers sometimes use templates to initiate new topics. In this way the most complex vocabulary of the subject must be put in English and in their native language so that they are taught that if they can describe it in their language, in English they can also do it and memorize it. In this way you are developing your knowledge of a subject and its vocabulary in two languages, orally and in writing. These are topics that justify more than learning based on academic concepts of the course they are in. Teachers have students conduct group research projects to acquire social skills and academic skills together while developing their use of the language together.
This favors the elaboration of the task since it is a joint task in a working group of 4 or 6 people so that each one is assigned a specific role and between all of them they develop the activity to reach a common understanding and a common and beneficial result for all. I think it is a very advantageous project where immigrant students recently arrived in the country learn together through group projects based on common learning, developing a new language such as English, which is one of the most spoken in the world and the international language. In this way they are learning the "universal" language par excellence in a fun, interactive and didactic way, establishing affective and social bonds with each other during the practice.
This could be applied in other centers and in other countries as a facilitator of language acquisition. Instead of introducing a new student who does not know much of the language spoken in the country in a class where his classmates know it because they have been in that country or speaking that language all their lives, they could put in a class all those students who do not know how to speak that language because they have just moved or because they are from a different background and in this way, they learn together and help each other to learn.