518006 - Task 3 - Angie Lorena Guevara Trillos..

Task 3 - Writing Processes Angie Lorena Guevara Trillos Course: Technology in foreign language teaching Code: 518006 - Group: 2 Tutor Edith Grande Universidad Nacional abierta y a distancia-UNAD Escuela de Ciencias de la Educación (ECEDU) Licenciatura en Lenguas Extranjeras con Énfasis en Ingles Aguachica-Cesar April 11, 2022

Link of the portfolio with field journal added https://unadvirtualedu- my.sharepoint.com/:f:/g/personal/alguevarat_unadvirtual_edu_co/EuFIcKAZBnBAg2fqlvoiSuEBq725KB1CDCr3Wd5IWrk8 sw?e=2nroYH

F-10-7-8 format adjusted “Asegúrese de consultar la versión vigente de este formato en http://sig.unad.edu.co” FORMATO PARA PRESENTACIÓN DE PROPUESTA DE CÓDIGO: PROYECTO VÍA CONVENIO F-10-7-8 PROCEDIMIENTO RELACIONADO: GESTIÓN DE CONVENIOS VERSIÓN: NACIONALES E INTERNACIONALES 0-25-09-2020 UNAD © 2020 PÁGINAS: Página 3 de 28 1. INFORMACIÓN GENERAL DATOS UNIDAD GESTORA UNAD DATOS CONTRAPARTE Zona ZCAR Nombre de la Instituto Tecnico Industrial Laureano Gómez Castro Entidad Kilómetro 2 vía gamarra, Aguachica, Colombia Unidad de Gestión Centro, Unidad, Oficina o Aguachica Ubicación 120011001454 Dirección, Municipio, Escuela Departamento, País. NIT Nombre del Líder de Edith Grande Para países la Unidad de Gestión diferentes a Colombia el código único de identificación tributaria. Nombre del Angie Guevara Trillos Nombre del Jaime Troncoso Suarez Responsable del Representante Proyecto Legal Puede ser el mismo Líder de la Unidad de Gestión Correo del [email protected] Nombre del Jorge Leal Responsable m contacto en la 3157354063 entidad Ext. del Responsable Números telefónicos del contacto

Fecha de Envío de la 20 de marzo de 2022 Correo [email protected] Propuesta a Mesa electrónico del rectorí[email protected] Técnica contacto Dinamizadora de Pública Convenios Tipo de entidad 2. DIAGNÓSTICO DE NECESIDADES PARA LA FORMULACIÓN DEL PROYECTO VÍA CONVENIO Indique si el problema que da origen al proyecto, Entidad Externa se identificó desde la UNAD o si es una Entidad Externa la que solicita el desarrollo del proyecto, The industrial educational institution Laureano Gómez Castro seeks to fully train the student programa y/o servicio social population, for their personal, family, social and work development, promoting values, the development of their abilities, as a useful person to society. Therefore, we know that today it is Problema Identificado essential that institutions make use of new information technologies to train competent students in (Describa de forma clara, precisa y cuantificable this digital age. el problema o necesidad social que orientará al proyecto) In the diagnosis made, it was observed that the institution does not use new technologies in its teaching and learning in all areas and especially in English. And this is because it does not have the technological resources in terms of the number of students that should be served there. Although the institution has some technological resources, teachers do not use these resources to carry out their activities. The institution does not give priority to the use of technological resources and teachers need training in the use of ICT. From there it is logical to ask these questions: Are teachers in all areas trained to use technological tools? What is the management that teachers and students give to the technological tools that exist in the Institution? How could the lack of use of technological tools limit the opportunities that students have?

Objetivo General Design didactic pedagogical strategies that allow the use of technological tools in the teaching and (A partir de la identificación del problema o learning process of English at the Tecnico Industrial LGC educational institution. necesidad determine el objetivo general del proyecto. Consiste en poner el problema en Create a proposal for the integration of ICTs as a pedagogical resource in English. términos de acción positiva) Identify the difficulties that teachers face in the implementation of technological resources. Objetivos Específicos (Defina los Objetivos de Impacto del Proyecto, deben ser Precisos, Realistas y Medibles) Tipo de Población Objetivo All the teachers and students of the Laureano Gómez Castro industrial technician educational (Esta debe ser claramente definida por sus institution. características socioeconómicas, de localización socioculturales, etc., para permitir una 1. Area of Influence: Educational community of the Tecnico Industrial LGC school in the focalización adecuada. En el caso de convenios municipality of Aguachica. de practica o pasantía indique las características requeridas de los estudiantes o entidades que se 2. Special characteristics of the target population: The school does not have technological beneficiarían del convenio) tools in the teaching process. Caracterización del Contexto 1. Origin of the data: 1. Indique el área de influencia del The data was obtained from the Educational Institutional Project (PEI) and the institution's proyecto (Entorno geográfico, curriculum. municipios etc.) y 2. Describa las características (Situación o 2. Initial situation Condición) especiales de la Población If the proposal is viable, decisions will be made to make alliances and execute the project Objetivo que apliquen dentro de su for the implementation of didactic strategies in the educational institution for the use of new contexto, destacando aquellos technologies. aspectos más vinculados al problema que le dio origen. Línea de Base 1. Indique la procedencia de los datos obtenidos que soporten la línea de base establecida, de fuentes como: Planes de Desarrollo Nacional, Departamental, Municipal y Sectorial, e información de indicadores territoriales. (Entidad, fecha y, si aplica, vínculo web). Se pueden incluir fuentes internas. 2. De acuerdo a la caracterización del contexto, y basándose en los datos obtenidos, establezca la situación inicial

contra la cual los indicadores pueden ser medidos. Actuará como punto de partida para el desarrollo del proyecto. Pertinencia Regional Yes, it complies, because didactic pedagogical strategies are implemented to make use of the Describa brevemente la manera en la que el technological tools available to the educational institution. proyecto responde a las exigencias y/o necesidades identificadas en el entorno, The project is aimed at solving the use of technological tools, by the teachers of the LGC comunidad, institución, región o territorio que se educational institution when applying the didactic pedagogical strategies to their students. beneficiará. Concepto de Conveniencia Misional Desarrollo Institucional y Responsabilidad Social Especifique cómo el proyecto se relaciona con las funciones y metas de la Unidad Misional o de Educacion de calidad Gestión afín al objeto del convenio. Línea de Acción Seleccione la Línea de Acción de Proyección Social y Extensión Universitaria a la que pertenece el Proyecto. Objetivo de desarrollo Sostenible Por favor indique el objetivo de desarrollo Sostenible al cual le aporta este proyecto Macroproyecto (MP) MP1 FORMACIÓN Seleccione uno o más Macro Proyectos del Plan MP1 FORMACIÓN de Desarrollo Institucional de la UNAD, en el que se enmarca el convenio Tipología del convenio PRÁCTICA PEDAGÓGICA Descuento de Matrícula NO APLICA Si la Tipología es Matricula y aplica descuento NO APLICA Subsidio de Matrícula Si la topología es Matricula y aplica subsidio Modo de Financiación y Valor Valor: (Aplica si el Proyecto es Financiado o Modo de Financiación: Sin Recursos Cofinanciado, se debe anexar el presupuesto a Tiene Contratación Derivada: SI ☐ la Presente Propuesta) NO ☒ 3. PROYECCIÓN DE IMPACTO SOCIAL

Resultados Esperados That the students make use of the didactic tools in the period in which the project will be carried out. (Tenga en cuenta que deben ser alcanzables en Provide solutions to the difficulties that teachers present when applying technological resources. el tiempo establecido y estar orientados al cumplimiento del Objetivo General y los Around eight hundred students will benefit Objetivos Específicos) Eight hundred students enrolled in the framework of the agreement Indicadores de Impacto 6 people enrolled in UNAD through the agreement Defina uno o varios indicadores que den cuenta 800 applicants who are part of the entity or municipality precisa y medible de los cambios proyectados al comparar la situación inicial de la población beneficiada (línea de base) con la situación deseada al momento de la finalización del proyecto. 800 applicants who are part of the entity or municipality 1 student projected on the practice stage Número de Beneficiarios proyectados o Around eight hundred (800) students from grades 6 to 11 of the LGC educational institution esperados durante la ejecución del will benefit. convenio Aplica para todos los convenios 4. PROGRAMACIÓN DE SEGUIMIENTO Y EVALUACIÓN Duración FECHA DE INICIO FECHA DE FINALIZACIÓN Seleccione la posible fecha de inicio y con base en la 22 de marzo de 2022 25 de mayo de 2022 duración proyectada, la fecha de finalización del proyecto 5. FIRMA La presente Propuesta se presenta para consideración y aprobación de la Mesa Técnica Dinamizadora de Convenios de la Universidad Nacional Abierta y a Distancia - UNAD ________________________________________________ Angie Lorena Guevara Trillos

Mind map https://www.canva.com/design/DAE9nA45aNY/e- w8QrVI5duYUh7PulVDQg/view?utm_content=DAE9nA45aNY&utm_campaign=designshare&utm_medium=link2&utm_source= sharebutton Video link: https://youtu.be/-cZ5tIlsUKk

Evidences of the twinword used in class





Lesson plans Escuela de Ciencias de la Educación Componente Práctico LESSON PLAN FORMAT Name: Angie Lorena Guevara Institution: Técnico Industrial City: Aguachica Trillos Laureano Gómez Castro Length: ....... mins Date: March 22, 2022 Time: 2 Hours Number of Technical resources needed: 1 Grade: 7° Age: 12-14 Number of students:23 Children Topic: the lesson is about Modal verb Can - Can´t Objective of the Lesson: By the end of this lesson, students will be able to use the modal verb Can and its structure, asking “Can you…?” questions and answering with “I can …”.

Description of the class: Warm-up (pre) Teacher asks the students what they can do about it...? Can you ride a bike? Can you play football? Can you swim? Presentation (pre) The teacher explains the grammatical structure of the topic Can and Can't and gives some examples. Can is a modal verb. Can is used to express ability or to say that something is possible. Can is the same for all subjects. We don't add an 'S' in the third person (like other verbs) The verb that comes after Can is in the infinitive without to: I can speak Spanish. He can swim well. We can see our neighbor in the garden. They can play the guitar.

Practice (while) The teacher uses his laptop and shows an online presentation and asks the students to read and translate the slogans (1–6) and match them with the photos (a–f). https://create.piktochart.com/output/58202798-my-visual The teacher shows in the same previous presentation the following activity to be carried out by the students. She asks the students to read and fill in the blanks using Can and Can't and to write the exercises in the notebook. Production (post) The teacher asks the students to interview two classmates and take notes about their skills and what they want to learn to do. In this activity, students must follow the grammatical structure.

Evaluation (post). The teacher shares a link to the following activity, students will be able to listen to audios and check the correct answer according to the information given. https://es.educaplay.com/recursos-educativos/11759526-can_and_can_t_review_activity.html Resources used and described in the technical sheets Task 2 Technical What will the students and teacher do with them? Resources 1 Notebook Teacher will use the hp laptop to present to the class the activities that the students HP laptop must develop according to the book Way to Go 7th page 23. The students will observe the presentation and develop the activities proposed by the teacher. Please answer these questions when the lesson has ended 1. Were your lesson aims achieved? The aims of the lesson were met, the class was participatory, and the students understood the structure

of the modal verb can and used it correctly in the interviews they conducted with their classmates. 2. What activities were really successful? Most of the activities were successful, the students liked very much that a presentation was made for the activities and that they were better explained considering the seventh-grade book. however, the most successful activity was the interviews between classmates. 3. What activities/ situations/ procedures do you think should not be repeated? In the class there were some situations that made the activity a bit difficult, and at first some students did not want to pay attention and remain silent, we had to stop the class and correct them. Next, they tried to mess up again for the interviews, but they managed to attend to the teacher's calls.

Escuela de Ciencias de la Educación Componente Práctico LESSON PLAN FORMAT Name: Angie Lorena Guevara Institution: Técnico Industrial City: Aguachica Trillos Laureano Gómez Castro Length: ....... mins Date: March 22, 2022 Time: 2 Hours Number of Technical resources needed: 1 Grade: 11° Age: 15-17 Number of students:25 Adolescents Topic: the lesson is about Say and Tell Objective of the Lesson: By the end of the lesson, students will be able to use Say and Tell verbs in simple conversations, as well as being able to communicate correctly with their classmates.

Description of the class: Warm-up (pre) The teacher presents the following dialogue and asks the students to identify the difference between Tell and Say. Dialogue A: I’m telling you – the match starts at 8pm. B: You didn’t say that yesterday Presentation (pre) The teacher will use the board to teach the topic of the class, she will write the grammatical structures of each verb, their uses, and their differences. • We use say when we speak in general about what someone said: John said that he arrived yesterday • We also use say for other forms of communication: The newspapers say that the economic situation is changing. • We use tell when we speak about what someone said to another person: John told me that he arrived yesterday. • Tell is often used with an object + infinitive to express orders, instructions, requests and advice: He told me to be quiet.

Practice (while) Teacher asks the students to please go to page 31 of the book English please fast track 11° and asks the students to read the instructions of point 9 and 10, to develop them together in class. Students must read the coach's advice and choose the correct words in the rules below. In addition, they must Complete the sentences with the correct form of the verb say or tell. Production (post) Teacher asks the students to listen to audio 15 of the book English please fast track 11°. After listening to the audio, students must answer the following questions: a. What’s Annie doing? b. What problem does she have with Sally? c. When do they normally practice? They must also read the following sentences and answer if they are true or false according to the audio heard. Read the sentences. Are they T (true) or F (false)? a. Annie said they were making team signs. _____

b. Lucy said that Sally was always early for practice. ______ c. Annie told Lucy they were going to practice after school the next day. ______ d. Lucy said Sally wouldn’t be on time for the practice at 8 am. _____ Evaluation (post). Test Pilar Romero. (2022). Say vs tell. https://es.liveworksheets.com/gy1588278dd Resources used and described in the technical sheets Task 2 Technical Resources What will the students and teacher do with them? 1 Bluetooth speaker Teacher will use the Bluetooth speaker to present the audio 15 of the book English please fast track 11° to the class. Students will listen to the audio and answer the questions proposed by the teacher. Please answer these questions when the lesson has ended 4. Were your lesson aims achieved? In general, I consider that the objectives of the class were achieved, the students managed to learn the

correct uses of Say and Tell verbs and were able to use them to answer the questions of the class, therefore, I think that all the stages of the lesson had an excellent development due to the variety of strategies. 5. What activities were really successful? The activity that was successful was when the book English please fast track 11° was used. Because the students are already used to the methodology of the book and that of the English teacher. They managed to develop the exercises and delivered the activity on time. Another activity that was successful was when audio 15 was played, they were able to identify the characters and answered false or true according to the information given. 6. What activities/ situations/ procedures do you think should not be repeated? I think that the activities were well planned, in addition the book that is developed in the English classes was taken into account, however I think that the exercises in the books are confusing for the students, so not all the exercises in the book should be chosen for the development of the class, it is better to create the activities and search for reliable sources on the internet, that way the students will be more benefited.

Escuela de Ciencias de la Educación Componente Práctico LESSON PLAN FORMAT Name: Angie Lorena Guevara Institution: Técnico Industrial City: Aguachica Trillos Laureano Gómez Castro Length: ....... mins Date: March 28, 2022 Time: 2 Hours Number of Technical resources needed: 1 Grade: 7° Age: 12-14 Number of students:23 Children Topic: the lesson is about Being Clean is Cool and Fun! Adverbs of frequency Objective of the Lesson: At the end of the lesson the student will be able to use the adverbs of frequency and will be able to express how often they do certain daily activities to their classmates.

Description of the class: Warm-up (pre) The teacher introduces the topic, asking the students three questions, asking them to answer. How often do you go swimming? Do you play tennis sometimes? Do you exercise in the mornings? Presentation (pre) The teacher uses the board to teach the uses of the adverbs of frequency and their grammatical structure. We use adverbs of frequency to indicate how often we perform a certain activity or action. Always Often Sometimes Never

Practice (while) For this point, the teacher plays audio 10 from the Way to Go 7° book and asks the students to listen to Camila talk about her personal hygiene routines and complete the chart. Personal Always Often Sometimes Never Hygiene Routines Action a. have a shower b. wash hair c. brush teeth d. keep nails clean and short e. wear clean clothes f. wash hands before you eat g. use deodorant

Production (post) Students must work with a partner and describe Camila's personal hygiene routines. Use the information in the chart in exercise 3. They must also develop point 5. Use the secret code to discover how to wash your hands properly. Write the complete sentences. Evaluation (post). Test Jobbis. (2022). Adverbs of frequency. https://es.liveworksheets.com/zr518106bb Resources used and described in the technical sheets Task 2 Technical Resources What will the students and teacher do with them? 1 Bluetooth speaker Teacher will use the Bluetooth speaker to present the audio 10 of the book Way to Go 7° to the class. Students will listen to the audio and complete the chart Please answer these questions when the lesson has ended

7. Were your lesson aims achieved? The aims of the lesson were met, the students learned to use the adverbs of frequency, they were able to identify the adverbs described in the audio and they were able to express to their classmates how often they do certain daily activities. 8. What activities were really successful? The practice activity was really successful, the teacher played audio 10 of the book Way to Go 7th and asked the students to listen to Camila talk about her personal hygiene routines, many were excited to listen to the audio and were motivated to pay attention to complete the table. 9. What activities/ situations/ procedures do you think should not be repeated? I think that the activities were well planned, in addition the book that is developed in the English classes was considered. At some moments the students were making a mess, and some did not want to answer the calls, so the head teacher had to intervene. I believe that this type of situation should not arise because they do not allow the class to develop normally.

Bibliographic Evidences Jones, J. S. & Rice, M. L. (2017). Exploring Classroom Microblogs to Improve Writing of Middle School Students. Journal of Interactive Online Learning, 15(1), 26– 41. http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=tr ue&db=eue&AN=123710947&lang=es&site=eds-live Lee, K. J. & Kim, J. E. (2013). A Mobile-based Learning Tool to Improve Writing Skills of EFL Learners. Procedia - Social and Behavioral Sciences, 106, 112– 119. https://www.sciencedirect.com/science/article/pii/S1877042813046296 Robles, H. (2016). Mobile Learning to Improve Writing in ESL Teaching. TEFLIN Journal: A Publication on the Teaching & Learning of English, 27(2), 182– 202. https://www.researchgate.net/publication/309607346_MOBILE_LEARNING_TO_IMPROVE_WRI TING_IN_ESL_TEACHING Sabatino, L. (2014). Improving Writing Literacies through Digital Gaming Literacies: Facebook Gaming in the Composition Classroom. Computers & Composition, 32, 41–53.

https://www-sciencedirect- com.bibliotecavirtual.unad.edu.co/science/article/pii/S875546151400019X?via%3Dihub