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

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

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 .

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.

•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

GENERAL OBJETIVE

ENFORCE AN UNFINISHED STORY WHICH ALLOW TO THE STUDENTS APPLYING THE LITERATURE TO PROMOTE THE EMOTIONAL INTELLIGENCE.

JUSTIFICACION

THIS IS A CREATIVE ACTIVITY BECAUSE THE STORY WILL BE IMAGINATE AND DISCUSS BY THE CHILDREN THOUGH LITERATURE.

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.

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.

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.

STRATEGIES

. Work in groups. Didactic material

  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

RESOURCESCOMPUTERTARGETS COPIESCOLORS PEN AND PENCILS

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

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

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