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PONTIFICIA UNIVERSIDAD CATOLICA DEL ECUADOR SEDE AMBATO
CREATIVE EXPRESSION FOR THE ENGLISH
TEACHING
PURPOSAL :AN STORY THAT MOTIVE TO THE
CHILDREN TO DEVELOP THE EMOTIONAL
INTELLIGENCE.
NAME: ING. MONICA MAYORGA
TUTOR: MAG.MARCIA MANTILLA
1. GENERAL INFORMATION
2. IDENTIFIATION OF THE PROJECT
3. PROJECT DESCRIPTION
4. EVALUATION
4. SOURCES OF INFORMATION
GENERAL 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 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
ACHIEVEDFINISHING 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- solvingtask.
STRATEGIES
. Work in groups
. Didacticmaterial
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
RESOURCES
COMPUTER
TARGETS
COPIES
COLORS
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’semotion.
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. 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 INFORMATION