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ESCUELA SUPERIOR POLITCNICA DE CHIMBORAZO

MECHANICAL FACULTY
SCHOOL OF INDUSTRIAL ENGINEERING

LANGUAGES CENTER
STUDENT PORTFOLIO
THIRD LEVEL X
NAME:

Lizeth Viviana Cisneros Silva


DATE:

2015-07-17

April July
2015

1. INDEX

1.

INDEX....................................................................................................... 2

2.

PORTFOLIO PRESENTATION......................................................................2

3.

PRELIMINAR ASPECTS.............................................................................. 3

3.1.

Mission and Vision of Escuela Superior Politcnica de Chimborazo.. . . .3

3.2.

Mission and Vision of Faculty...............................................................3

3.3.

Mission and Vision of School...............................................................4

3.4.

Subject syllabus.................................................................................... 4

3.5.

Matrix of syllabus control......................................................................5

3.6. Confirmation of agreements and ethical compromises and


socialization of syllabus.................................................................................. 5
3.7.

Student Profile................................................................................... 7

PERSONAL DATA................................................................................... 7
4.

EVIDENCES OF LEARNING ACTIVITIES:.....................................................8


4.1.

Learning activities guided by the teacher:.........................................8

4.2.

Collaborative learning activities:.....................................................10

4.3.

Self-learning activities:....................................................................11

4.4.

Reflections on learning activities of each unit.................................12

5.

LEARNING PROCESS ASSESSMENT:........................................................13

6.

EVIDENCE OF PEDAGOGICAL REINFORCEMENT......................................13

7.

RECOMMENDATIONS.............................................................................. 13

8.

ANEXES.................................................................................................. 13

9.

(PHOT DOING THE PORTFOLIO ENGRADE)..............................................13

10.

DATE:.................................................................................................. 13

11.

SIGNATURES....................................................................................... 13

2. PORTFOLIO PRESENTATION
The portfolio is a teaching technique - learning and assessment. It is a collection of the
work done by the student to demonstrate their efforts, achievements and progress in a or
particular subject area. These productions staff report process followed by the student,
allowing him and others see their efforts and achievements in relation to the objectives
learning and assessment criteria established previously.
The portfolio is an excellent method for both the student and the teacher find out and
clarify what was learned and understood about each item being viewed in class. You
could say that is a journal, academic and disciplinary as each student shows his efforts,
achievements, ideas and what they think about each class.
In this work I detail the activities in the subject of English in the third level, in the
academic period April - July 2015, in this document I expose all work done in class,
homework, tests, group assignments, vocabulary, with in order to demonstrate the
achievements over the day's work.

3. PRELIMINAR ASPECTS
3.1. Mission and Vision of Escuela Superior Politcnica de Chimborazo.
Vision

"Ser la institucin lder de docencia con investigacin, que garantice la formacin


profesional, la generacin de ciencia y tecnologa para el desarrollo humano integral,
con reconocimiento nacional e internacional".

Mission
"Formar profesionales e investigadores competentes, para contribuir al desarrollo
sustentable del pas".

3.2. Mission and Vision of Faculty.

Mission

Apoyar en la gestin acadmica y de produccin de bienes y servicios especializados


en las Escuelas de a las Escuelas de Ingeniera Mecnica, Ingeniera Industrial,
Ingeniera de Mantenimiento e Ingeniera Automotriz.

Vision
Ser una unidad productiva eficiente y gil, cuyo servicio sea de calidad de tal forma que
demuestre el profesionalismo de los politcnicos y aporte significativamente al
desarrollo de la actividad investigativa y productiva de la Facultad de Mecnica, para
lograr el reconocimiento social.

3.3. Mission and Vision of School.

Mission

Formar ingenieros industriales competentes, su accionar se sustenta en la base del


conocimiento de las ciencias bsicas y de la ingeniera, se adapta fcilmente a trabajar
en equipos multidisciplinarios, contribuyendo de manera eficaz en la solucin de
problemas en el mbito de su especialidad: produccin, productividad, calidad,
seguridad y del ambiente, actuando con responsabilidad tica y social, en
correspondencia con el desarrollo de la regin y del pas.

Vision

Alcanzar la excelencia en la formacin profesional de ingenieros industriales con


liderazgo, capaces de contribuir al desarrollo sustentable del pas con la prctica de
valores ticos, morales y responsabilidad social, para alcanzar el rgimen del buen vivir.

3.4. Subject syllabus.


Problem identification of this subject related to the undergraduate profile.

English is widely used in all areas of knowledge. the students that come to this
institution are not able to communicate in english with people from other countries and
cultures or even have the possibility to apply for graduate studies in international
universities.
Contribution that this subject has on the undergraduate student
English is a universal language. it is the second most spoken language in the world and the first
one in internet. for this

reason, the knowledge of this language is an important requirement to

apply for scholarships to do graduate studies in Ecuador and any country in the world.
The communicative competence is the professional ideal in all educative matters. speaking
english is a necessary tool for international cooperation and professional enhancement. english
as part of the curriculum in all university studies fosters the development of communication as
well as other general social skills.

3.5. Matrix of syllabus control

UNIT

OBJECTIVES

1. USING PERFECT
TENSES

To ask and answer


questions about real life
situations in order to get
information by using
different techniques.

To express the same ideas


and situations in different
tenses by using passive
and active voice.

2. ASKING QUESTIONS

3. USING THE PASSIVE


VOICE

To relate events and


experiences from the past
to the present contrasting
simple past and present
perfect by contextualizing
real life situations.

TOPICS
1.1. Review topics of level two.
1.2. Present perfect.
1.3. Use of SINCE, FOR,
NEVER, EVER,
ALREADY, YET, JUST.
1.4. Simple past vs. present
perfect.
1.5. The past perfect.
2.1. Information questions and
answers.
2.2. WHO, WHO(M), and WHAT
2.3. WHAT + a form of DO
2.4. WHAT KIND OF, WHICH
and WHOSE.
2.5. HOW OFTEN, HOW FAR,
HOW LONG, and HOW + Adj.,
2.6.Tag questions
3.1 Active sentences and passive
sentences, and the use of BY.
3.2 Tense forms of passive voice.
3.3 Transitive and intransitive
verbs.OTHER(S), THE OTHER(S)

3.6. Confirmation of agreements and ethical compromises and socialization


of syllabus.

Acording to the above content previously I can argue that there has been full
compliance with the three units have been proposed work in this period, our teacher had
conducted a review of skills levels one and two of English, given that the student with
greater ease for learning new subjects. With the development of these contents were
obtained the following results:
RESULTS OR STUDENTS
LEARNING ACHIEVEMENTS
a. Application of basic
sciences in their major.

CONTRIBUTION
(HIGH-MEDIUM
-LOW )

THE STUDENT WILL BE ABLE TO

N/A

b. Problem identification and


definition

Apply critical thinking when analyzing


English readings.

c. Problem solving

Use English to solve problems related


to his/her major.

d. Specialized-tool use.

Choose the best resource (internet,


books, Cds, dictionaries, magazines,
etc.) in problem solving.

e. Team work.

Participate actively in multidisciplinary


teams.

Demonstrate ethical values at all


instances.

g. Effective communication.

Express ideas, opinions, and feelings


adequately in English.

h. Commitment to continuous
learning.

Design his/her own critical thinking


process in his/her learning habits.

Discuss current local, national and


international events related to his/her
major.

f.

i.

Ethical Behavior.

Knowledge about the


contemporaneous
environment.

3.7. Student Profile.

PERSONAL DATA

Last Name: Cisneros Silva


Names: Lizeth Viviana
Date of Birth: 31 de marzo de 1994
Civil Status: Soltera

C.I.: 060453216-8
Phone: 2948-195
Cell - Phone: 0995418584
Place of Birth: Quito

Place of Study: Escuela Superior Politcnica de Chimborazo


Address: Primera Constituyente 30 -57 y Pasaje el
Espectador

Occupation: Estudiante
City: Riobamba
Photo

E-mail: liz_viviana_cisneros@hotmail.com

ACADEMIC TRAINING

Titles

1 Primary Education

Institution
Unidad Educativa San
Vicente de Pal.

City
Riobamba

Year
200
5

Secondary Education
(Physical Mathematical Area)

Colegio Santa Mariana de


Jess

Riobamba

2011

8th semester - Industrial


Engineering

Escuela Superior Politcnica


Riobamba
de Chimborazo

2015

The purpose for my life is to be a professional with a good knowledge on what am


currently studying, in order to be able to solve the problems that arise in the future, as
well as learn and can deal to speak and write the English language because this
language is the second most spoken in the world and is very important to get any work.

4. EVIDENCES OF LEARNING ACTIVITIES:


4.1. Learning activities guided by the teacher:

4.2. Collaborative learning activities:

4.3. Self-learning activities:

4.4. Reflections on learning activities of each unit.


Unit
Unit1.- Using Perfect Tenses

Unit 2.- Asking Questions

Use/importance
To relate events and experiences from
the past to the present contrasting
simple past and present perfect by
contextualizing real life situations.
How many times have you been to
Quito?
I have been to Quito twice.
To ask and answer questions about
real life situations in order to get
information by using different
techniques.
Why are you here?
I am here because I love this place

Unit 3.- Using the Passive Voice


To express the same ideas and
situations in different tenses by using
passive and active voice.
The director will give you
instructions. (active)
Instructions will be given to you
by the director. (passive)

5. LEARNING PROCESS ASSESSMENT:

6. EVIDENCE OF PEDAGOGICAL REINFORCEMENT.

7. RECOMMENDATIONS

I recommended to provide a space for students outside school hours in order to


clarify some doubts.

8. ANEXES

9. (PHOT DOING THE PORTFOLIO ENGRADE)

10. DATE: 2015 07 - 17

11. SIGNATURES.