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Internship at saber pro examination english module preparation course

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dc.contributor.advisorRacero Diz, José María
dc.contributor.authorAyazo Gómez, Linda Lucía
dc.date.accessioned2021-12-21T17:13:01Z
dc.date.available2021-12-21T17:13:01Z
dc.date.issued2021-09-15
dc.description.abstractThe current report explains the development of an internship carried out across the Saber Pro Examination English module preparation course, at Universidad de Cordoba within students of 7th, 8th and 9th semester from different undergraduate programs. The report also describes the experiences interns have during the preparation course development. The internship aims to goal the increasement of students’ performance levels obtained in the National Board Examination, throughout the implementation of Reading Comprehension strategies and Vocabulary acquisition techniques. The learning approaches whereby the content is going to be taught, are clearly specified as E-Learning and Flipped Learning, which through the development of synchronic and anachronic sessions, served as a base for instructing students about the English Module patterns and the contents explanations. The use of technological tools which let teachers create innovative content presentations and assign activities are a fundamental part to consider inside the internship process. Finally, it contains the most significant finding interns arrived after having implemented the preparation course. The interns’ deeper explanations of the experience they had during the course are reported, in order to demonstrate interns ‘professional and personal growth. Besides some conclusions, regarding the process findings, are stablished. In addition, recommendations and suggestions for future interns are given as well as the description of the limitations and challenges interns had once the preparation course ended.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. INTRODUCTION .......................................................................................................................... 8spa
dc.description.tableofcontents2. PEDAGOGIES .......................................................................................................................... 10spa
dc.description.tableofcontents2.1 READING SKILL .............................................................................................................. 10spa
dc.description.tableofcontents2.2 VOCABULARY LEARNING ............................................................................................ 11spa
dc.description.tableofcontents2.3 E - LEARNING ................................................................................................................... 12spa
dc.description.tableofcontents2.4 FLIPPED LEARNING ........................................................................................................ 14spa
dc.description.tableofcontents3. METHODOLOGY..................................................................................................................... 15spa
dc.description.tableofcontents3.1 TEACHER AS A DEMONSTRATOR TEACHING STYLE .................................................... 15spa
dc.description.tableofcontents3.2 CONCEPTUAL CONTENT ....................................................................................................... 18spa
dc.description.tableofcontents3.3 CHART OF DUTIES .................................................................................................................. 19spa
dc.description.tableofcontents4. FINDINGS .................................................................................................................................... 20spa
dc.description.tableofcontents4.1 LESSON PLAN STRUCTURES ................................................................................................ 20spa
dc.description.tableofcontents4.2 TASKS AND PROCEDURES DESCRIPTIONS ...................................................................... 22spa
dc.description.tableofcontents4.2.1 ENTRANCE TEST .................................................................................................................. 22spa
dc.description.tableofcontents4.2.2 ACTIVITIES AND ASSIGNMENTS ..................................................................................... 23spa
dc.description.tableofcontents4.2.3 FINAL TEST ........................................................................................................................... 28spa
dc.description.tableofcontents4.2.4 GENERAL COURSE EVALUATION ................................................................................... 29spa
dc.description.tableofcontents5. CONCLUSIONS AND RECOMMENDATIONS . ...................................................................... 33spa
dc.description.tableofcontents6. LIMITATIONS ............................................................................................................................. 35spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/4746
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2021spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsReading Comprehensioneng
dc.subject.keywordsVocabulary acquisitioneng
dc.subject.keywordsE-Learningeng
dc.subject.keywordsFlipped Learningeng
dc.subject.keywordsSynchronic and Anachronic sessioneng
dc.subject.proposalReading Comprehensioneng
dc.subject.proposalVocabulary acquisitioneng
dc.subject.proposalE-Learningeng
dc.subject.proposalFlipped Learningeng
dc.subject.proposalSynchronic and Anachronic sessionspa
dc.titleInternship at saber pro examination english module preparation coursespa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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dcterms.referencesJABBAROVA, Anora. Effective 21st century english language teaching styles. Архив Научных Публикаций JSPI, 2020, p. 1-4.spa
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dcterms.referencesMontelongo, J.; Hernandez, A.; Heter R.& Cuello, J. (2011) Using Congnates to Scaffold Context Clue Strategies for Latino ELs. Reading Teacher. Vol. (64) No (6). Pp: 429-434spa
dcterms.referencesNagy, W. E., & Scott, J. (2000). Vocabulary processes. In R. Barr, P. Mosenthal, P. D. Pearson, & M. Kamil (Eds.), Handbook of reading research (pp. 269-284). Hillsdale, NJ: Lawrence Erlbaum Associates.spa
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dcterms.referencesPan, C. Y., & Wu, H. Y. (2013). The Cooperative Learning Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen. English Language Teaching, 6(5), 13-27.spa
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dcterms.referencesYusuf, Q., Yusuf, Y. Q., Yusuf, B., & Nadya, A. (2017). Skimming and scanning techniques to assist EFL students in understanding English reading texts. | IRJE| Indonesian Research Journal in Education|, 43-57.spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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