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4-2-2013

UNIVERSITY TECHNICAL OF MANABÍ

FACULTY OF COMPUTER SCIENCES

CARRER OF ENGENIERRING IN SYSTEMS

SEPTEMBER 2012 - FEBRUARY 2013

BRIEFCASE OF ENGLIHS

ESTUDENT:

GISELLA BRAVO BARAHONA

TEACHER:

ING. DANNY JARRE

MY VISION AND MISSION AS A STUDENT OF THIS UNIVERSITY.

Mission.

To contribute as professional from the Computer Sciences to the solution of

the problems, with values of honesty, justness, disciplines, love and solidarity,

and this way to give answers to the necessities of the society elevating its level

of life.

Vision.

To generate me professionally in the field of the Computer Sciences, reaching

all my goals and objectives that I intend, acquiring every day new knowledge

being main character of the regional and national progress.

UTM

Mission: To form academic, scientific and responsible, humanist, ethical and solidary

professionals, committed with the objectives of the national development that contribute to

the solution of the problems of the country like docencia university with investigation, able

to generate and to apply new knowledge, fomenting the promotion and diffusion of the

knowledge and the cultures, foreseen in the Constitution of the Republic of the Ecuador.

Vision: To be university institution, leader and relating of the superior education in the

Ecuador, promoting the creation, development, transmission and diffusion of the science,

the technique and the culture, with social recognition and regional and world projection.

FCI

Mission: To be an unit with high academic prestige, with efficiency, transparency and

quality in the education, organized in their activities, main characters of the regional and

national progress.

Vision: To form efficient and innovative professionals in the field of the computer sciences

that with honesty, justness and solidarity, give answers to the necessities of the society

elevating their level of life.

SELFT-POTRAIT.

Gisella Patricia Bravo Barahona.

Portoviejo

Tel: 085252551

University Technical of Manabí

Faculty of Computer Sciences

3 Semesters “C”

My name is Gisella Patricia Well done Barahona, I am student of ENGLISH'S

subject, at the moment course the third semester in the ability of Computer

Sciences of the Technical university of Manabí. I am a responsible, active

person and I like to work in team.

My main areas of interest are the application and development of the

technologies and the handling of different software.

My goals are to become professional as ingeniera in Computer Systems,

applying the knowledge acquired in different branches of the computer

science offering to the society a service of quality and power to complete my

purposes.

Also to motivate to the other ones to that you/they study the career of Engineer

in computer systems the technology is since what prevails today in day.

Always thanking to God and my parents to offer me the unconditional support

to continue with my studies and to become what I yearn to be, making an

effort every day and to feel proud of my same one.

CLASS #1

TECHNICAL UNIVERSITY DE MANABÍ


ENGINEERING OF COMPUTER SYSTEMS

INGLES 3 “C”

DAILY METACOGNITIVO

What things were they difficult?

The class was understandable, there were not complications, we also remember certain

things that we learned the last semester.

Which were they easy?

The rules according to their structure were easy to understand.

What did I learn today?

I learned how to use the structures on the do/does/did

.CLASS #2




INGLES 3 “C”

DAILY METACOGNITIVO


The whole class was understandable.


To use the adverbs of frequency.


I learned on the adverbs and esprexxions of frequency in the simple present.

CLASS #3




INGLES 3 “C”

DAILY METACOGNITIVO


Some difficulty in certain verbs that are not used in continuous present as like, need, want,

have.


The structure of the continuous present: be+verb+ing


I learned on the continuous present

CLASS #4




INGLES 3 “C”

DAILY METACOGNITIVO


To differentiate the who relative, that, where to use it respectively according to their rule.


The structure Of the who, that, where


I learned on the relative with who, that, where.

CLASS #5




INGLES 3 “C”

DAILY METACOGNITIVO


To learn the past of each verb


To use their structure correctly


I learned on the simple past of the regular and irregular verbs.

CLASS #6




INGLES 3 “C”

DAILY METACOGNITIVO


There was not difficulty some.


The whole class was understandable.


I learned on the past continuous was/were.

CLASS #7




INGLES 3 “C”

DAILY METACOGNITIVO


Everything was understandable.


To use the assistants for question in each case differing when it should be used the verbs

auxiliary do/does.


I learned on questions with and without auxiliaries.

CLASS #8




INGLES 3 “C”

DAILY METACOGNITIVO


The use of the so, because, but, although to learn their structure.


That the because is to express a reason and the expressed so a result.


I learned on so, because, but, although

CLASS #9




INGLES 3 “C”

DAILY METACOGNITIVO


Everything was understandable.


The whole class on the use of the going to.

What did I Learn today?

I learned on going to, present continuous for future arrangements.

CLASS #10




INGLES 3 “C”

DAILY METACOGNITIVO


There was not difficulty some.


The whole class on the use of the will/won´t


I learned on will/won´t+base form (predictions)

CLASS #11




INGLES 3 “C”

DAILY METACOGNITIVO


Basing us on the previous class didn't allow that difficulty exists some, therefore the class

was understood.


The whole class was understood.


I learned on will (promises, ofters, and decisions)

CLASS #12




INGLES 3 “C”

DAILY METACOGNITIVO


Anything because it was a review on all the units seen previously.


Everything was understood and reinforced as soon as their learning.


Review of tightens: present, past, and future.

CLASS #13




INGLES 3 “C”

DAILY METACOGNITIVO


Everything was understood.


The structure of the perfect present.


The present perfect (experience)+ever and never

CLASS #14




INGLES 3 “C”

DAILY METACOGNITIVO


The already use to locate it according to their structure.


The use of the yet in each sentence.


The present perfect + yet and already.

CLASS #15




INGLES 3 “C”

DAILY METACOGNITIVO




The structure for the use of the adjectives and comparative adverbs.


The comparative adjectives.

CLASS #16




INGLES 3 “C”

DAILY METACOGNITIVO




The structure for the use of the superlative adjectives


The superlatives (+ ever+present perfect)

UNIVERSIDAD TÉCNICA DE MANABÍ

FACULTAD DE CIENCIAS INFORMÁTICAS

ESCUELA DE INGENIERÍA DE SISTEMAS INFORMÁTICOS

TERCERSEMESTRE DE CARRERA: INGLES

EVALUACIÓN DEL PORTAFOLIO

Nombre: Curso: Fecha:

Calificación .Mitad Ciclo: PONDERACIÓN DE CALIFICACIÓN CALIFICACIÓN DEL CURSO

Calificación. Final de ciclo: ALTA: MEDIA: BASICA: A B C D E

ÍTEMS A EVALUAR 1 2 3 4 5

CONTENIDO COMPLETOS DEL MITAD DE CICLO: CLASES

Firma de responsabilidad

____________________________

CALIFICACIÓN

FINAL:

UNIVERSITY TECHNICAL OF MANABI


CARRER OF ENGENIEERRING IN SYSTEMS

THE STUDENT BRIEFCASE

The briefcase is a teaching technique, learning and evaluation. This consists of a collection

of the works that the student carries out to demonstrate her efforts, achievements and

progress in a specific area, in this HIGH ELEMENTARY ENGLISH case. The briefcase has

incorporated in the education in the ability of Computer Sciences I don't only eat an

evidence of the teaching-learning processes, if I don't eat a continuous invigoration-

improvement in the whole educational chore.

PURPOSE

To strengthen the search dexterities and localization of information

As main function of serving like half so that the student can evidence her academic

execution in the course.

It allows to develop analysis dexterities and solution of problems in the whole

educational chore.

It allows the student to meditate about her activity and progress in class.

ADVANTAGES

It is an individual and personalized product that it allows the student to explore

their creativity.

It serves so that the student shares experiences with other partners of the course.

It promotes the evaluation it has more than enough strengths and weaknesses.

ORGANIZATION OF THE BRIEFCASE

The format for elementary English's course is the following one:

Designed cover, it includes: name of the institution, name of the course, the

student's name, name of the educational one, dates.

Content chart.

Presentation letter, presents the student's personal data, area of interest, work plan,

objectives of the course, reasons and purpose for the development of the briefcase.

(include a picture in an appropriate place)

Works investigation, tasks and assignments, a selection of representative works.

Meditate, on the class and carried out works.

They summarize of closing, by way of conclusion where the student highlights her

satisfaction with that understood, areas that you/he/she should improve and

limitations.

Area for evaluation of the educational one, section where the educational one will

present the evaluation of the student's execution in the course and in the briefcase.

PROCESS OF ELABORATION

PHASE 1. - Collection of Evidences: this phase goes preceded by the revision of

objectives or competitions delineated for the course. When defining these the

gathering of evidences it is facilitated that can be varied as format and support like

readings, cuttings of newspapers, tasks, reports, exams and presentations.

PHASE 2. - Selection of Evidences: to avoid that the briefcase becomes an

inventory of evidences it is necessary to choose the best works. These works should

represent the progress in the course. This exercise allows the student to determine

the strengths and agreement weaknesses with the expectations and objectives of the

course.

PHASE 3. - you Meditate of the Evidences: this phase constitutes the culminating

point of the process of development of the briefcase, it is expected that the student

recognizes the successes and mistakes during her step for the course. In this

reflection exercise it is decisive it proposes the strategies to improve the weak

points.

PHASE 4. - Publication of the Briefcase: in this point the student will organize the

evidences with her respective agreement reflections with the specifications

indicated by the educational one or her tutor designated as guide by the ability. It is

expected that the student uses her creativity to organize and to present the final

briefcase.

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