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