Complete TP Marvin Montoya_Teaching Portfolio.docx

8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx

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TEACHING PORTFOLIOAction Research Amaya


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Teaching Portfolio

IntroductionThe following document is to be considered as the cornerstone of my

professional development as an English Teacher. Many specific details regarding my

teaching experiences will be expressed throughout this document. From the definition

of this document itself, to the application of the different methodologies that are

planned to be used by the author. One by one they will be detailed and presented as

evidence by answering the following questions:

1. What is a Teaching Portfolio?2. What is my Self-Evaluation and Reflection?3. Why do I need a Teaching Portfolio?4. How should I structure my Teaching Portfolio?5. What are my Teaching Responsibilities?6. What is my Statement of Teaching Philosophy?7. What are my Teaching Methodology, Strategies and Objectives?

The modification of this document will be open to the disposition of changes that

may occur during the Teaching Practice Procedure. As it is focused not only as an

assessment task, where the teacher will be evaluating all these aspects, but also as a self-


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What is a TeachingPortfolio?

In one sense you can see a Teaching Portfolio in one way and from another

perspective you can see it very differently. But from my point of view a TeachingPortfolio is a document used to describe each and every tool that the Teacher uses in his

classes. It can describe all those materials used in a determined course, the methodology

used, and the way the techniques were used during that experience. It will define the

strengths and accomplishments that have been reached, it can help you demonstrate the

quality of your teaching and the areas that you need to improve in. It can be considered

as a showcase of your best work. Since teaching efforts cannot be solely captured by a

numerical unit, the portfolio becomes the reflective tool that will provide the essence of

your teaching principles, methods and techniques in action. It will become the reflection

of your inner vision as the great teacher that you are. (Mellon, 2012)

It becomes a factual description of the correct activities done by the teacher and

all of the positive things accomplished as well. You will be able to represent the mainpurpose of each and every activity done, as well as the progress that your students live

through the great experience of your teaching philosophy. It can be compared to an


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Self-evaluation andReflection

Every step that I take in the art of teaching, makes me reflect that I still have a lot

to learn. I cannot deny that I have been moulding the teacher that I am since the firstday that I stood in front of a group of students. In fact I have changed so much since

that day, that I can hardly believe the way that my first class went. There was no actual

foundation to what I was doing, I can say with my head held high that everything I did

in my beginning days as a teacher came from empiric knowledge. These were the first

steps that I took in my teaching experience. I began teaching through different ages,

without even studying teaching methodologies. I just felt that there were differences

when I was teaching different ages, but I could not say what they were or why I felt that

way. I could not explain why I changed my tone of voice when teaching children, and

used childrens games and activities, where I even threw myself on the floor with them.

Then later on very seriously adopted the personality of a mature man when teaching

adults, using activities that were more appropriate for their age. Of course I had no idea

that what I was applying was different methodologies. Like I said before all this was

empiric knowledge.


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methods to the needs of their students. I plan to be one of those teachers, but to get

there I must first go through a serious of systematic steps.

Why do I need a Teaching

Portfolio?

The reasons why someone would use a teaching portfolio could be: for

development purposes in which they need to reflect on their teaching methods in order

to improve them, or as an evaluative product in which a promotion or a teaching award

could be in the interest of the producer. Whatever the reason of why you are making a

Teaching Portfolio, there are plenty of advantages to see in them. In simple words they

provide information that is very useful not only to the teacher but also to anyone who is

interested in the teaching process. Because it makes teaching more visible, through the

Teaching Portfolio you can actually see how teaching is being developed through the

different evidence provided by the teacher. It also helps to make reflection on what is

being taught to our students, but it also helps to evaluate how our teaching methods are

functioning. Another advantage of having a Teaching Portfolio is that it allowscollaborative learning, as it may serve as a guideline to the peers that read your

Portfolio. (Labhrainn, 2002)


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How should I structure myTeaching Portfolio?

The structure that you can adopt when creating a Teaching Portfolio may vary

depending on the purposes of why you are creating it in the first place. It can besignificantly inclining to the needs of the institution that you work for. Maybe

depending on the institution that you want to work for. Maybe you want to structure

your Portfolio just to evidence your work as a teacher and what you are doing to

improve your teaching abilities. You should highlight your strengths as a teacher, some

consider important to include your personal information, teaching experiences,

development of teaching, teaching and learning materials, teaching philosophy and

approach to teaching, pedagogical education and studies, experience in education

leadership, results in student and peer evaluations, describe and reflect on your

teaching merits, and other elements can be considered to structure your Teaching

Portfolio. (University, 2012)

However the way you structure your Teaching Portfolio will depend on thereason for you creating it in the first place. Therefore the structure can be compared to

human beings, as there is no human being exactly like another one. Yet all human


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Teaching Responsibilities

Technically what a teacher needs to do is determined by the responsibilities

placed on his shoulders. Teacher have the responsibility to create a learning

environment which is able to ensure that their students acquire the skills and theknowledge they need in a specific area. Teachers undertake this responsibility within

the framework of the law. In El Salvador it is established by the General Law of

Education, where teachers are required to meet a high standard of professional and

ethical behaviour required by the countries law. But to keep a General overview of the

teachers responsibilities we will incline towards four very specific responsibilities:

Face to Face Teaching: Here are included the times table classes in whichstudents and teacher are present in the classroom.

Other professional responsibilities: preparation of the classes, marking of thetests, assessment, meetings, student supervision, reporting and organizational

duties.

Contextual factors: class size, curriculum mix, range of ability and age ofstudents, resources available and facilities.

Voluntary Effort:Excursions, activities with students before or after school.


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The measuring of my effectiveness, will be assessed not only by my students, but

also by my colleagues. This is an important part of collaborative learning, because I am

well aware that perfection is never reached, but the sense of being effective is close

enough for anyone who is willing to accept that nobody is perfect. Therefore my

evaluation will be based on effectiveness rather than perfection. And my teaching

philosophy will be based on a continuous professional learning cycle: planning, practice,

implementation, analysis and modification of practice.

Teaching Methodology,

Strategies and ObjectivesThe methodology that I will be working on in my teaching practices is based on

the facts that I believe that learners learn the language by the process of communicating

with it. So the learner will have a better chance of learning it by using it rather than just

knowing the grammar rules and structures, but not being able to use the language itself.

With this methodology, students should be able to make real communication. Students

will be given the opportunity to try out what they have learned. Accuracy and Fluency

will be another aspect to focus on during my teaching practice and thorough out this


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Efforts to Improve

TeachingFrom the moment you place yourself in front of a class, there is huge weight on

your shoulders. The education of the human beings in those seats is in your hands. That

is a huge responsibility that goes wider that just the classroom, it spreads wide all the

way to the society we live in. As an English teacher I have the responsibility to guide

my students to learning English in the best way. I cannot allow myself to slack on the

job or just be feeding students with the same old thing. I have the responsibility to keep

an updated profile on my teaching performance. Not for my personal profit, because I

will not get a raise for this, but because of the great satisfaction given when your

students demonstrate to others that they have learned with you as their teacher.

To improve my teaching skills, I have gone to different trainings. Some of them

include the use of Blended Learning. A course in which I learned how to use technology

i th l t k th t d t l i i A it i k li i


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trainings, I had the opportunity to share with other teachers. This experience has helped

me because during my experience in teaching I have learned that through it I learnmyself. So this has been a wonderful experience for me. When you see how you have

helped other teachers to be able to make their classes easier and fun, you find out how

important it is to share what we know amongst our peers. I was reflecting the other day

on this, and I came to the thought that one excellent teacher will not make a big

difference in a huge society if he does not share what he knows with his peers. Bysharing this knowledge, more teachers will be induced to be better, and then many

good teachers can provide a wider range in changing a countries society and even

culture. There is the real value of teaching and never stop learning.

The latest training I am assisting to is a Diplomado on Teaching reading, thanks

to a scholarship provided by Richmond. The method used during this training is the

Blended learning, as I have some face-to face sessions and also an online platform

where I can interact with peers and turn in homework as well as participate in forums.

This is a new experience that will help me show my students to an easier way of

reading.


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Diagnostic test to these students because the result was more than obvious, through

observation while trying to ask the basics, their level was significantly low.

It is a very satisfactory feeling, when you notice that the students at this

institution expect to learn so much from you. But it also puts and extra pressure on

you because you know that students do not expect that you take the typical information

and activities. They begin to adjust to your way of teaching, and they begin to adapt to

learning in a different way than what they are used to by their official teacher.

As I have had the opportunity to get to know and observe my students I can rate

them through observation that they have improve significantly since I went the first day

to the INCB. They show lots more respect and more interest toward the English class.

They dedicate more time to complete their English homeworks in the best way. Evenparticipation has been a lot more fluent than at the beginning. At first I had to beg them

and literally push them to participate in the different role plays and activities that

characterized my classes. I know that I have a lot to improve, and so do my students,

but I have seen some progress in the short amount of time I have been with them, of

course I am mentioning most of the students and not all of them.


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To mention the process of acquiring the feedback necessary to be able to obtain

the evidence of my studentsprogress, I will explain the following. The students weresummited not only to written tests, they were also observed and tested through some

activities. Written tests were custom made and based of the topics covered in each class.

They were made with questions that will prove that the students know how to use and

write out in English. But it is necessary to also test their speaking and listening,

therefore some activities were prepared to evaluate such delicate elements. A rubricwas made to measure and evaluate the students progress in these areas. These are pre

made specifically to measure how much the students can produce of the topics covered

in the classes.

Teaching GoalsThis complicated and lovely career is linked to keeping in mind what you want

to do. There is few purpose in a teacher who does not where he is going and has no

goals set. This is a very delicate part because it aims where you to the vision of where

you plan to be in the future. But if you go being just being a regular teacher, you have to

t l i f l b t l th l b li t d t ill h b


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A short term goal of mine is to guide my students to where learning is, and allow

them the opportunity to find the answers by themselves. They will learn by doing, andeven more by making mistakes. For me its a short term goal because I need to apply

this toward their learning process. I am sure that I can help many students by making

this one the short term goal.

The students I may transmit to my students will be that they can do it. That is my

best wish. To have impacted their lives in such a way that what they learned from me

will help them overcome big obstacles in their lives. And that in the future they can

acknowledge how that changed their lives in a good way.

However a long term goal that I have is to become a Master in the English

Teaching area. As I have mentioned before, I am always willing to participate in eachtraining available, keeping myself updated is the key to good teaching. But my dream is

to one day be in the spot of the person who today trains me. This way I will have the

opportunity to share with teachers everything I have learned through all these years,

and help motivate the teachers into making teaching and learning a bit more fun and

enlightening for our dear students. This way I will also be helping in the development

of my beloved El Salvador in the English Teaching Area which will make me feel more

th d f lf


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Appendice


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Action Research

TEACHING

PORTFOLIO

Action Research


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The following research project was conducted at Instituto Nacional de Usulutn,

El Salvador. During the teaching experience the issue of mother tongue interference in

EFL classes has been a great barrier to overcome. Therefore the researchers where

engaged into the process of revealing the elements that have repercussions on the

interference of L1 in the ESL classes. It is to say, how the mother tongue interferes in

English Language Learning and developing speaking skills. The teacher needs to

motivate students, not only by guiding them but also by being an example of what they

preach; which means that the use of L1 on the teachers side should be as much as theteachers expect from their students. This way student will have a role model to follow

his/her footsteps, similar to a mold or a goal of being and even to surpass.

It is believed that through this action research, there will be presented many

different alternatives to solutions brought by the issue of the L1 interfering in English

language learning. The research will serve as a documentation of the issues and

different alternatives that teachers may have during their teaching experience. This will

be extremely useful for present teachers and even for future teacher who may encounter

a similar situation as a foundation to what has been done before them. Later they may

even provide even better alternatives to the situation expressed in this document, given

that these results will provide background information regarding this issue.

The research will be conducted through observing the students reaction tospecific guidelines given by the teacher. Teacher will have to limit the use of L1 in

his/her class, when a student tries to give his/her opinion in L1; teachers should act


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in mind is L1 and that makes it really hard for them. Students in the process of learning

a Foreign Language are usually committed with their mother tongue; these people

think in their mother tongue and try to speak in L2, which is really hard to begin with.

Instead of doing that, they should switch their brain into the L2 mode, so they could

think and speak in L2. Teachers have to identify when this issue is blocking their

students, and find a correct way to motivate them and support them so they may

overcome that barrier and begin to think and speak in English.

The key to learn is to adjust the brain to the target language this will help thestudents to assimilate and understanding the same. Every effort has its own rewards, so

teachers play an enormous role in every students life, because, as it has been said,

teachers are students role model and by this, they should not disappoint them.

Teachers must never underestimate a student because sometimes the most teachers

push their students to their limits, the most capable the students become, and also this

kind of push gives the student a lot of confidence so by this they increase their self-

esteem.

English has begun to expand its borders leaving its nest which are United States

of America, United Kingdom, and Australia. It has become an international language

that is fairly adopted and accepted by many countries around the world as it offers

accessibility to communication in the areas of tourism and business that demands thatthese two elements have brought upon the world have begun a revolution in the second

language learning, in this case English.


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Is code-switching contentious as classroom behavior just for the teacher or also for the

learners?(Alatis, 1994)

Code switching is not to be confused with the interferences of L1 in the second

language learning process, they are miles apart from being the same. They do involve

similar things like the use and control of both languages, but in code switching, it does

not interfere with the message trying to be sent. It is now considered by most scholar as

something normal in bilingual and multilingual use.

Now that the core of the topic and issue, it is found that it may not be as thought

before. There is not a specific bad side or good side to the use of a mother tongue for

bilinguals. Whether they are teachers or students, it all depends on the perspective and

how that mother tongues is really used to benefit the learning process.

Code choice in classroom communication is admittedly a frequent and central concern

for teachers and students. For teachers, it usually has to do with preventing students

from using their first language L1; for students it is often about how to use the L1 and

still function and succeed in the language classroom.(Levine, 2011)

So it is believed that under some circumstances the code choice can be optional,

but according to this action research it is interfering with the learning process of the

student under observation. The reason may be in the fact that these students do notknow how to succeed in learning L2 while still using L1. What they intend to do is use

L1 to make the process easier but not to actually learn the use of L2.


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problem because the more that these people is focused on their mother tongue, the

harder it is to learn a second language. This problem has raised a very important

question; how does the teacher expect his/her students to learn a second language if

he/she does not separate L1 from L2? Sometimes English teachers try to focus more on

the memorization of the new vocabulary from their students instead of their natural

learning of this, when this happens, students try to speak the L2 but in a robotic way.

Sometimes students do not know how to express something in L2 and they are forced to

ask the teacher about the correct way to say something, and the teacher answers to them

in their mother tongue. This is not correct because teacher must focus on the L2 learning

all the time; No exceptions. This is going to help the students to be able to learn the L2

in a more naturally and easy way. The only way that we, as teachers can solve this

problem is by stopping to use L1 as a reference in order to learn L2, there is one thing

that must be clear in the minds of every English teacher around the world though, and

that thing is to really know that the best and more appropriate way to learn a secondlanguage is to forget that everyone that is in the same room as they are, speak the same

mother tongue language as them; by doing this, the brain will automatically switch

itself into the L2. And consequently that will make them start thinking in L2 instead of

being translating every thought they have in L1 into L2.

This action research paper has turned very important because now there are the

tools needed in order to improve the learning process and accomplish the goal of every

student and teacher in every English classroom around the world, and even though this


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by giving a close look to every students behavior and development were enough to see

where they were struggling with, and all of their difficulties were suddenly uncovered

and unleashed. Some of them were scared to talk at one point, but as teachers we

managed to make them lose their fright and see how they were dealing with the

learning of a second language. This action research paper has recollected students

English learning process and their struggles with the L2 learning. As it has been said in

this document, the only way to try to make students forget their L1 while learning L2 is

to keep them motivated and also try to keep L1 away from L2 classrooms.

The implementation plan is to train the teacher in extrinsic motivation and how

important is his/her role as a teacher. Once the teacher has been convinced that he/she

plays an important role in the English learning process it up to the action to be

proceeded. The teacher will not answer when students use L1, provoking a need for the

students to communicate in L2. This way students will begin to feel engaged in the

English language learning process. They will begin to feel motivated towards the use of

the language and throughout time they will begin to use more and more the L2 until

they have learn it completely. Through observation we noticed that the teacher began to

apply extrinsic motivation to the students. Every time they try to speak in their mother

tongue the teacher look for a way to motivated into speaking English. Constantly the

teacher provokes the use of L2 in the classroom, by setting an example and reminding

his/her students that the objective of the class was to not only learn the use of the

second language but also to use it in the context.


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plan was beginning to show improvement. There for we observed that one by one

students began to change their attitude toward the English use in the classroom.

Two months later, we entered the classroom and observed a great difference was

observed in comparison to the classes in action about two months ago. Most of the

students were using the language to learn more of the language. Erika asked another

student: how do you say preguntame in English then carlos answered: I dont

know, so they decided to ask the teacher: Teacher how do you say preguntame in

English. Easily the teacher answered ask me and the students repeated withoutinstruction to do so. This is great progress in the elimination of the interference of the

mother tongue in the English language classroom. So this improvement is very relevant

in this action research paper because it shows that the action plan that we decided to

implement to overcome the issue of the interference of the mother tongue in the

learning process of a second language actually worked out perfectly.


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ReferencesAlatis, J. E. (1994). Educational Linguistics, Crosscultural Communication, and Global

Interdependence.Georgetown University Press.

Davies, A. (2003). The Native Speaker: Myth and Reality.United Kingdom: Cromwell Press

Ltd.

Kecskes, I. (2000). Foreign Language and Mother Tongue.Psychology Press.

Levine, G. S. (2011). Code Choice in the Language Classroom.Multilingual Matters.


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PlanningInstituto Nacional De Concepcin Batres

Tenth Graders

Teaching Practice Days: Mondays and Thursdays

WEEK DATE TOPICS

DAY MONTHUNIT #2 My country

10 March Jobs

13 March Interviews

17 March Weather-seasons

20 March Geography

24 March Regional/ local food

27 March Health


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ProgramUnit 2

My Country

Objectives:

Interpret oral and written English language discourse related to jobs, interviews, geography, weather,means of transportation and life style, by listening to and reading authentic sources in order to fulfill

intended communication needs in the target language.

Produce spoken and written English language discourse related to appointments, job interviews, issuesrelated to weather, geography, regional food, transportation, health and life style in El Salvador by using

specific vocabulary and structures in order to communicate in the target language.

Value the importance of learning English to communicate with others and share information about places inEl Salvador.

Contents Achievement Indicator

Concepts Procedures Attitudes

2.1 Successfully identifies specific

information and key words related to jobinterviews.

2.2 Recognizes and correctly reproduces the

reduced sound of be supposed to.

2.3 Discriminates comparative and

Contents:

- Jobs/interview-

Current issuesdealing with:

weather,

geography,

local/regional

food,

transportations,

Listening

- Identifyinginformationand

- Key wordsrelated to jobinterviews.

- Recognizingthe reducedsound of be

-Showing interest in

developing listening

skills.-Being tolerant and

patient during

communication

breakdowns.

-Showing tolerance to

pronunciation and


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health, life style

Grammar in context: -

- comparative andsuperlative of

adjectives

San Salvador is

hotter and more

humid than

Chalatenango.

The bus is the

cheapest meansof transportation.

- Be supposed toDecember is

supposed to be

cool.

Youre supposed

to wear warm

clothes in winter.

- Passive voice inthe present tense.

Pupusas are made with

corn flour

supposed to.- Identifying

comparativesand

superlatives indifferentsources.

Speaking

- Using politeexpressionsand vocabularyin interviews.

- Describing andcomparingplaces.

- Talking abouttraditions andlife styles.

- Talking aboutdifferent means

of transportation.

Talking about seasons

and weather.Reading

Scanning an article for

specific vocabulary

and expressions.

Inferring meanings of

words from the

syntax mistakes.

-Being courteous while

conversing with peers

and adults.

-Performing oral and

written tasks with

confidence.

-Doing research work

with interest and

enthusiasm.

-Working

cooperatively with

peers or work teamsinside and outside the

classroom.

-Valuing the

importance of knowing

the history and folklore

of El Salvador.

-Applying

organizational skills inacademic tasks.

-Acquiring the habit of

writing with clarity

and neatness.

superlative

forms of adjectives in diverse audio material.

2.4 Uses polite expressions and vocabulary

when making appointments and

participating in an interview.

2.5 Compares life style, transportation, and

health of cities or towns with grammatical

accuracy.

2.6 Uses be supposed to correctly in

conversations related to seasons and weather.2.7 Discusses current issues in El Salvador

with confidence and correct grammar

structure.

2.8 Successfully scans an article for specific

information.

2.9 Infers meaning of words from differenttexts.

2.10 Identifies main ideas and supporting

information in diverse written texts.

2.11 Uses pre-writing strategies before a


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El Salvador is visited by

many tourists every

year.

Vocabulary:

Seasons and weather:

summer, winter, spring,

fall, cold, hot, rainy,

windy, cool, cloudy,

foggy, dry, and humid.

Country, region,

continent, island,

pupusas, tamales,

truck, bus, taxi, train,

plane.

Useful expressions:

Nice to meet you. Are

you interested in? Are

you willing to.?

Thank you for coming.

Thank you, sir/maam.

Have a seat. Its been a

pleasure. Well be

calling you.

context.

- Scanning a textfor main ideasand supporting

information.Writing

- Using pre-writingstrategies

(making a word map,

developing a focus

and creating an

outline).

- Developing atopic sentenceand supportinginformation.

- Writing adescriptiveparagraph.

writing task.

2.12 Writes descriptive paragraphs around

topic sentences with coherence and clarity.


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Unit 3

Feeling Homesick

Objectives:

Interpret oral and written English language related to personal biographical information, family ties,customs, traditions, postal services and telephone conversations by reading and listening to diverse sources

to communicate with others in the target language.


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Produce spoken and written language by using acquired vocabulary and structures related to personalbiographical information, family ties, and customs, traditions, postal services and telephone conversations

in order to exchange ideas about the value of family and traditions.

Contents Achievement Indicator

Concepts Procedures Attitudes

3.1 Successfully identifies personal

biographical information in audio sources.

3.2 Clearly recognizes vocabulary related

to family ties in audio sources.

3.3 Identifies and explains the gust of a

telephone conversation with conciseness.

3.4 Succesfully recognizes polite request

in oral conversations

3.5 reports personal biographical

information with grammatical accuracy

3.6 Talks about customs and traditions

with respect, using adequate vocabulary

and grammatical accuracy.

3.7 talks about habits in the past with the

Contents:

- Personal biographicalinformation.

- Family ties- Customs/traditions- Postal services- Telephone

conversations.

Grammar in context:- Yes-no questions with

the present perfect.Have you visitedMexico before?Has she ever traveled?

- Questions with howlongHow long has shebeen away?How long have youlied with yourgrandparents?

- The present perfectwith for and since.

Listening

-identifying personal

biographical

information

- recognizing

vocabulary related to

family ties

- Picking out

vocabulary used to

talk about customs

and traditions

- Identifying the gist

of a telephone

conversation.

- Recognizing polite

request.

Speaking

- Reportingpersonalbiographical

- developing respect

for individual

differences in peers.

- being aware of the

importance of family

ties.

- Showing respect for

the family

- Developing a habit

for writing clearly

and neatly

- Showing

appreciation and

tolerance for cultural

diversity.


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Ive been here sinceAugust.Shes been on thephone for two hours.

-

Uses to versus would.We used to celebratethat dayWe would give eachoffer presents

- Can and could forpolite requests.Could I speak toTony?Can I have a stamp for

this letter?- Direct and indirect

objectsIll call my sister nextweekI want to send apostcard to my aunt.

.

Vocabulary:- Nuclear and extended

family members:physical appearanceand personality

- Christmas dinner,holiday desserts:pastrie, candy,

information- Describing

customs andtraditions.

-

Talking abouthabits in thepast

- Making politerequest

Reading

- Scanningspecificpersonal data

- Identifyingunfinishedactions.

- Usingcontextualclues for textcomprehension.

Writing- Writing mail

(letters,postcards,cards.)

- Developing anarrativeparagraph.

correct usage of used to and would

3.8 Carries on a telephone conversations

with confidence and politeness..

3.9 successfully scans a text for a specific

biographical data

3.10 Infers meaning of words with

contextual clues in an article.

3.11 Writes different tyoes of mail with

grammatical accuracy.

3.12 Writes a narrative paragraph with

correct use of tenses and coherence

3.13 Performs written task with neatness

and clarity.


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preserves, beverage.- Mail, letter, stamp,

postcard.

Useful expressions:How are you related? My

family used to get together

for Christmas. How much is

a stamp for .? How long

does it take to get there?

Could I speak to? Is

there? Shes not here now.

Do you want to leave a

message? Ill call her

tomorrow. Do you youre

your family? I feel homesick.

SyllabusTOPIC LISTENING SPEAKING READING WRITING LANGUAGE

FOCUSVOCABULARY

Jobs Recognizeinformationrelated tooccupation

Describing jobs Describing andcomparingjobs

Writing jobsdescriptions

Simplepresent.

Jobs.

Interviews Identifyingvocabularyrelated to

Conversationsusing politeexpressions

Look forinformation ina lecture

Writing aninterview

SimplepresentProfession

Politeexpressions


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interviews

Currentissues

dealingwith:Weather-seasons

Avoiddistraction

sound fromaudio

Discussingabout different

seasons andweather.

Identifyingvocabulary in

an magazinearticle

Describe thetypes of

weather andseason

Simplepresent

Comparativeandsuperlatives

Weather andseason

Geography Recognizingareavocabularyand accent

Describingcountries

Look fordifferentmeaning ofwords.

Describe acity aroundthe world

Geographyvocabularyexpression

SlangsIdioms

Regional/local food

Identifyinginformationandkey wordsrelated toregional andlocal food

Interviewingabout foodpreferences.

identifies mainideas andsupportinginformation inmagazines.

Writing amagazinearticle aboutfoodpreferences.

Simplepresent

Food

Transportation

Infer soundsin audio abouttransportation

Talking aboutdifferent meansoftransportation.

Discuss themostconvenientmean of

transportation.

Describemeans oftransportation

Descriptiveadjectives

Means oftransportation

Health Infersmeaning ofwords fromdifferentspeech

Interviewingabout healthhabits.

Identifyinginformationabout healthhabits.

Write a shortdialogueadvising gooddiets.

Simplepresent.

illness

Life style Identifyingcomparatives

Describepersonal and

Discriminatesuperlatives

Write adescriptive

Comparativesand

Lifestyles.


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andsuperlatives

friendslifestyles.

andcomparative inreadings.

shortparagraph

superlatives

Be

supposedto

Recognizingthe reducedsound of besupposed to.

Discusscostumes.

Inferringmeanings ofwords from thecontext

Write anarrativeparagraphreferring topast costumes.

Simple past Clothes costumesand habits.

Passivevoice inpresenttense

Recognizepassive voicein speech.

Using indirectspeech to talkabout habits.

Recognizepassive voice inreadings

Writes topicsentences andsupportinginformation.

Passive voice.Past participleverbs

Passive voice.

UNIT 3

Personalbiographicalinformation

Identifyingpersonalbiographicalinformation

Discusspersonalinformation.

Look forspecificbiographicaldata in forms.

Write legalforms

Simplepresent

Personalinformation

Familyties(adjectives)decryption

s

Recognizingvocabularyrelated tofamily ties.

Describingfamily ties

Recognizefamilyinformation inshort

paragraph.

Writedescriptionsabout familyties.

Descriptiveadjectives

Family members.

Customsandtraditions

Recognizeslangs andvocabulary indifferentregions.

Describingcustoms andtraditions.

Comparedifferenttraditions inyour country.

A blogposting

Simple past. Religious.Popular traditionLocal customs

Postalservices

People talkingabout the

Discussingabout postal

Reading aboutthe different

Writing lettersto friends.

Simple past.


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from the audio object


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OutlineDATE TOPIC ACTIVITYUNIT #2 My country

10March Jobs Role play for jobs/ Description of jobs13 March Interviews Perform a job interview17 March Weather-seasons Written description about the weather20 March Geography Drawing of a world map

24 March Regional/ local food Built a magazine promoting the regionaland local food

27 March Health Write a full diet and procedures for beinghealthy.

31 March Transportation Debate about the means of transportation.3 April Lifestyle. Description of present lifestyle7 April Be supposed to Written description of past habits.

UNIT # 3 Feeling Homesick10 April Personal biographicalinformation

Sign up for a club.

14 April Family ties Written description about family members17 April Customs and traditions Create a post in a blog about customs and

traditions.5 may Postal services Write a letter to a friend abroad.8 May Telephone

conversationsRole play a telephone conversation.

12 May Yes- no questions withpresent perfect

Do a survey to the classmates aboutdifferent customs.


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LESSON PLAN

TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH UNIT: 3 DATE: 5/12TH/ 2014 TIME: 45

MIN

TOPIC WARM-UP

LESSON

OBJECTIVES

LANGUAGE

&

STRUCTURE ACTIVITIES FOR PRODUCTION WRAP-UP TIMING RESOURCES

Yes noquestions

with

present

perfect

Find someone

who.

Ss are going

to use a list

given by the

teacher to ask

other students

a question

using the

structure:

Have youever

To ask peopleif they have

ever done

something.

Have you everGrammar activity:

T is going to explain to ss the uses of thepresent perfect and set some examples.

Speaking activity:

Ss will make couples and without the use

of the list, ask their classmates questions

using have you ever. And answering yes

or no.

Ss will write some sentences using

present perfect

Ss will write

down a smalldialogue

using the

sentences they

made before

but making

sense.

15 min

10 min

15 min

Dictionary

CopiesPictures

Marker

OBSERVATIONS:____________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_

Instituto Nacional de Concepcin Batres

Pje. Lic. Vicente Reyes, Barrio El Calvario,

Concepcin Batres, Depto. de Usulutn,

Tel. (503) 2627-0222


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LESSON PLAN

TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH UNIT: 3 DATE:5/12TH/ 2014 TIME: 45

MIN

TOPIC WARM-UP

LESSON

OBJECTIVES

LANGUAGE

&


Yes no

questions

with

present

perfect

Students will

present the

conversations

they made

from last class

in front of

everyone

To recall

information

about last

class

Have you

Have you

ever

Yes I have

No I havent

Reading activity:

T presents some conversations that

include the use of present perfect,

students will read aloud.

Listening activity:

Students will hear an audio about what

they have read aloud.

T will replay the audio and students will

try to write down as much as they can

Students will

reproduce as

much as they

can by making

short

conversations

using the

structure.

15 min

15 min

10 min

Dictionary

Copies

Pictures

Marker

OBSERVATIONS:____________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________

_




Tel. 503 2627-0222


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LESSON PLAN


MIN

TOPIC WARM-UP

LESSON

OBJECTIVES

LANGUAGE

&


Questions

with how

long

Teacher will

present the

song

(otherside) by

the red hot

chilli peppers,

students will

sing along

To ask how

long someone

has done

something

How long have

you

For

since

Reading activity:

T presents the diferent uses of the

structure how long to make questions

and give answers.

writing activity:

Students will write some questions using

howl long and make some posters to put

on the walls.

Students will

share the

posters they

have made

with the class

by reading

them to their

classmates

and showing

them off.

15 min

30 min

Dictionary

Copies

Pictures

Marker

OBSERVATIONS:____________________________________________________________________________________________________________________________

___________________________________________________________________________





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LESSON PLAN


MIN

TOPIC WARM-UP

LESSON

OBJECTIVES

LANGUAGE

&


Questions

with how

long

Teacher will

play how

long

hangman, by

placing a

sentence

using how

long and

students

guess letter

by letter

To ask

question

regarding

how much

time people

have done

something

Have you

Have you

ever

Yes I have

No I havent

Listening activity:

T present a worksheet to the students,

then play an audio, students will

complete the worksheet according to

what they listen to in the audio.

speaking activity:

Students will be given a role, they will

practice what they can ask for that role.

Role Play

Students will

role-play their

roles, using

have you ever

questions in

pairs in front

of the class.

15 min

15 min

10 min

Dictionary

Copies

Pictures

Marker

OBSERVATIONS:____________________________________________________________________________________________________________________________

___________________________________________________________________________





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LESSON PLAN

TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH UNIT: 3 DATE: 5/19TH/ 2014 TIME: 45 MIN

TOPIC WARM-UP

LESSON

OBJECTIVES

LANGUAGE &

STRUCTURE

ACTIVITIES FOR

PRODUCTION WRAP-UP TIMING RESOURCES

Present

perfect

with for

and since

The teacher gives a

word and asks a

student to spell it,and then a second

student should say a

word beginning with

the last letter of the

word given. The

game continues until

someone makes a

mistake, that is, to

pronounce the word

incorrectly, misspell

it or come up with a

word that has been

said already, then

he/she is out.

To express

how long they

have been

doing

something

I have beenworking for

I have been

working since

I havent yet-

speaking activity:

Teacher will ask questions

regarding job opportunities in

their city. Is it easy to get a job?

What sre the most important

factors to get a job?

.

Reading activity:

Ss will read the information

about the photographers and

the DJ.

Then teacher will present the

uses of present perfect + for or

since. Later present perfect +

yet.

Students will

take as

homework to

bring 10

sentences

using each

structure

15 min

15 min

10 min

Dictionary

Copies

Pictures

Marker

OBSERVATIONS:____________________________________________________________________________________________________________________________

___________________________________________________________________________





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Teaching Portfolio

LESSON PLAN


TOPIC WARM-UP

LESSON

OBJECTIVES

LANGUAGE

&


Present

perfect

with for

and since

Students will

read the

sentences

they brought

as homework

aloud.

To express since

when they have

been doing

something

Have you

Have you

ever

Yes I have

No I havent

writing activity:

T will hand out some worksheets and

students will complete according to what

they did in the homework, if they didnt

do the homework they are in trouble.

Listening activity:

Students will hear an audio about worker

and how long and since when they have

been working, students will write likedictation

Students will

compare the

answers of the

dictation with

each other, the

teacher will

present the

text so they ca

check the

answer.

15 min

15 min

10 min

Dictionary

Copies

Pictures

Marker

OBSERVATIONS:____________________________________________________________________________________________________________________________

___________________________________________________________________________





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LESSON PLAN

TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH UNIT: 3 DATE: 5/22ND/ 2014 TIME: 45 MIN

TOPIC WARM-UP

LESSON

OBJECTIVES

LANGUAGE

&


Used to

Versus

would

Will present

some power

point slides

with images

of what he

used to do

when he was

young

To express

the things

they used to

do but not

any more

I used to

We used to

They used to

Listening activity:

Students will listen to a conversation and

complete the worksheet about things the

people used to do.

Writing activity:

Students will write about the things that

they did when they were in school, that

they dont do anymore.

T will present the lyrics of the song

somebody that I used to know

students will only listen and read

Students will

sing

somebody

that I used to

know

15 min

15 min

10 min

Dictionary

Copies

Pictures

Marker

Laptop

OBSERVATIONS:____________________________________________________________________________________________________________________________

___________________________________________________________________________





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LESSON PLAN

TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH UNIT: 3 DATE: 5/22ND/ 2014 TIME: 45 MIN

TOPIC WARM-UP

LESSON

OBJECTIVES

LANGUAGE

&


Used to

Versus

would

Students will

sing

somebody

that I used to

know in

karaoke this

time only

their vices

To express

the thing they

would like to

do

I would like to

I would have

I wouldnt like

to

Reading activity:

T presents a short reading about the

wishes of one person to do in the futures.

Students will answer the questions

regarding the reading

Writing: students will make a list of thing

they would like to do when they

graduate.

Speaking activity:

Students will share with their neighbor

the things they would like to do when

they graduate.

Students will

be chosen

randomly to

pass to the

front and

present what

they would

like to do in

the future

15 min

15 min

10 min

Dictionary

Copies

Pictures

Marker

OBSERVATIONS:____________________________________________________________________________________________________________________________

___________________________________________________________________________





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Teaching Portfolio

LESSON PLAN


TOPIC WARM-UP

LESSON

OBJECTIVES

LANGUAGE

&


Direct and

indirect

object

The cookie

Student will

learn and sing

the cookie

song, which

makes

reference to

direct object

To able to

express what

happened

with direct

objects

I repaired

I worked

I loved .

Reading activity:

T will hand out a worksheet for students

to complete without explaining anything.

If students can complete it they will tell

the teacher what is direct object function

if not, T will explain.

writing activity:

Students will write about the things they

did during the week.

Students will compare their answers and

check for any mistakes

Students will

be asked to

create an

dairy of the

activities they

do every day

15 min

15 min

10 min

Dictionary

Copies

Pictures

Marker

OBSERVATIONS:____________________________________________________________________________________________________________________________

___________________________________________________________________________





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Teaching Portfolio

LESSON PLAN


TOPIC WARM-UP

LESSON

OBJECTIVES

LANGUAGE

&


Direct and

Indirect

object

Students will

play who

stole the

cookie jar by

blaming

another

student, this

will help

understand

indirect

objects

To express to

whom an

action was

done by

They sent him

He wrote..

They went

Reading activity:

Students will switch dairies, and read

each others diaries silently.

Writing activity:

Students will what their classmates did

according to their diaries on a note they

will add to the diaries

Students will

pass to the

front of the

class to say

what their

classmates did

according to

the diary

15 min

15 min

10 min

Dictionary

Copies

Pictures

Marker

OBSERVATIONS:____________________________________________________________________________________________________________________________

___________________________________________________________________________





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Training Evidence

Complete TP Marvin Montoya_Teaching Portfolio.docx

Documents

Transcript of Complete TP Marvin Montoya_Teaching Portfolio.docx