teaching portfolio by rhina benitez

8/12/2019 Teaching Portfolio by Rhina Benitez

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Preparing a TeachingPortfolioTeaching Practice

The mediocre teacher tells. The good

teacher explains. The superior teacherdemonstrates. The great teacherinspiresWilliam Arthur

2014

Rhina Arely BentezElmer Jorge Guardado

5/26/2014


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Introduction..3

What is a Teaching Portfolio? ..................................................................................... 4

Self-Evaluation and Reflection about Teaching Practice.. ..6

Why do I need a Teaching Portfolio? ...........................................................................8

Structure of a Teaching Portfolio9

Teaching Responsibilities....12

Statement of my Teaching Philosophy. 14

Teaching Methodology, Strategies, and Objectives.16

Description of Course material . 20

Program.20

Syllabus of the course ..22

Planning of the Course.24

Outline.....27

Efforts to improve Teaching...30

Students Rating on Diagnostic Questions...34

Products of Teaching (Students Evidence Learning).35

Teaching Goals (Short and Long Terms)....36

Appendices.. 38

Action Research..........................................................................................39

Lesson Plans, Evaluations, Pictures46-65

References.66


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Introduction:

This paper contains important information about what a Teaching portfolio

is, what it contains, the structure, methodology, teaching objectives, responsibilities,

and so on. This is the beginning of the presentations and preparation of the Teaching

Portfolio which is one of the most important instruments that a teacher possesses and

needs to perform his or her practice in the classroom. Teaching Portfolios are

increasingly being used as a means of documenting activity and reflection in the area of

teaching practice. This contains a set of artifacts that complement the teachers

instrument. A teaching portfolio is becoming the accepted form in which you are

expected to demonstrate your commitment to learning and teaching, document your

teaching responsibilities, practices and expertise, and provide evidence of your

performance as a teacher.

For the preparations and presentation of the portfolio there are things that

are important to take into account, and the teacher does not have to skip them. But

before we go deeper with this, there are questions about the whole topic like:

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 the Statement of my Teaching Philosophy?

7. What are my Teaching Methodology, Strategies, and Objectives?

8. What is the description of Course material?

9. What are my efforts to improve Teaching?

10. How to evaluate students rating on Diagnostic Questions?

11.What are the products of my Teaching? (Students Evidence Learning)

12.What are my Teaching Goals? (Short and Long Terms)


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1- What is a Teaching Portfolio?

A teaching portfolio is a coherent set of material that represents your

teaching practice as related to student learning. Teaching practice in its broadest

sense extends beyond the obvious activities that go into teaching a course to include all

activities that enrich student learning. Teaching portfolios vary considerably depending

on their specific purpose, audience, institutional context, and individual needs. Your

portfolio would likely include a summary of your teaching experience and

responsibilities, a reflective statement of your teaching philosophy and goals, a brief

discussion of your teaching methods and strategies, as well as activities undertaken to

improve teaching, and a statement of goals and plans for the future. (Heireann Ollscoil,

2004)

A Teaching Portfolio is compound of a set of artifacts that every teacher

uses in the teaching process, and without this important tool it cannot be possible to

develop a good Teaching Practice, due to this is really important because it includes all

of the things that represent the kind of teacher, how prepared he or she is. Portfolios are

structured deliberately to highlight particular aspects of teaching and learning they

are not exhaustive collections of teaching artifacts and memorabilia. Ideally, a portfolio

describes and documents your approach to teaching by combining reflective

descriptions with evidence of specific instructional strategies and measures of

effectiveness in a way that represents your teaching's intellectual substance and

complexity.

How are teaching portfolios useful?

As a "product" for decisions (evaluative, summative):

To communicate your teaching to potential employer

To communicate your teaching to students, colleagues, community


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As a "process" for development (formative, reflective):

To record your teaching experiences over time

To provide themes and evidence for your evaluative portfolio

What goes into a teaching portfolio?

Common elements include:

Overview of teaching experience and responsibilities

Statement of teaching philosophy

Description of teaching methods and strategies

Discussion of teaching goals: shortand longterm

Examples of efforts to improve teaching (e.g., teaching workshops attended,

experiments in pedagogy and methodology, observations of others teaching)

Common appendices

Course materials (e.g., syllabi, assignments, activities, handouts, lecture outlines)

Examples of student work

Student ratings and written comments from course evaluations

Peer and supervisor reviews. (Mellanie Kill, 2008)

Teaching Portfolios are necessary in the Teaching Practice, because as it is

said in the definition it shows evidences of activities of our teaching performance, and

also they have to be improved through the time by changing the way of teaching, and it

will depend on the necessity of the students and the purpose of the faculty. Teaching

portfolios help to the teachers to understand better what they are doing in the teaching

area, it also allows to save background of what We as teachers have been doing incertain time and thought that we can see how much we have been improving, also,

there are clarified our principles, goals, responsibilities, philosophy, and the

methodology that we use in order to develop a good teaching practice; this is full of

useful artifacts that we use in the classroom and they help us to follow a better road in


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the teaching performance. The purpose of creating a Teaching Portfolio is not just for

documenting papers but also for improving teaching through the reflection and

analysis.

2- What is my self-Evaluation and Reflection about Teaching Practice?

All too often staff sees the preparation and presentation of a teaching

portfolio as only being necessary for the purpose of applying for new positions,

probation or promotion or in terms of applying for teaching grants or awards. A

teaching portfolio however can also be seen as providing staff with an opportunity to

reflect on their own approaches to and philosophies on learning and teaching and beused as a tool to undertake some self-evaluation of their own teaching practices. (Dr

Carolyn Allport, 2005)

The experience that I had in Teaching helped me to realize how important is

to take into account a set of things that as teachers allow us to develop the performance

of a good teaching in the classroom. Among the things that are necessary to include,

and consider during the process of Reflection and Self-Evaluation of the TeachingPractice are for example the number of different methods used in modifications during

the lesson, modify method of providing instruction, modify student tasks or

assignments, modify grouping arrangement, modify students instructional materials,

modify learning objectives, modify method of progress monitoring, modify method of

providing enhancement. (Dr Carolyn Allport, 2005)

I develop my first teaching experience in Universidad Gerardo Barrios,

Usulutn, in 2013, I can say that the experience helped me to realize how hard is this

field, and also to know what I was doing good and where I was failing or what I was

doing wrong. Self-evaluations and reflections are necessary to do in order to improve

our way of teaching. One of the aspects is the Classroom management, in this part

teachers need to know how to control the classroom and for doing that there are things


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involved in it like the right use of methods, techniques, strategies, and resources in the

classroom, including the way I speak, walk, and use of gestures; the way I was doing it

in those times is not the same way that I have planned for my new experience; in order

to manage the classroom there were a lot of activities developed in that time, now it isimportant to look for new activities that help to build a better methodology, and this

will lead students to a better learning.

Another important aspect is the seating arrangement, at the beginning of the

course I put my students in orderly rows because they were 25, but at the pass of the

days there were less students, I had only 15 of them, so I decided to put them in horse

shoe, and sometimes in circles, so they worked better in that way. The seating place isnot quite important if the teacher wants to catch students attention because in small

groups all of them pay attention in any seat that they are, but in this case I did not want

them to be in the same place all the time, sometimes I feel that they needed to move.

Another aspect is Planning which is one of the most important things in the

teaching field, and it was hard for me sometimes to prepare a class, I had to think on

how should I start, how should I develop a lesson, and how should I end the class, itwas a hard job; sometimes I had to improvise because I did not use any lesson plan,

what I just did was to prepared the activities for starting a lesson, with warm-up

activities to catch students attention, and during the development of the lesson I tried

to keep the same attention by using fun activities, and at the end of the class using

wrap-up activities, but I was doing it unconsciously because I was not clear about the

creation of a lesson plan, I did know about it but I did not do it; I just did things with

any order, now I know the importance of creating a lesson plan before every class.

Those things made to reflect on my teaching style, factors on what I was

failing, and also made me to realize on the things that I need to improve for my new

Teaching experience, and I expect to put all what I have learned into practice this time.


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My experience in the teaching area also allowed me to learn many things, one of them is

that being a teacher is harder than anyone can believe; it requires a lot of interest,

patience, knowledge, skills, good attitude, and other things that are very important to

take into account. It is a great challenge for every teacher who is committed to making apositive change in each student, how? By creating good methodologies, strategies, and

resources; also innovating things in the classroom, so learning English will be

interesting for them, and it will becomes effective.

3- Why do I need a Teaching Portfolio?

Teaching portfolios are typically used for two purposes, which sometimes

overlap:

(1) As a developmental process for reflecting on and improving ones teaching; and

(2) As an evaluative product for personnel decisions such as tenure, promotion, or a

teaching award.

Whatever function they serve, teaching portfolios have several major benefits:

They provide different sources of evidence of teaching performance. As

teachers, we have often relied primarily on student evaluations for feedback about our

teaching. Although such student reviews contribute important information about

teaching performance, they often reflect off-the-cuff feelings expressed in just a few

moments at one of the final classes of a semester. The variety of sources of feedback in a

portfolio provides a more comprehensive view of how a teacher is handling the diverse

responsibilities of teaching. Thus they reflect more of teachings intellectual substanceand complexity.

They make teaching more visible through their demonstration of a variety of

teaching-related activities.


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They place the initiative for reflecting on and evaluating teaching in the hands of staff.

It is the teacher who explains and documents his or her teaching performance by

selecting what goes into the portfolio.

They give the individual an opportunity to think about his or her own teaching tochange priorities or teaching strategies as needed, and to reflect about future teaching

goals. Putting together a teaching portfolio in itself often enhances ones teaching

performance.

They offer opportunities for staff to work collaboratively. Teachers often work with

other colleagues or mentors in developing portfolios, thereby opening the door to

greater sharing among faculty of their views and approaches to teaching.

As teaching becomes more visible and ideas about it are shared, teaching becomes amore valued subject of intellectual and scholarly discussion throughout the institution.

(Heireann Ollscoil, 2004)

Also, a Teaching Portfolio is a useful tool that can help you to

Develop, clarify, and reflect on your teaching philosophy, methods, andapproaches

Present teaching credentials for hiring and promotion in an academic position Document professional development in teaching,

Identify areas for improvement Prepare for the interview process, (Whashinton University in St. Louis, 2013)

4- How should I structure my Teaching Portfolio?

The structure of the teaching portfolio might differ significantly depending

upon the purpose for which you intend to use it. In some circumstances the structure of

your portfolio might be dictated by institutional policy. You should also structure your

portfolio to highlight what you consider to be your relative strengths in teaching and


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learning. . If you have been heavily involved in scholarship and research into your

teaching and used the results to be innovative in the course or curricula design or in the

way you prepare materials or deliver your courses you may want to emphasize these

aspects. If on the other hand, you have a long tradition of teaching with positive studentfeedback this is an aspect you may wish to make prominent. (Dr Carolyn Allport, 2005)

There is no correct structure for a teaching portfolio, but most of the

literature indicates that it should at least address the following aspects of your teaching:

- The philosophy on teaching and learning.

- Documentation for current teaching practices, self-reflection on current practices

and plans for future improvement.

- Evidence of your performance as a teacher.

This would be the most important aspects that a Teaching Portfolio should

include because here I can summarize about the purpose of teaching, what I want to

achieve, what I believe of learning and teaching, and what I have done, my experience

as a teacher are reflected in this document, describing my teaching style and the

approach in which I am focused. There are some other forms to structure a teachingportfolio in which are included other things that are important as well, and make the

portfolio more complete by adding aspects besides the ones that I have mentioned

before.

How exactly you address each of these issues and what weight you assign to

each will be very much an individual decision. To help you think about how you go

about structuring your teaching portfolio. The institution you teach in might make adifference to the way you compile your teaching portfolio. Firstly, institutional policies

and procedures in relation to probation, promotion and performance management

might prescribe the form in which your portfolio statement is structured. Secondly, the


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mission or values of the institution might also influence your teaching philosophy and

practice.

In some circumstances, such as applying for promotion, your institution mayhave restrictions in terms of the length and content of teaching portfolio statements.

Some institutions use a standardized pro-forma which staff are expected to follow.

Before starting to prepare a teaching portfolio statement, you should first check with the

particular institution to determine their policies and procedures in relation to teaching

portfolios. Your teaching portfolio should emphasize your own particular philosophy

and practice toward teaching, as well as demonstrate that you are aware of the

institutions goals and objectives in relation to teaching and learning. Teachingphilosophy, teaching practice and the way your teaching is evaluated may well vary

considerably between disciplines. Check whether your discipline or teaching area has

its own standards, in addition to those articulated by your institution. (Dr Carolyn

Allport, 2005)

My Teaching Portfolio is structured in a way in which my purpose is

reflected in the area of a better education, which contains some aspects that are soimportant to take into account. not for the purpose of applying for a job position but

focused on show what I want, on what I am committed to do, what I want to achieve for

the course, and my beliefs about educating, what my teaching style is, what I want to

change, and inside of this, one of things I would like to change is the way in which

teachers teach English as a subject instead to teaching it as a Language.

Here is another option of how to structure a teaching portfolio, including

some other aspects that make of this a complete portfolio, which describes important

facts that as a teacher should do or add in order to have a better understanding of what

we are doing in the classroom. These are the aspect or contents that it should include:


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5- What are my Teaching Responsibilities?

Responsibilities of the teachers are a compliment of the Teaching Portfolio,

and one of the commitments that each of us have with ourselves and with the students,

in order to complete the action of teaching, and this gives us a better comprehension of

what we should do in order to change minds, and behaviors, also to set a

communicative environment in and out of the classroom. By describing your teaching

roles and responsibilities, you provide a context for the reader and set the stage for the

main points you'll be making about your teaching. (University Of Nebraska -Lincoln,

2014)

My responsibilities are to effort myself to go further with teaching, to fall in

love every day with what I am doing because in that way I am going to do better things

and my teaching style will be improving, and growing better. I have to be motivator

and the one who inspire students to submit to learn a new language. Also one more

responsibility is that I have to be fair with my students at the time to evaluate, to be a

good listener and a good guide, also to help them to improve, and correct them when

they are going wrong, to involve them in formulating classroom rules, provides easy

access to instructional materials, encourages interactions and allows conversations

about activities or tasks.

With the students: My responsibilities as a teacher are firstly, to motivate

students to learn a new language, and to develop linguistic and communicative skills

through the use of methods and techniques that are focused on the development of this

areas of the language, also to monitor each activity that the students perform in the

classroom, and facilitate the learning process by using a good methodology, making use

of the principles that represent myself as a good teacher. In the classroom, it is

important to encourage values in students, and make them to feel committed on what

they are doing. Is my responsibility to guide them and try that they get a meaningful


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learning. In my previous experience, I realized that there is a large of tasks and

situations that a teacher should affront, and deal with both the teaching-learning

process and the change in student behavior as well, but I know is my responsibility as a

teacher to make them change, make them learn, and make them be a examples forothers.

With classroom performance: My responsibilities with the performance in the

classroom are to plan before every single class, to prepare a good methodology and

innovate each class with new activities but always being focused on the

communicative approach, making use of the technology, also using resources that

match well with each lesson. It is important that the students feel comfortable in every

class, so I have to be creative, make the topics relevant to students and improve things

in my teaching style. Also I have to make sure that the methodology that I am using

works well with the majority of the students, and the way I evaluate has to be

different, not only by assigning written style exams, but most important to make sure

that they are developing and improving communicative skills, by using different oral

activities.

6- What is the Statement of my Teaching Philosophy?

Statement of Teaching Philosophy: A statement of teaching philosophy

allows you to articulate what you believe your role and objectives are as a teacher and

what learning objectives you set for your students. The statement should highlight how

and why you adopt certain approaches to teaching to achieve these objectives. Typically

your statement of teaching philosophy should be a brief statement about your views in

relation to your assumptions, attitudes and expectations toward your responsibilities

and obligations as a teacher and how this impacts on your approach to teaching. It

should highlight what you believe to be your strengths as a teacher.


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Despite its typical brevity (about 1-2 pages long), this statement is the

foundation on which the portfolio is built. Your aim here is to answer in some way one

main question:

Why do you do what you do as a teacher? Reflections on this question generally includefour components, which may be discussed separately or be intertwined in some way

(see samples in Appendices E and F):

Your beliefs about how student learning in your field occurs.

Given those reflections, your beliefs about how you as a teacher can best help

students learn.

How you put into practice your beliefs about effective teaching and learning. (If you

discuss your teaching methods in a separate section, such as the one below, you mightsimply refer to that section in your philosophy statement.)

Your goals for students. (Heireann Ollscoil, 2004)

My Teaching philosophy is focused on the practice of principles in order to

achieve my goals of a good Teaching Practice in the classroom because I know the

importance of the principles to make a good and effective development in the learning

process of the students. Also my teaching philosophy is focused on the development,and improvement of communicative skills with the implementation of a methodology

that goes right to the needs of the students to learn English not as a subject, but as it

actually is, a Language. I believe in studentscapacity of learning, and also on the skills

that each one possesses and which can be developed through the process of teaching

and learning. The importance of practice an active learning, taking into account the

different intelligences in the classroom, is my primary tool in order to achieve a

meaningful learning by using methods, strategies, techniques and resources that serveas a way to get my objectives and fulfill my responsibilities as a teacher.

I see the education as the solution for many issues that human beings have to

face. Every day we are learning something new, a teacher does not know everything,

even every time we realize that we know almost nothing, and when we stop learning is


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A methodology as we know is combinations of methods, principles,

techniques, and strategies used in the classroom, in order to achieve an effective

learning. Here are the methods that in my opinion, would work very well for the

Teaching Practice with students from High School. The Community Languagelearning, using this method the students will learn how to use English language

communicatively with the help of its respective techniques and the strategies that are

planned to use in the classroom. Reflection on experience technique is going to be used

in the classroom where the students can share how they feel by using English language

in and out of classes, a good strategy can be to share experiences, they write in their

notebooks some ideas, and then I name students to share with the others their own

experience. Another method that I will use is the Communicative Language Teaching,this method will be used with the purpose that the students still developing

communicative competences, due to the requirements of the MINED are focused on the

communicative approach, this method will be accompanied by a series of techniques

that will help to develop it in a better way like the application of the role plays, and the

language games. These techniques are followed by some strategies that allow the

methodology work effectively, for example, in the role play the students can simulate a

conversation pretending to be someone else. And in this way they are practicing thelanguage in an effective way if they follow the instructions correctly. On the other hand,

the use of language games can work effectively if the strategies are mixed to apply this

technique, but always following the same purpose of the developing of the

communicative competences. (Diane Larsen Freeman, 2008) (MINED, 2008)

-The use of the Audio-lingual Method can be very helpful, because it is

focused on listening and speaking before than reading and writing; it can be applied by

including techniques like the repetition drillsfor starting, and the strategy to put this

technique to work would be that I put a set of words on the white board, so they will

repeat them, or I can name someone to read words and the other students will repeat

word by word. The other can be chain drills, this technique works in a more interactive


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way because they talk to each other, and a good strategy to put this in practice would

be that I say a sentence for starting and this sentence go student by student following

the sequence that link with the one that I said, it could change depending on what the

students are going to say, but it must to follow a logic order, and in this way they getinto a good interaction.

I can Mix Audio-lingual Method with another which I personally think that

is one of the most used in English classes, it is the Direct Method, I will use this for the

fact that I want my students to use only the target language, which is English Language;

I will try to set an English environment from the first class, expecting that it works, so

they are going to get into this environment easily. The techniques that I will use for thismethod are for example the Conversation practice, in which I will use different

strategies in order to make them have a conversation, it can be that they make their own

conversation or I can give them a made one; they can work in couples or trios, and then

they will Practice the conversation in front of the other classmates, another way that

would help to make this work is to make discussions; I assign them a topic and they

will discuss about, using words that they already know. Also, I think that I can use

TPR, in some of my classes, this can be mixed with any other method, the strategy tomake this methodology works would be to make the students use kinesthetic learning,

and also the listening and oral functions, for example combing repetition drills

technique from the Audio-Lingual method followed by the use of Commands from TPR

method, the students follow the commands, and at the same time they repeat it.

I consider that the students need more practice of the listening and speaking

skills, with my previous experience I can attest that the students learn better in an active

way, practicing more speech, so this help them to feel motivated to use the language not

only inside the classroom or just because the teacher ask them to do it, but also outside

of it in an intrinsic way. The set of methods, strategies, and techniques that I have

mentioned, form the methodology that is going to be used in my Teaching Practice, are


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always focused on the communicative approach which is like a goal for the course, and

as a teacher I expect to reach this goal, and make them to develop communicative

competences. It is good to mix some methods to make a better teaching style, for

example Communicative Language Teaching matches very well with the Audio LingualMethod for the fact that they share the techniques that work in the same way as the role

play technique, and the strategies could change depending on the teachers creativity;

and the other methods are mingled in the same way, so it becomes into a good

methodology, those methods, strategies and techniques that are mentioned are the ones

that in my personal opinion are more focused on the development of communicative

competences, so that is why I chose them to create my methodology.

It would be really good to add IT in the methodology that will be used

during the Teaching Practice, because it is necessary to innovate, so the teaching style

change and the students will feel more motivated. There are many different

technological sources that can be very helpful to include in the methodology like

videos, images, records, and so on. Beside this, one of the thing that every teacher

knows is that students love social networks, most in the case of young students, so it

would be a great idea to share a class on Facebook or Twitter which are the mostcommon social sites, there we can interact, with forums, make discussions about a

topic, and in this way they are also improving their communicative skills not only in

the oral way, but also practicing reading and writing. There are also Blogs where I can

post documents, and then I can make a forum.

Given that communicative competence is the goal of a language classroom,

instruction needs to point toward all its components: organizational, pragmatic,

strategic, and psychomotor. Communicative goals are best achieved by giving due

attention to language use and not just usage, to fluency and not just accuracy, to

authentic language and contexts, and to students eventual need to apply classroom

learning to previously unrehearsed contexts in the real world. (Brown H. Douglas, 2000)


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INSTITUTO NACIONAL DE USULUTANFinal 7 Calle Ote. y Calle el Molino, Usulutn

Teacher: Rhina Arely Benitez Diaz

Basic English Course.

Program.

Unit 0. Welcome. Numbers.

Days and months. The alphabet.

Introduction.

Unit 1. Hello, good-bye Present Simple be, do, 1st and 2nd

persons.

Indefinite article: a / an.

Greetings.

Work. Countries and languages. Personal information. Short forms of be.

Unit 2. Friends and Families. Present simple: do, does 1st, 2nd, 3rd

persons. Do you have? 1stand 2ndpersons.

This, these and plural nouns

Possessive adjectives.

Telling time.

Family members. Food and prices. Daily routines. Jobs and occupations. Do strong and weak forms.

Unit 3. Home Sweet Home. There is / there are.

Have / has.

Determiners.

// and / r/.

Places in a town. Colors and furniture. Reserving a room. Rooms.

World English DVD 1. At home.Flashback.

Unit 4. Whats happening? Go, like, love + -ing.

Present continuous.

Free time activities.

Habits. Tourist attractions. Telling time: schwa //.

Unit 5. A weekend Away.


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Can for ability.

Countable and uncountable nouns.

Present continuous for futureplans.

Was, were, had, and went.

Past Simple regular verbs. Skills. Invitations. -ed ending /d/. /d/ and /t/

Unit 6. That was them. Past simple irregular verbs.

Comparative and superlativeadjectives.

Physical descriptions.

Time expressions in the past. Household objects. //, / /, / / and /o/.


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Unit. Language Focus. Vocabulary. Pronunciation.

Reading. Speaking. Listening. Writing.

0.Welcome.

Whatsyour name?Im (Mary)My names

(John).Preview:Subjectpronouns.Questionwords.

Numbers.1- 100.Days andmonths.

Thealphabet.The realthing:

Excuseme,whatsyourname?

/i/ Days andmonths.Numbersand letters.

Numbersandletters.

A brief noteintroducingyourself.

Unit 1.

Hello,good-bye.

The verb

be.Indefinitearticle: a,an.Questionswith beand do.Preview:

PresentSimple 1.

Greetings.

Work.CountriesandLanguages.Personalinformation.The realthing:

See you!

Be: short

forms.Wordstress:yes I do./ No, Idont.

Web page

withpersonalinformation.Membership forms.

Introducing

yourselfand givingpersonalinformation.

People

introducingthemselves.Talkingaboutlanguages andcountries.Song:

Hellogood bye.By theBeatles.

A web

messageintroductions.Workbook:

Writingand Email.(Punctuation).

2. Friendsand

Families.

This, theseand pluralnouns.Possessives.Questionswith do

and does.Presentsimple 2.Preview:

Howmuch?Would youlike?Do youhave?

Familymembers.Jobs andoccupations.Morningroutines.

Drinksandsnacks.The realthing:Thanks.

Do:strong/du/and weak/d/forms.

Would

you like?/dyu/.

Short jobdescriptions.Descriptions ofmorningroutines.

A simplemenu.

Workbook:Descriptions offamily.

Talkingaboutfamily, jobsandmorningroutines.Ordering

food anddrink.

Peopleintroducing theirfamily.Describing jobs.Talking

aboutmorningroutines.Payingthe checkat arestaurant.

A shortdescriptionof yourmorningroutine.

Workbook:

Describingyourfamily.

(Linkingwords 1)


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Syllabus of theCourse.

Planning of the course

Unit 6.That was

them.

Past simple3.Comparatives andsuperlatives.

Recycling:Past simpleof regularverbs.

Physicaldescriptions.Timeexpressions in the

past.Household objects.The realthing:Fillers:well Imean.

Vowelssounds inirregularpastverbs:

/b/, //,// and/ o/.Stress inwordgroups.

Shortstoriesabout thepast TVreview.

Workbook:

Description of atelevisionhouse.

Describingchildhoodmemories.Tellingsimplestories

about thepast.Role-playing aradiointerview.

Listeningto shortradiointerviews.Song: His

latestflame, byElvisPresley.

A story inthe past.A short TVreview.Workbook:Describing

aninterview.(Linkingwords 3).

N

Months/Date

Unit Topics

1 March 22nd OWelcome!

First things first Numbers

The alphabet Days and months

2 March 29th 1 Hello,Good-bye

Firstmeeting Greetings Theverb be Be: short forms.

Makingfriends Work Indefinitearticle.

3 April 5th Questionswith beand do

A Web message. Worldlanguages

Countries andlanguages

Jointhe clubPersonal information.4 April 12th 2 Friends

andFamilies

Familyphotos Familymembers This, these and

plural nouns.

This and these, and pluralnouns.

A dayswork Jobs and

occupations


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5 April 19th6 April 26th Do: strong and weak

forms.Presentsimple

GoodmorningMorningroutines.

7 May 3rd Making the first move.Would you like?

Drink and snack.

8 May 10th 3. Homesweethome.9 May 17th Around the corner

Places in a townThere is and thereare.

My house Rooms and facilities. Have and has.

10 May 24th A room to live in Colors and furniture.

Ideal homes

Ideal homes catalogue.11 May 31st DVD.

And

Flashback.

DVD World English. Flash back. Evaluation.

12 June 7th 4. What shappening?

Time out Free time activities Go, like, love + ing

Going out Present continuous

13 June 14th At the movies Telling time.

About town

Tourist attractions

A city guide14 June 21st 5. A

weekendaway.

Tennis anyone

Can for ability

Backpacking

Countable and

uncountable nouns

15 June 28th What a weekend! Present continuous or

future plans

Past simple1: frequently

used verbs

16 July 5th An amazing experience Past simple: regular

verbs

Ed endings

The Emerald isle

An e-mail about bike ride.

17 July 12th 6. Thatwasthem.

Childhood memories

Past simple and irregular

verbs

Physical descriptions.


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18 July 19th Chance meetings Time expressions in the

past

A romantic story

Modern homes

Household objects

Comparative adjectives

19 July 26th


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INSTITUTO NACIONAL DE USULUTAN

Final 7 Calle Ote. y Calle el Molino, Usulutn

Outline

Activities of the course.

Unit. 0. Welcome.

Activities: Introducing everyone. Look some picture and reorganize some sentences. Work in pair and compare answers. Listen a dialog about meeting someone. Work in pair and match the numbers with their proper form of writing. Listen and repeat the numbers. Know the different pronunciation of numbers. Listen and organizing numbers in a correct way. Practicing saying the numbers. Reading some numbers. Reorganizing letters in the correct form about days of the week and months. Listen and repeat the months in English. Working in pair answering some questions about date. Take out English. Knowing some important verbs. Reading the alphabet in English Listen and repeat the alphabet. Spelling activity. Spelling names.

Unit 1.Hello, good-bye.

Activities:

Looking some picture and identify what kind of greeting uses. Identifying the common greetings. Listen a short conversation identifying greetings. Listen a repeat a conversation. Working in couple practicing the conversation. Listen and identify some mistakes in a conversation. Working in pairs. Looking some pictures and answering some questions. Activity of missing words in a conversation.


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Listen the conversation above. Match some phrases with some pictures. Fill in the blank space with verb be. Listen a short conversation about short answers. Work in pair and write about some people that appear in a photo. Listen and check the correct answer. Looking a photo and writing something about someone. Matching occupations in some pictures. Practicing about indefinite article. Work in pairs. Practice introducing six people using indefinite article. Introduce yourself using indefinite article. Reading a webpage in the textbook. Matching some pictures. Completing a chart using occupations. Question with be and do. Practicing exercises with be and do. Writing a web message. Matching countries in the map.

Listen and know the stress of the words about countries.Unit. 2. Friends and Families.

Activities: Knowing the family members. Work in pairs, match the family members. Asking about family between each other. Completing the family three with your family members. Listening a conversation about the family. Working in pairs. Match the questions and answers to form dialogs. Writing texts using correct possessive adjectives. Work in pairs. Use of articles Listening activity about prices. Role plays. Practicing conversations.

Unit 3: Home Sweet Home.


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Activities: Work in pairs. Match the expression to the places on the map. Listen to four short dialogs about places in a town. Correct the answers. Complete the sentence with students own information. Asking classmates where they live. Activity to share information. Listen to a conversation, and answer two questions. Look at the list of places in vocabulary from exercise one. Circle the ones Becky talks about. Listen to the conversation and match the questions and answers. Work in pairs. Look at the table and complete the examples using: s, is, are, isnt, and

arent. Read the sentences. Are they true for where you live? If not, correct them. Work in groups of three. You are going to play a guessing game. Match the texts and the photos. Underline words in the reading texts to label the diagrams.

Unit 4: Whats Happening?Activities: Work in pairs. Find phrases to describe the photos.

Work in pairs. Look at the list. Ask your partner: what do you do in you free time? Listen to a conversation and answer the questions. Completing sentences. Working in pairs. Match questions with their answers. Working in pairs. Match verbs with the pictures. Pair work. Drawn attention to a movie poster. Answer some questions. Discussing questions

Unit 5: A WeekendAway

Activities:

Listen to the short conversations on the book

Make pairs and discuss upcoming plans

Practice short conversations

Make a schedule with the upcoming plans

Watch a video

Write a short report with the upcoming plans

Present these reports in front of the class

Discussthosereports

Write a report with every students dream plans

Make a list with the dream vacation for each student

Unit 6: ThatWasThen


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Activities:

Discussingquestions

Practicingpronunciation

Sharingchildhooddreams

Practiceconversations

Repetitiondrills

Watch a video Make pairs and discuss physical description about the other mate

Make groups and get to know each other

Work in groups and make conversations about descriptions

Reading a romanticstory

Discussingaboutthestory

EFFORS TO IMPROVE TEACHING

In teaching, it is quite important to make a monitoring in our own teaching

performance in order to know where we have to improve and what things we have to

change. As we know, all the things that are included in teaching like methodologies,

methods, techniques, strategies, etc. Must be revised as many times as we can for the factthat we will not be working as the same way as all the time due to it becomes like a

systematically way of teaching with no changes, and no improving. There are many ways

in which we can improve and better define our teaching style like:

Teaching trainings

Innovation in Teaching

Collecting Feedback


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Teaching Trainings

- What is a teacher training?

Teacher education Trainingrefers to the policies and procedures designed to equip

prospective teachers with the knowledge, attitudes, behaviors and skills they require to

perform their tasks effectively in the classroom, school and wider community.

Although ideally it should be conceived of, and organized as, a seamless continuum,

teacher education is often divided into these stages which is below

- initial teacher training / education (a pre-service course before entering the

classroom as a fully responsible teacher);

- induction (the process of providing training and support during the first few years

of teaching or the first year in a particular school);

- Teacher development or continuing professional development (CPD) (an in-

service process for practicing teachers). (Wikipedia, 2014)

In order to improve my teaching I have plan to attend some Teacher Trainings

because as it says in the paragraph above Teacher trainings are the procedures that are

designed with the purpose to make teachers capable to manage the group of students and

the activities that I planned to do in every class, and also to make changes in them. It is

important to make a good performance in the classroom that is why is so necessary to

learn about new methodologies for improving my classes; sometimes I do not know what

to use or what to do in the class due to my lack of experience in the teaching area, so that

is the reason for what I have to attend those trainings in which I know I will find new

things to do, I will feed my knowledge about this complex area, and to know about many

things that a teacher has to do, and also I will improve my skills as a teacher.

The importance of attending training is because there I can learn how to use the

methods, techniques joined with the resources that are going to use and that will help me

to prepared and perform a better class, with this I can find many ways to teach the


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Innovating activities in which they are required to speak the language are important

to make the students to have improvements, with new activities that are well-prepared

before I am breaking the old way or common way of teaching. There are many resources

that I will use to improve my teaching like technological stuff, activities that I invent to

make a fun class, things that the students can use like papers, CDs, videos, Books,

magazines, etc.

- Collecting Feedback

Collecting feedback will help me to know what do I have to improve, and what my

students have to learn, this will be an evaluation that I do to myself to know what things I

have to add to my planning and what things I have to change, and what is helping the

students to learn and what is not, this with the only one purpose to improve my teaching.

The lesson plans that now I am designing will help me then to identify my weaknesses,

and to know what I was doing wrong and what things were right, in order to use them

again and change the ones that did not work well when were performed in the class.

Also the comments from other teachers will help me to improve, because they see

what I cannot see while I am performing my class, so having a round table every period to

make comments about every teaching performance with the intention to change the way

that everyone makes an activity, or use the methods, techniques or the whole

methodology that they consider that are not performed in the right way.


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frustrated when they listen to me speaking in the class, and are following the rhythm of

the process, It is something good to know because it means that what I am doing is

working and making affect in their learning process. But what about those students who

face problems with self-confidence when speaking English, what I have been doing is just

getting into a better communications with them and establishing a friendly environment

so they feel comfortable and they try to speak more than before, so I can say that it isworking and they are getting knowledge and producing it.

TEACHING GOALS (SHORT AND LONG TERMS)

Every teacher has goals to achieve during the process, and the need to work for

achieving them is a part of what makes a real teacher, and it depends on how prepared he

or she is and how the methodologies are designed and how good is the performance in the

classroom. I already set my goals for this course in which I committed to each of them,

some of them for short term and most of them for long terms, my students are the ones

who move to work in every session in order to get what I have planned before every class.

To get an engagement with the students was my purpose before I started the

course and I can say that I got it because they experienced a new way of learning English,

breaking down the old way from other teachers.

To create the right methodology in which the students can develop linguistic skills

in a Basic level, and recalling that they have to develop linguistic skills before the rest of

them.

To improve my teaching and change the things that I do not need and keep the

ones that helps me to perform a good class.

To make a commitment with myself and my students, and develop all my capacity

of being a teacher.


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To be a better teacher every day, and help the students to overcome the barriers

that stops them to continue learning English and developing linguistic skills.

To be a model for my students and to be and inspiration for them to continue

learning.

At the end of this course I want that all my students can get a Diploma, in which

they can make evidence that they are Basic English speakers, and that lets them to pass to

another period attending a new course to get more vocabulary, improving speaking,

reading and writing skills, learning more about rules, etc.

Those are the goals that I hope to achieve at the end of the course, and I consider thatI am already achieving some of them due to the effort and commitment that I have with

my work and with my students; I really want to be a model for them, and keep them

motivated as they have been until now, and I hope to get making a change in their lives.


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Teacher: Rhina Arely Benitez Diaz Time: 8:00 9:40 Date: March, 22nd, 2014 Unit: 0 Welcome

TopicWarm-up

activityObjectives Language structure Activities for production Wrap-up activity Timing Resourc

Excuseme,Whats

yourname?

Thenumbers

Students will

take a piece ofpaper, thesepapers have anumber, and aredivided incouples ofnumbers, forexample 1-1, 2-2,3, 3, and so on.Then thestudents thathave number 1they are going tointroduce

themselves, andthen followingthe order.

SS would be able

to introducethemselves

Ss will able tounderstandnumbers

Whats your name?

Im (Mary)

My names (Jonh)

Subject pronouns

Question words

Ss will look at the pictures in the book,

they are going to find out the errors, andcorrect them using the correct word orderin each sentence. Then they will listen to theconversation and make sure they have thecorrect order. Ss will listen to theconversation again, and repeat 2 times.

Ss Will listen to the transcript 0.2 then theywill try to write what they hear from thetranscript. Then the students will perform asimilar conversation with their names.

Ss will match the number with the words inthe correct way, after they do it they aregoing to compare the answer to make sureif they have done it in the same way. Ss willlisten and repeat the pronunciation of eachnumber 3 times.

Each student will

say a number incorrelative orders,the students whodo it wrong theyare going to passin the front andperform aconversation inorder to knowthey alreadylearnt how tointroducethemselves.

15min

20min

15min

30min

20min

Book

Tape reco

Marker

Eraser

Paper


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APPENDICES

ACTION RESEARCH

The lack of self-confidence when speaking English in the classroom

Being self-confidence is really important for everyone that is taking a learning process becausethrough this he or she can get a better result in it. As teachers we consider this important not just

in students but also as teacher because if we are not confident in our teaching process they will

neither get confidence. If someone is studying English and if they do not feel self-confident

speaking it, they will have a barrier in front of them. This is as important as the learning process

because in this case maybe a person has much knowledge but it is incapable to show it, perhaps,

they feel frustrated or incapable speaking English, this is why this research is done to help student

that do not feel self-confidence. It is necessary to know what confidence is, and this will beexplained through this paper.

In our teaching practice we use this action research in order to improve in our teaching

process, and at the same time to have a better class, solving some problems in the classroom using

this kind of document. We focus this action research in these different points:

Identifying the Issue.

Review literature on issue and ask questions to narrow focus of issue.

Method of Data collection.

Collect, analyze and interpret information.

Action Plan.

The development of these elements above will be relevant for everyone that is involved in the

teaching process, because the lack of self-confidence in students that are learning a language is

one of the issues that everyone needs to know in order to have a good class. If we have a class

with a good self-confidence the things will be good for everyone not just for the teacher because

this is focused on the students.


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Identifying the Issue

In the place where we are teaching, the students present different kind of problems in their

learning process, most of them are lexical, or grammatical, but one of the most important in

which teachers have to be focused on is the lack of self-confidence in speaking English, that in this

case the target one is English. The students attend English classes one day per week, which can

bring disadvantages because this become an isolated learning; they do not practice the language

during the week until Saturday, so the lack of confidence maybe could be because they just see

their teacher and classmates one day a week. Confidence is one of the factor in which both

students and teachers have to be aware and create a friendly and comfortable atmosphere.

To be more specific with the issue that we, as teachers have detected in our students, we can

say that the lack of self-confidence at the time to speak in front of the rest of the students is

becoming one of the causes that students are affected in the process of learning the English

language, this problem make the students to stop producing the language, maybe they know

what they want to say they are not sure whether they will do it right.

Self-confidence is about trusting your own judgment and feeling comfortable with your

abilities and powers. It is the means to realize your full potential and be the person you want to

be. Self-confidence allows you to feel secure in the world and allows others to feel safe that they

know what to expect of you. It is made up of a variety of factors, including how you present

yourself physically to the world and how you relate to other people. (Couselling Directory, 2014)

Review literature on issue and ask questions to narrow focus of issue.

What is Confidence? Believe and faith in ones own ability.(Cambridge., 2014)

Self-confidence is an attitude which allows individuals to have positive yet realistic views ofthemselves and their situations. Self-confident people trust their own abilities, have a general

sense of control in their lives, and believe that, within reason, they will be able to do what they

wish, plan, and expect. Having self-confidence does not mean that individuals will be able to

do everything. Self-confident people have expectations that are realistic. Even when some of


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their expectations are not met, they continue to be positive and to accept themselves. (Illinoes

2014)

Why self-confidence is important?

Self-Confidence is important in every aspect of our lives, yet so many people struggle to

find it. It's a world-wide problem that people of all ages, genders and races can have.

Our confidence is perfectly intact when we are born, but diminishes during our

childhood. We lose a little of it when we make mistakes, fail, misbehave, get in trouble, feel

guilty, neglect ourselves, and/or do things we are ashamed of. As we all know, kids can be

mean. Many of us can relate to be bullied and picked on as kids, which chips away at our

confidence too.

As an adult, we can lose more of our confidence for many reasons:

Being criticized by others

When we have negative people in our lives

Negative self-talk, demeaning yourself by saying things like, "I'm stupid," "loser" "I

KNEW it!"

Negative body image because of what society dictates we "should" look like

Not achieving the goals that we set for ourselves (consciously or sub-consciously)

|The most common confidence problems include:

Not believing in yourself

Not loving yourself

Fear of public speaking

Fear of meeting new people.


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Fear of conversation with others

Not being able to say no to others

Not being able to get what you want

Feelings of worry, guilt, anxiety, panic

Fear of leaving your comfort zone because your lack of confidence is holding you back.

On the other hand, it is necessary to know about: what is motivation?Or what is a motive?

According to: (SparkNote, 2014). A motive is an impulse that causes a person to act. Motivation is

an internal process that makes a person move toward a goal. Motivation, like intelligence, cant be

directly observed. Instead, motivation can only be inferred by noting a persons behavior. Now

after knowing what motivation is, it can set down that exist two kind of motivation in a person, in

this case a student. These motivations are call extrinsic and intrinsic motivation but it is helpful to

know those kind of motivation.

What is intrinsic and extrinsic motivation?

Intrinsic Motivation: Internal desires to perform a particular task, people do certain activities

because it gives them pleasure, develops a particular skill, or Its morally the right thing to do

(Fiuedu., 2014) So, in simple words someone that has an intrinsic motivation does not need any

reward because he is satisfied with the result that he has, or he/she just wants to learn and give

all for one purpose.

Extrinsic Motivation: Factors external to the individual and unrelated to the task they are

performing. Examples include money, good grades, and other Rewards. (Fiuedu., 2014). Those

kind of people always need a reward because they are not satisfied with their result and they

want something else. In this case it is necessary to be careful because sometime students just want

to get what the teacher has or what he wants give, in this form it creates students but addicted to a

reward or they just study for the test or for the reward.


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every class we observe and analyze the situation; there are ten of the students that when they are

going to speak English, they look nervous and unsure of what they are going to say, and

sometimes they prefer not to say anything. This issue is presented in the minor part of the

students but it is still important to take the importance to this and try to solve the problem,

because those students are willing to learn but they need to develop a good self-confidence and

do not wait in another classmate tells them what to say.

We analyzed the situation, and it is necessary to help those students that have problems when

speaking English just for the simple reason that they suffer lack of self-confidence. They need the

help from the teacher because it is affecting the output skill which is speaking, (the second skill

that we have to develop). As many of us know that most of the students have grammatical or

mispronunciation problems, and those are examples, but if we analyze deeply, the lack of self-

confidence affect more to learners because it makes a stop to the production of the language. Wecannot notice in which area they are more attention because students simply do not speak the

language, they do not even try to do it until someone else tell them what to say.

The information that we collected is enough to say that there is a good number of students that

suffer the lack of self-confidence, and we as teachers should know what to do with all those

learners; it does not mean that they will not have the chance to speak fluently, it means that they

will take much more time to start speaking the language as it has to be.

ACTION PLAN

It is really relevant to take the importance in every issue that we find in our students, and as

teachers we have to be always aware of this kind of situations, remember that we are not talking

about grammatical, phonological, or morphological problems, we are referring to a situation in

which the students avoid to speak the language because of the lack of self-confidence. Theengagement that every teacher has with his/her students is to make a change in their minds, and

that change will be accompanied by a meaningful learning of a new language. In every activity

that we perform with our students, we must ensure that they change all their weakness into


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strengths, so this change can make them to have confidence with themselves and they will start

producing the language successfully and without any problem.

We as teacher in order to solve this problem we are implementing the following:

One of the most important things is to establish an environment where the students feel

comfortable to speak English, without feeling afraid of making mistakes, or feelingincapable to do it. In a friendly atmosphere: teacher- students, and student to student

through the use of values. In the classroom everyone respect each other.

To motivate students is crucial, so they will feel that the teacher is taking care about them

In this case with the use of active and fun activities where they can learn by themselves.

Another crucial thing is to teach them that in the classroom we are a team, we learn from

each other and do not forget that mistakes are important because we learn from them.

In the classroom we celebrate not just my own success because we are a team and we

celebrate each other success. Everyone is important in the class and if everyone participate

is much better.

Some participants reported that useful strategies for increasing their speaking confidence

include out-of-class activities, such as talking with friends, sending e-mails, Learning useful

phrases and participating in extra learning tasks. It should be noted that this question was not

asked of all focus group participants, so generalization is limited. (Sarah Osboe, 2007)

It is essential that teachers take into account that it is necessary to choose the best activities that

help the students to overcome the lack of self-confidence when speaking English, to make them

speak even though they make mistakes. Teachers need to make clear to students that making

mistakes in class is acceptable. Also, assignments that are given in class should be appropriate to

student ability levels, so that students can be successful. (Sarah Osboe, 2007).

As conclusion, it is vital to take care about the teaching process. Students are humans theychange every day and in these changes always we are going to find some issues. Doing action

research is a good way to help our students because this can help us in many ways, first knowing

what the root of this is. And secondly identifying how we are going to solve those issues.


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Teacher: Rhina Arely Benitez Diaz Time: 10:00 11:40 Date: March, 22nd, 2014 Unit: 0 Welcome!

TopicWarm-up

activityObjectives

Languagestructure

Activities for production Wrap-up activity Timing Resou

ys andnths

ehabet

Catching up onyour ABC's

With theinstruction of theteacher, ss willmention wordswith the letter ofthe alphabet,when the T say Athey will say aword with thisletter, B anotherword with letterb, and so on, theywill have a paperball in theirhands and it isgoing to bethrown to eachstudent in theclassroom.

,

Ss will be ableto understandthe days,months and thealphabet.

Whats yourname?

Im (Mary)

My names(Jonh)

Subject pronouns

Question words

Ss will listen and practice the vocabulary of the daysand moths twice after they start to make theexercises from the book, then they will work inpairs; they will put the letters from the box in thecorrect order and then write in their note bookswhat days of the weeks and months of the year theyfind, then they will read them aloud.

On the white board, ss will complete a calendarwith the days and moths, then they will repeat eachday and month in order they do not forget the rightorder of them. Ss will work with their partners toanswer some questions given in the book, like whatis their favorite day and month and explain why.

Ss will listen and repeat the words, then T will

mimic the words and the students will say them inEnglish, then they will be able to translate the wordsinto Spanish.

Ss will say the full alphabet in English, and then inthe book they will underline the letters they do notknow. T will spell some words, so ss have to find theword that T spelled; students do the same betweenthem. Then, they have sentences to fix; they will putthe words in the correct order.

BAN BANG!

Ss are divided intwo teams, theypretend to becowboys and theyare involved in aduel. One studentfrom each teamcomes to the front.They will pretenddraw their pistols.T asks a simplequestion and a

word in theirmother tongue.The first child togive the answerwill pretend toshoot hisopponent, and hewill be the winner.

10min

15min

15min

10min

25min

25min

Book

Marker

Eraser


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N INSTITUTO NACIONAL DE USULUTN


Teacher: Rhina Arely Benitez Diaz Time: 8:00 9:40

Date: March 29th2014 Unit: 1 Hello, Good-Bye

TopicWarm-upactivities

ObjectivesLanguage

StructureActivities for Production

Wrap-up

ActivitiesTiming Resource

First

Meetings

A short review of thelast class.

T will place 2 iconson the board. Onerepresents hello andhi and the other willrepresent Good-bye. Twill demonstrate theuse of the greetings.Ss will drill the three

greetings beforeopening the book. Sswill drill in pairs,amongst each other.Then they will goaround the room,greeting all theclassmates theyencounter.

To introducethemselvesand otherpeople

To greet

correctlywhen arrivingand whenleaving

Hello

Hi

Good-bye

Goodmorning

Good night

See you!

Whats yourname?

Theyrefrom

The verb be

T will present greetings vocabulary.Students will repeat the new vocab,raising their left hand when its arrivaland their right hand when its leaving.

Students will complete the activities in thbook.

Ss will listen to two short conversations.They will identify if the greetings werefor arrival or when leaving. Then theywill repeat the conversations. After they

repeat a few times, T will present a newdialogue including see you.

T will present the language structure ofthe verb be. By using examples and doinga mimic with some Ss. Then T will askstudents to say the structure according tothe mimic they see. After they haveunderstood the structure, T will repeatbut saying the city where the person isfrom.

Ss will be given a roll toplay. The background isthat they are at a party,and they have tointroduce each other andmake new friends. Bysaying their names, whothey came with andwhere they are from. Sswill be given three min

to present their role playin front of the class, aftertheir role play,presenters will have twomin to ask the audiencequestion about their roleplay.

Questions and answers.

10 min

15 min

10 min

15 min

10 min

10 min

20 min

10 ,im

CD player

ColoredMarkers

EraserBook


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INSTITUTO NACIONAL DE USULUTN



Date: March 29th2014 Unit: 1 Hello, Good-Bye


ObjectivesLanguage


Wrap-up

ActivitiesTiming Reso

MakingFriends

Guess my Word.

Ss will play thisgame by taking apiece of paper withdifferentvocabulary aboutjobs, so what theyhave to do is tomake mimics andthe other classmates

are going to guessthe word until theyfind the right one.

To use simplestructures in thepresent simple

To introducethemselves andother peopleand answershort questions

The verb be

Indefinitearticles: a an

Questionswith be anddo

Simplepresent

Ss will practice the use of the indefinite articles withthe explanation of the T, they will know when touse a and an then, in pairs they are going topractice introducing others using a and an, andjob vocabulary will be used.

In their notebooks, ss will write the different waysof using the verb be and also how to make questionswith be anddo. They will share with theirclassmates and compare the answers.

Ss will create a web message by using the examplein the book. They will use simple information tomake new friends on the web. Then, the studentswill read each of the web messages that they havewrote.

Students will pretend to be famous people, they willsay fake information about themselves and theyhave to create their name, occupation, and wherethey are from.

T will write somevocabulary on thewhite board, andthen students maketwo lines, the firsttwo students spinuntil the teachermention a word thatis on the white boardand they have to puttheir hands in the

word that the teachermentioned. The onethat find the wordfirst is the winner,after that the nextcouple will do thesame, and so on.

15 min

15 min

10 min

15min15min

20 min

Book

paper

Marke

Eraser


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Date: April, 05th, 2014 Unit: 1 Hello, Good-Bye

Topic Warm-up activities ObjectivesLanguage


Wrap-up


Questionswith beand do

One student sits in thefront of the classroomwith his back to the otherstudents. The teacher thenpoints to students in theclass and asks "What'syour name?" The studentindicated must respond"My name is__________"with either his own nameor the name of someone inthe class. The student inthe front cannot see who is

speaking. The teacher saysto him, "Is it___________?"and he must say "Yes, it is"or "No, it isn't". If thestudent in front is correct,he gets to stay there, but ifhe's mistaken, he changesplace with the studentwho fooled him.

Introducethemselves andother people andanswer shortpersonalquestions.

Use simplestructures in thesimple present.

Questionswith be anddo

Presentsimple

Ss will work in the exercises from thebook. In their notebook they are goingto put the right order of the words foreach sentence.

T will give to the students pieces ofpaper with words, what they have todo is to work in groups and choosewords and put the pieces of paper inthe correct way in order to createsentences, then they put the sentenceson the white board to share what eachgroup have done.

Ss will practice making questionsusing be and do, they are going tomake different questions to know thedifference in the use of be and do, andshare them with their classmates.

Students are going to write a shortweb message with their owninformation.

Ss will pretendthey are famouspeople at a party;they will makequestions to threeof their famousfriends(classmates),using thelanguagestructure. They

are going tomake their ownquestions tocollectinformation.

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N INSTITUTO NACIONAL DE USULUTN



Date: April 12th 2014 Unit: 2 Friends and Families



Wrap-up

ActivitiesTiming Resourc

Familyphotos

A review of the last class.

Hot potato

Students will make acircle, then the Teacherwill give them a ballmade with pieces ofpaper, in each paperthere is questions thathave to be answer. Thething is that they aregoing to pass the balluntil the T says stopthe one that has the balltake a piece of paper,

read the questions andanswer it at the moment.

Students willbe able to

understandpeople

introducingtheir family.

This, these,that, those

Familymembers

Ss will listen to an audio, and thencomplete the exercise from the book inpage number 16.

Ss will write a short description of theirfamily members, after they write aboutthem, they have to pass in the front andread the description to share what theyhave wrote.

Ss go around the classroom to ask totheir classmates whether they havebrothers or sisters. Write each onesname and write their answers.

Ss have to create a family tree in their

notebooks, and then show it to the rest ofthe class.

T will explain the use of this, these, thatand those, and after that ss will do someexercises with real objects in theclassroom.

Role Play

Ss will work in group offour and will do a roleplay, they will pretendthat they are a familyand everyone has tointroduce each of thefamily members. Forexample : This is myson, his name is John, heis 12 years old, and helikes video games

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Teacher: Rhina Arely Benitez Diaz Time: 8:00 9:40 Date: April26th 2014 Unit: 2 Friends and Family



Wrap-up

ActivitiesTiming Resources

ADayswork

The teacher gives a word and asks

a student to spell it, and then asecond student should say a wordbeginning with the last letter of the

word given. The game continuesuntil someone makes a mistake,

that is, to pronounce the word

incorrectly, misspell it or come upwith a word that has been said

already, then he/she is out. The last

one remaining in the game is thewinner.

Students will beable tounderstand shorttexts describingjobs and the useof do and do.

Presentsimple

Do andDoes

Ss will complete the sentences

about jobs and occupations, usinga and an. Then they will workin pairs, and look at the picturesand match people with a job oroccupation in exercise 2.

Students will work in pairs again;they will read the questions inexercise 4 and match them withthe answers below.

Teacher explains the use of Doand Does in questions, then Sswill write examples making theright use of DO and DOES takinginto account the rules explainedbefore.

Ss will write their own questions,and then they will ask to theirpartners in order to practice thestructure.

Teacher and students practicepronunciation of DO and DOES.

Role play

Studentswill play agame byinterpretinga role aboutany jobtheychoose.

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Date: April 26th 2014 Unit: 2 Friends and Family

TopicWarm-up

activitiesObjectives

Language


Wrap-up


Jobs andOccupations

Students will bedivided into twogroups, and then,one studentrepresenting eachgroup will pass inthe front, theteacher gives thestudent a piece ofpaper with a word,what he/she has todo is to draw the

word on the whiteboard and the restof the ss of thegroup will try toguess the what isthe word in thedrawing.

The studentswill be able tounderstandshort textsdescribingjobs.

The studentswill be able touse the

languagestructure inthe correctway.

Simple present

Students will work on exercise 1 and 2, what theyhave to do is to match the pictures with the job, andthen to add the correct job to the phrases in exercise2.

Students will read the text in exercise 3, what theyhave to do is to identify the type of job, and fill in theblank with the name of it. The students and teacherpractice along the whole reading.

Ss will work in pairs and complete the sentences inexercise 4, and answer the questions in exercise 5.After that ss will make a round table and discusswhich job or occupation is the best for them, and they

explain the reasons.

Teacher explains the simple present structure, andthen ss will complete the exercises in the box.

Students will complete the sentences by making thecorrect use of the verbs. Then they work in couples tocomplete exercise 2 and 3.

Questionsandanswersabout thetopic.

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Date: Date: May,3rd, 2014 Unit: 2 Family and Friends


ObjectivesLanguage


Wrap-up

ActivitiesTiming Resour

GoodMorning

Vegetables game.

The students willmention the name

of a vegetable, the

teacher will ask toeach student to

remember thevegetable that they

chose; students

make a circle andeach of them willsay Every morning

I clean my (the

name of thevegetable) andeveryone will

continue saying the

same sentence.

Thestudents

will be ableto talk

about theirmorningroutines.

Simplepresent

Ss will work in exercise 1, they will match the picturesrepresenting the morning routines with the verbs. Then, sswill write their own morning routine and say it to the otherstudents.

Ss will work in exercise 2, they will mark the things in thebook in the order they do them every morning.

Ss will say the verbs without using the book in order toknow they can identify the pictures and the word in English.Ss will say the verbs and make mimics.

Reading Activity

Ss will read the whole article, and then match the pictures tothe descriptions. Then they will work in exercise 2.

Ss will think of who of their family member is most similarto each of them, explain why.

Ss will number the pictures representing the morningroutines in the correct order. And then they will create newmorning routines.

Ss work in speaking and writing activities.

Reviewingvocabularyand exercisesof morningroutines.

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Teacher: Rhina Arely Benitez Diaz Time: 8:00 9:40 Date: May,3rd, 2014 Unit: 2 Family and Friends


ObjectivesLanguage


Wrap-up


Makingthe firstmove

Ss have

to pumpup the

balloonswith a

needle,

eachballoon

has aquestion;

the

studentshave to

answerthe

question

from thethey

balloonthat they

pumped.

Thestudentswill use

some wordsdescribing

drinks,

snacks, andprices.

Howmuch?

Would youlike?

Do youhave?

Ss will work in pairs and create questions, then listen to theconversation and compare the questions that they have written.

Ss will work in pairs. Find the drink and snacks in the pictures. Theywill write sentences using the vocabulary of drinks and snacks.

Ss listen to the audio and write the food and drink that people from theaudio order.

Pronunciation exercises

Ss will match the answers in exercise 2 with the questions in exercise 1,by listening to the audio.

Ss will work in pairs to match the questions and answers to form ashort dialog, after that they will say the dialog.

Ss work in exercise 1, 2 from the listening part.

Speaking activities

Ss will make a comparison in prices of the things presented in exercise3. Ss will work on couples; they will create a dialogue following theinstructions in exercise 3.

Ss will practice ordering food and drink using the given vocabulary.

T will askquestionsabout thetopics, eachstudentwho knowsthe answerrise hi/herhand andthen say theanswer.

Thestudentswho giverightanswerswill win acandy

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Final 7 Calle Ote. y Calle el Molino, UsulutnTeacher: Rhina Arely Benitez Diaz Time: 8:00 9:40

Date: May, 24th, 2014 Unit: Home Sweet Home


ObjectivesLanguage


Wrap-up

ActivitiesTiming Resources

MyHouse

Ss will simulatethat the

classroom is a

house; whatthey are going

to do is to take apiece of paper

with differentvocabulary

referring to the

house, and theywill ask to each

other where areyou..? and one

by one will

answer weatherthey are in the

living room,kitchen,

bathroom, etc.

depending onthe work that

they have

To learn thevocabularyabout theparts of thehouse.

Thestudentswill be ableto talkabout theirhouseswhere theylive.

Using hashave.

Presentation of slides about the housevocabulary. Ss will participate givingSentences using the presented vocabulary.

Ss will read the descriptions in the book fromexercise 2, after reading they will match thetexts and the photos, and then they willmention words that they find about homevocabulary.

The students will use the given vocabulary tolabel the diagrams appearing in the book. (page26)

Ss will describe their own home by using thevocabulary, they will write the parts of theirhouse, and then share what they wrote in frontof the class.

teaching portfolio by rhina benitez

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