Date post: | 03-Jun-2018 |
Category: |
Documents |
Upload: | rhinadiaz8439 |
View: | 225 times |
Download: | 0 times |
of 65
8/12/2019 Teaching Portfolio by Rhina Benitez
1/65
1
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
8/12/2019 Teaching Portfolio by Rhina Benitez
2/65
2
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
8/12/2019 Teaching Portfolio by Rhina Benitez
3/65
3
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)
8/12/2019 Teaching Portfolio by Rhina Benitez
4/65
4
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
8/12/2019 Teaching Portfolio by Rhina Benitez
5/65
5
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
8/12/2019 Teaching Portfolio by Rhina Benitez
6/65
6
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
8/12/2019 Teaching Portfolio by Rhina Benitez
7/65
7
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.
8/12/2019 Teaching Portfolio by Rhina Benitez
8/65
8
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.
8/12/2019 Teaching Portfolio by Rhina Benitez
9/65
9
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
8/12/2019 Teaching Portfolio by Rhina Benitez
10/65
10
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
8/12/2019 Teaching Portfolio by Rhina Benitez
11/65
11
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:
8/12/2019 Teaching Portfolio by Rhina Benitez
12/65
12
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
8/12/2019 Teaching Portfolio by Rhina Benitez
13/65
13
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.
8/12/2019 Teaching Portfolio by Rhina Benitez
14/65
14
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
8/12/2019 Teaching Portfolio by Rhina Benitez
15/65
8/12/2019 Teaching Portfolio by Rhina Benitez
16/65
16
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
8/12/2019 Teaching Portfolio by Rhina Benitez
17/65
17
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
8/12/2019 Teaching Portfolio by Rhina Benitez
18/65
18
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)
8/12/2019 Teaching Portfolio by Rhina Benitez
19/65
19
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.
8/12/2019 Teaching Portfolio by Rhina Benitez
20/65
20
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/.
8/12/2019 Teaching Portfolio by Rhina Benitez
21/65
21
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)
8/12/2019 Teaching Portfolio by Rhina Benitez
22/65
8/12/2019 Teaching Portfolio by Rhina Benitez
23/65
23
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
8/12/2019 Teaching Portfolio by Rhina Benitez
24/65
24
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.
8/12/2019 Teaching Portfolio by Rhina Benitez
25/65
25
18 July 19th Chance meetings Time expressions in the
past
A romantic story
Modern homes
Household objects
Comparative adjectives
19 July 26th
8/12/2019 Teaching Portfolio by Rhina Benitez
26/65
26
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.
8/12/2019 Teaching Portfolio by Rhina Benitez
27/65
27
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.
8/12/2019 Teaching Portfolio by Rhina Benitez
28/65
28
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
8/12/2019 Teaching Portfolio by Rhina Benitez
29/65
29
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
8/12/2019 Teaching Portfolio by Rhina Benitez
30/65
30
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
8/12/2019 Teaching Portfolio by Rhina Benitez
31/65
8/12/2019 Teaching Portfolio by Rhina Benitez
32/65
32
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.
8/12/2019 Teaching Portfolio by Rhina Benitez
33/65
8/12/2019 Teaching Portfolio by Rhina Benitez
34/65
8/12/2019 Teaching Portfolio by Rhina Benitez
35/65
35
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.
8/12/2019 Teaching Portfolio by Rhina Benitez
36/65
36
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.
8/12/2019 Teaching Portfolio by Rhina Benitez
37/65
INSTITUTO NACIONAL DE USULUTAN
Final 7 Calle Ote. y Calle el Molino, Usulutn
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
8/12/2019 Teaching Portfolio by Rhina Benitez
38/65
38
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.
8/12/2019 Teaching Portfolio by Rhina Benitez
39/65
39
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
8/12/2019 Teaching Portfolio by Rhina Benitez
40/65
40
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.
8/12/2019 Teaching Portfolio by Rhina Benitez
41/65
41
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.
8/12/2019 Teaching Portfolio by Rhina Benitez
42/65
8/12/2019 Teaching Portfolio by Rhina Benitez
43/65
43
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
8/12/2019 Teaching Portfolio by Rhina Benitez
44/65
44
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.
8/12/2019 Teaching Portfolio by Rhina Benitez
45/65
45
INSTITUTO NACIONAL DE USULUTAN
Final 7 Calle Ote. y Calle el Molino, Usulutn
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
8/12/2019 Teaching Portfolio by Rhina Benitez
46/65
46
N INSTITUTO NACIONAL DE USULUTN
Final 7 Calle Ote. y Calle el Molino, 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
8/12/2019 Teaching Portfolio by Rhina Benitez
47/65
47
INSTITUTO NACIONAL DE USULUTN
Final 7 Calle Ote. y Calle el Molino, Usulutn
Teacher: Rhina Arely Benitez Diaz Time: 10:00 11:30
Date: March 29th2014 Unit: 1 Hello, Good-Bye
TopicWarm-upactivities
ObjectivesLanguage
StructureActivities for Production
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
8/12/2019 Teaching Portfolio by Rhina Benitez
48/65
48
INSTITUTO NACIONAL DE USULUTN
Final 7 Calle Ote. y Calle el Molino, Usulutn
Teacher: Rhina Arely Benitez Diaz Time: 8:00 9:40
Date: April, 05th, 2014 Unit: 1 Hello, Good-Bye
Topic Warm-up activities ObjectivesLanguage
StructureActivities for Production
Wrap-up
ActivitiesTiming Resource
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.
15min
15min
10min
20min
10min
15min
15min
Paper
Markers
Eraser
Book
8/12/2019 Teaching Portfolio by Rhina Benitez
49/65
49
N INSTITUTO NACIONAL DE USULUTN
Final 7 Calle Ote. y Calle el Molino, Usulutn
Teacher: Rhina Arely Benitez Diaz Time: 8:00 9:40
Date: April 12th 2014 Unit: 2 Friends and Families
Topic Warm-up activities ObjectivesLanguage
StructureActivities for Production
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
5min
20min
10min
15min
10min
15min
10min
15min
Cd play
Marker
Paper
Book
Eraser
8/12/2019 Teaching Portfolio by Rhina Benitez
50/65
50
Final 7 Calle Ote. y Calle el Molino, Usulutn
Teacher: Rhina Arely Benitez Diaz Time: 8:00 9:40 Date: April26th 2014 Unit: 2 Friends and Family
Topic Warm-up activities ObjectivesLanguage
StructureActivities for Production
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.
15min
15min
10min
20min
15min
5min
15min
Marker
Eraser
Book
8/12/2019 Teaching Portfolio by Rhina Benitez
51/65
51
Final 7 Calle Ote. y Calle el Molino, Usulutn
Teacher: Rhina Arely Benitez Diaz Time: 8:00 9:40
Date: April 26th 2014 Unit: 2 Friends and Family
TopicWarm-up
activitiesObjectives
Language
StructureActivities for Production
Wrap-up
ActivitiesTiming Resource
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.
15min
10min
10min
15min
10min
20min
10min
Book
Paper
Markers
Eraser
8/12/2019 Teaching Portfolio by Rhina Benitez
52/65
52
INSTITUTO NACIONAL DE USULUTN
Final 7 Calle Ote. y Calle el Molino, Usulutn
Teacher: Rhina Arely Benitez Diaz Time: 8:00 9:40
Date: Date: May,3rd, 2014 Unit: 2 Family and Friends
TopicWarm-upactivities
ObjectivesLanguage
StructureActivities for Production
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.
10min
10min
5min
5min
15min
10min
15min
20min
15min
Book
Cd playe
Marker
Eraser
8/12/2019 Teaching Portfolio by Rhina Benitez
53/65
53
INSTITUTO NACIONAL DE USULUTN
Final 7 Calle Ote. y Calle el Molino, Usulutn
Teacher: Rhina Arely Benitez Diaz Time: 8:00 9:40 Date: May,3rd, 2014 Unit: 2 Family and Friends
TopicWarm-upactivities
ObjectivesLanguage
StructureActivities for Production
Wrap-up
ActivitiesTiming Resource
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
15min
10min
10min
5min
10min
10min
5min
15min
10min
10min
Book
Cd player
Marker
Eraser
Balloons
8/12/2019 Teaching Portfolio by Rhina Benitez
54/65
8/12/2019 Teaching Portfolio by Rhina Benitez
55/65
55
INSTITUTO NACIONAL DE USULUTN
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
TopicWarm-upactivities
ObjectivesLanguage
StructureActivities for Production
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.