-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
1/51
TEACHING PORTFOLIOAction Research Amaya
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
2/51
Teaching Portfolio
IntroductionThe following document is to be considered as the cornerstone of my
professional development as an English Teacher. Many specific details regarding my
teaching experiences will be expressed throughout this document. From the definition
of this document itself, to the application of the different methodologies that are
planned to be used by the author. One by one they will be detailed and presented as
evidence by answering the following questions:
1. What is a Teaching Portfolio?2. What is my Self-Evaluation and Reflection?3. Why do I need a Teaching Portfolio?4. How should I structure my Teaching Portfolio?5. What are my Teaching Responsibilities?6. What is my Statement of Teaching Philosophy?7. What are my Teaching Methodology, Strategies and Objectives?
The modification of this document will be open to the disposition of changes that
may occur during the Teaching Practice Procedure. As it is focused not only as an
assessment task, where the teacher will be evaluating all these aspects, but also as a self-
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
3/51
Teaching Portfolio
What is a TeachingPortfolio?
In one sense you can see a Teaching Portfolio in one way and from another
perspective you can see it very differently. But from my point of view a TeachingPortfolio is a document used to describe each and every tool that the Teacher uses in his
classes. It can describe all those materials used in a determined course, the methodology
used, and the way the techniques were used during that experience. It will define the
strengths and accomplishments that have been reached, it can help you demonstrate the
quality of your teaching and the areas that you need to improve in. It can be considered
as a showcase of your best work. Since teaching efforts cannot be solely captured by a
numerical unit, the portfolio becomes the reflective tool that will provide the essence of
your teaching principles, methods and techniques in action. It will become the reflection
of your inner vision as the great teacher that you are. (Mellon, 2012)
It becomes a factual description of the correct activities done by the teacher and
all of the positive things accomplished as well. You will be able to represent the mainpurpose of each and every activity done, as well as the progress that your students live
through the great experience of your teaching philosophy. It can be compared to an
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
4/51
Teaching Portfolio
Self-evaluation andReflection
Every step that I take in the art of teaching, makes me reflect that I still have a lot
to learn. I cannot deny that I have been moulding the teacher that I am since the firstday that I stood in front of a group of students. In fact I have changed so much since
that day, that I can hardly believe the way that my first class went. There was no actual
foundation to what I was doing, I can say with my head held high that everything I did
in my beginning days as a teacher came from empiric knowledge. These were the first
steps that I took in my teaching experience. I began teaching through different ages,
without even studying teaching methodologies. I just felt that there were differences
when I was teaching different ages, but I could not say what they were or why I felt that
way. I could not explain why I changed my tone of voice when teaching children, and
used childrens games and activities, where I even threw myself on the floor with them.
Then later on very seriously adopted the personality of a mature man when teaching
adults, using activities that were more appropriate for their age. Of course I had no idea
that what I was applying was different methodologies. Like I said before all this was
empiric knowledge.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
5/51
Teaching Portfolio
methods to the needs of their students. I plan to be one of those teachers, but to get
there I must first go through a serious of systematic steps.
Why do I need a Teaching
Portfolio?
The reasons why someone would use a teaching portfolio could be: for
development purposes in which they need to reflect on their teaching methods in order
to improve them, or as an evaluative product in which a promotion or a teaching award
could be in the interest of the producer. Whatever the reason of why you are making a
Teaching Portfolio, there are plenty of advantages to see in them. In simple words they
provide information that is very useful not only to the teacher but also to anyone who is
interested in the teaching process. Because it makes teaching more visible, through the
Teaching Portfolio you can actually see how teaching is being developed through the
different evidence provided by the teacher. It also helps to make reflection on what is
being taught to our students, but it also helps to evaluate how our teaching methods are
functioning. Another advantage of having a Teaching Portfolio is that it allowscollaborative learning, as it may serve as a guideline to the peers that read your
Portfolio. (Labhrainn, 2002)
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
6/51
Teaching Portfolio
How should I structure myTeaching Portfolio?
The structure that you can adopt when creating a Teaching Portfolio may vary
depending on the purposes of why you are creating it in the first place. It can besignificantly inclining to the needs of the institution that you work for. Maybe
depending on the institution that you want to work for. Maybe you want to structure
your Portfolio just to evidence your work as a teacher and what you are doing to
improve your teaching abilities. You should highlight your strengths as a teacher, some
consider important to include your personal information, teaching experiences,
development of teaching, teaching and learning materials, teaching philosophy and
approach to teaching, pedagogical education and studies, experience in education
leadership, results in student and peer evaluations, describe and reflect on your
teaching merits, and other elements can be considered to structure your Teaching
Portfolio. (University, 2012)
However the way you structure your Teaching Portfolio will depend on thereason for you creating it in the first place. Therefore the structure can be compared to
human beings, as there is no human being exactly like another one. Yet all human
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
7/51
Teaching Portfolio
Teaching Responsibilities
Technically what a teacher needs to do is determined by the responsibilities
placed on his shoulders. Teacher have the responsibility to create a learning
environment which is able to ensure that their students acquire the skills and theknowledge they need in a specific area. Teachers undertake this responsibility within
the framework of the law. In El Salvador it is established by the General Law of
Education, where teachers are required to meet a high standard of professional and
ethical behaviour required by the countries law. But to keep a General overview of the
teachers responsibilities we will incline towards four very specific responsibilities:
Face to Face Teaching: Here are included the times table classes in whichstudents and teacher are present in the classroom.
Other professional responsibilities: preparation of the classes, marking of thetests, assessment, meetings, student supervision, reporting and organizational
duties.
Contextual factors: class size, curriculum mix, range of ability and age ofstudents, resources available and facilities.
Voluntary Effort:Excursions, activities with students before or after school.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
8/51
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
9/51
Teaching Portfolio
The measuring of my effectiveness, will be assessed not only by my students, but
also by my colleagues. This is an important part of collaborative learning, because I am
well aware that perfection is never reached, but the sense of being effective is close
enough for anyone who is willing to accept that nobody is perfect. Therefore my
evaluation will be based on effectiveness rather than perfection. And my teaching
philosophy will be based on a continuous professional learning cycle: planning, practice,
implementation, analysis and modification of practice.
Teaching Methodology,
Strategies and ObjectivesThe methodology that I will be working on in my teaching practices is based on
the facts that I believe that learners learn the language by the process of communicating
with it. So the learner will have a better chance of learning it by using it rather than just
knowing the grammar rules and structures, but not being able to use the language itself.
With this methodology, students should be able to make real communication. Students
will be given the opportunity to try out what they have learned. Accuracy and Fluency
will be another aspect to focus on during my teaching practice and thorough out this
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
10/51
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
11/51
Teaching Portfolio
Efforts to Improve
TeachingFrom the moment you place yourself in front of a class, there is huge weight on
your shoulders. The education of the human beings in those seats is in your hands. That
is a huge responsibility that goes wider that just the classroom, it spreads wide all the
way to the society we live in. As an English teacher I have the responsibility to guide
my students to learning English in the best way. I cannot allow myself to slack on the
job or just be feeding students with the same old thing. I have the responsibility to keep
an updated profile on my teaching performance. Not for my personal profit, because I
will not get a raise for this, but because of the great satisfaction given when your
students demonstrate to others that they have learned with you as their teacher.
To improve my teaching skills, I have gone to different trainings. Some of them
include the use of Blended Learning. A course in which I learned how to use technology
i th l t k th t d t l i i A it i k li i
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
12/51
Teaching Portfolio
trainings, I had the opportunity to share with other teachers. This experience has helped
me because during my experience in teaching I have learned that through it I learnmyself. So this has been a wonderful experience for me. When you see how you have
helped other teachers to be able to make their classes easier and fun, you find out how
important it is to share what we know amongst our peers. I was reflecting the other day
on this, and I came to the thought that one excellent teacher will not make a big
difference in a huge society if he does not share what he knows with his peers. Bysharing this knowledge, more teachers will be induced to be better, and then many
good teachers can provide a wider range in changing a countries society and even
culture. There is the real value of teaching and never stop learning.
The latest training I am assisting to is a Diplomado on Teaching reading, thanks
to a scholarship provided by Richmond. The method used during this training is the
Blended learning, as I have some face-to face sessions and also an online platform
where I can interact with peers and turn in homework as well as participate in forums.
This is a new experience that will help me show my students to an easier way of
reading.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
13/51
Teaching Portfolio
Diagnostic test to these students because the result was more than obvious, through
observation while trying to ask the basics, their level was significantly low.
It is a very satisfactory feeling, when you notice that the students at this
institution expect to learn so much from you. But it also puts and extra pressure on
you because you know that students do not expect that you take the typical information
and activities. They begin to adjust to your way of teaching, and they begin to adapt to
learning in a different way than what they are used to by their official teacher.
As I have had the opportunity to get to know and observe my students I can rate
them through observation that they have improve significantly since I went the first day
to the INCB. They show lots more respect and more interest toward the English class.
They dedicate more time to complete their English homeworks in the best way. Evenparticipation has been a lot more fluent than at the beginning. At first I had to beg them
and literally push them to participate in the different role plays and activities that
characterized my classes. I know that I have a lot to improve, and so do my students,
but I have seen some progress in the short amount of time I have been with them, of
course I am mentioning most of the students and not all of them.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
14/51
Teaching Portfolio
To mention the process of acquiring the feedback necessary to be able to obtain
the evidence of my studentsprogress, I will explain the following. The students weresummited not only to written tests, they were also observed and tested through some
activities. Written tests were custom made and based of the topics covered in each class.
They were made with questions that will prove that the students know how to use and
write out in English. But it is necessary to also test their speaking and listening,
therefore some activities were prepared to evaluate such delicate elements. A rubricwas made to measure and evaluate the students progress in these areas. These are pre
made specifically to measure how much the students can produce of the topics covered
in the classes.
Teaching GoalsThis complicated and lovely career is linked to keeping in mind what you want
to do. There is few purpose in a teacher who does not where he is going and has no
goals set. This is a very delicate part because it aims where you to the vision of where
you plan to be in the future. But if you go being just being a regular teacher, you have to
t l i f l b t l th l b li t d t ill h b
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
15/51
Teaching Portfolio
A short term goal of mine is to guide my students to where learning is, and allow
them the opportunity to find the answers by themselves. They will learn by doing, andeven more by making mistakes. For me its a short term goal because I need to apply
this toward their learning process. I am sure that I can help many students by making
this one the short term goal.
The students I may transmit to my students will be that they can do it. That is my
best wish. To have impacted their lives in such a way that what they learned from me
will help them overcome big obstacles in their lives. And that in the future they can
acknowledge how that changed their lives in a good way.
However a long term goal that I have is to become a Master in the English
Teaching area. As I have mentioned before, I am always willing to participate in eachtraining available, keeping myself updated is the key to good teaching. But my dream is
to one day be in the spot of the person who today trains me. This way I will have the
opportunity to share with teachers everything I have learned through all these years,
and help motivate the teachers into making teaching and learning a bit more fun and
enlightening for our dear students. This way I will also be helping in the development
of my beloved El Salvador in the English Teaching Area which will make me feel more
th d f lf
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
16/51
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
17/51
Teaching Portfolio
Appendice
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
18/51
Teaching Portfolio
Action Research
TEACHING
PORTFOLIO
Action Research
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
19/51
Teaching Portfolio
The following research project was conducted at Instituto Nacional de Usulutn,
El Salvador. During the teaching experience the issue of mother tongue interference in
EFL classes has been a great barrier to overcome. Therefore the researchers where
engaged into the process of revealing the elements that have repercussions on the
interference of L1 in the ESL classes. It is to say, how the mother tongue interferes in
English Language Learning and developing speaking skills. The teacher needs to
motivate students, not only by guiding them but also by being an example of what they
preach; which means that the use of L1 on the teachers side should be as much as theteachers expect from their students. This way student will have a role model to follow
his/her footsteps, similar to a mold or a goal of being and even to surpass.
It is believed that through this action research, there will be presented many
different alternatives to solutions brought by the issue of the L1 interfering in English
language learning. The research will serve as a documentation of the issues and
different alternatives that teachers may have during their teaching experience. This will
be extremely useful for present teachers and even for future teacher who may encounter
a similar situation as a foundation to what has been done before them. Later they may
even provide even better alternatives to the situation expressed in this document, given
that these results will provide background information regarding this issue.
The research will be conducted through observing the students reaction tospecific guidelines given by the teacher. Teacher will have to limit the use of L1 in
his/her class, when a student tries to give his/her opinion in L1; teachers should act
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
20/51
Teaching Portfolio
in mind is L1 and that makes it really hard for them. Students in the process of learning
a Foreign Language are usually committed with their mother tongue; these people
think in their mother tongue and try to speak in L2, which is really hard to begin with.
Instead of doing that, they should switch their brain into the L2 mode, so they could
think and speak in L2. Teachers have to identify when this issue is blocking their
students, and find a correct way to motivate them and support them so they may
overcome that barrier and begin to think and speak in English.
The key to learn is to adjust the brain to the target language this will help thestudents to assimilate and understanding the same. Every effort has its own rewards, so
teachers play an enormous role in every students life, because, as it has been said,
teachers are students role model and by this, they should not disappoint them.
Teachers must never underestimate a student because sometimes the most teachers
push their students to their limits, the most capable the students become, and also this
kind of push gives the student a lot of confidence so by this they increase their self-
esteem.
English has begun to expand its borders leaving its nest which are United States
of America, United Kingdom, and Australia. It has become an international language
that is fairly adopted and accepted by many countries around the world as it offers
accessibility to communication in the areas of tourism and business that demands thatthese two elements have brought upon the world have begun a revolution in the second
language learning, in this case English.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
21/51
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
22/51
Teaching Portfolio
Is code-switching contentious as classroom behavior just for the teacher or also for the
learners?(Alatis, 1994)
Code switching is not to be confused with the interferences of L1 in the second
language learning process, they are miles apart from being the same. They do involve
similar things like the use and control of both languages, but in code switching, it does
not interfere with the message trying to be sent. It is now considered by most scholar as
something normal in bilingual and multilingual use.
Now that the core of the topic and issue, it is found that it may not be as thought
before. There is not a specific bad side or good side to the use of a mother tongue for
bilinguals. Whether they are teachers or students, it all depends on the perspective and
how that mother tongues is really used to benefit the learning process.
Code choice in classroom communication is admittedly a frequent and central concern
for teachers and students. For teachers, it usually has to do with preventing students
from using their first language L1; for students it is often about how to use the L1 and
still function and succeed in the language classroom.(Levine, 2011)
So it is believed that under some circumstances the code choice can be optional,
but according to this action research it is interfering with the learning process of the
student under observation. The reason may be in the fact that these students do notknow how to succeed in learning L2 while still using L1. What they intend to do is use
L1 to make the process easier but not to actually learn the use of L2.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
23/51
Teaching Portfolio
problem because the more that these people is focused on their mother tongue, the
harder it is to learn a second language. This problem has raised a very important
question; how does the teacher expect his/her students to learn a second language if
he/she does not separate L1 from L2? Sometimes English teachers try to focus more on
the memorization of the new vocabulary from their students instead of their natural
learning of this, when this happens, students try to speak the L2 but in a robotic way.
Sometimes students do not know how to express something in L2 and they are forced to
ask the teacher about the correct way to say something, and the teacher answers to them
in their mother tongue. This is not correct because teacher must focus on the L2 learning
all the time; No exceptions. This is going to help the students to be able to learn the L2
in a more naturally and easy way. The only way that we, as teachers can solve this
problem is by stopping to use L1 as a reference in order to learn L2, there is one thing
that must be clear in the minds of every English teacher around the world though, and
that thing is to really know that the best and more appropriate way to learn a secondlanguage is to forget that everyone that is in the same room as they are, speak the same
mother tongue language as them; by doing this, the brain will automatically switch
itself into the L2. And consequently that will make them start thinking in L2 instead of
being translating every thought they have in L1 into L2.
This action research paper has turned very important because now there are the
tools needed in order to improve the learning process and accomplish the goal of every
student and teacher in every English classroom around the world, and even though this
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
24/51
Teaching Portfolio
by giving a close look to every students behavior and development were enough to see
where they were struggling with, and all of their difficulties were suddenly uncovered
and unleashed. Some of them were scared to talk at one point, but as teachers we
managed to make them lose their fright and see how they were dealing with the
learning of a second language. This action research paper has recollected students
English learning process and their struggles with the L2 learning. As it has been said in
this document, the only way to try to make students forget their L1 while learning L2 is
to keep them motivated and also try to keep L1 away from L2 classrooms.
The implementation plan is to train the teacher in extrinsic motivation and how
important is his/her role as a teacher. Once the teacher has been convinced that he/she
plays an important role in the English learning process it up to the action to be
proceeded. The teacher will not answer when students use L1, provoking a need for the
students to communicate in L2. This way students will begin to feel engaged in the
English language learning process. They will begin to feel motivated towards the use of
the language and throughout time they will begin to use more and more the L2 until
they have learn it completely. Through observation we noticed that the teacher began to
apply extrinsic motivation to the students. Every time they try to speak in their mother
tongue the teacher look for a way to motivated into speaking English. Constantly the
teacher provokes the use of L2 in the classroom, by setting an example and reminding
his/her students that the objective of the class was to not only learn the use of the
second language but also to use it in the context.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
25/51
Teaching Portfolio
plan was beginning to show improvement. There for we observed that one by one
students began to change their attitude toward the English use in the classroom.
Two months later, we entered the classroom and observed a great difference was
observed in comparison to the classes in action about two months ago. Most of the
students were using the language to learn more of the language. Erika asked another
student: how do you say preguntame in English then carlos answered: I dont
know, so they decided to ask the teacher: Teacher how do you say preguntame in
English. Easily the teacher answered ask me and the students repeated withoutinstruction to do so. This is great progress in the elimination of the interference of the
mother tongue in the English language classroom. So this improvement is very relevant
in this action research paper because it shows that the action plan that we decided to
implement to overcome the issue of the interference of the mother tongue in the
learning process of a second language actually worked out perfectly.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
26/51
Teaching Portfolio
ReferencesAlatis, J. E. (1994). Educational Linguistics, Crosscultural Communication, and Global
Interdependence.Georgetown University Press.
Davies, A. (2003). The Native Speaker: Myth and Reality.United Kingdom: Cromwell Press
Ltd.
Kecskes, I. (2000). Foreign Language and Mother Tongue.Psychology Press.
Levine, G. S. (2011). Code Choice in the Language Classroom.Multilingual Matters.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
27/51
Teaching Portfolio
PlanningInstituto Nacional De Concepcin Batres
Tenth Graders
Teaching Practice Days: Mondays and Thursdays
WEEK DATE TOPICS
DAY MONTHUNIT #2 My country
10 March Jobs
13 March Interviews
17 March Weather-seasons
20 March Geography
24 March Regional/ local food
27 March Health
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
28/51
Teaching Portfolio
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
29/51
ProgramUnit 2
My Country
Objectives:
Interpret oral and written English language discourse related to jobs, interviews, geography, weather,means of transportation and life style, by listening to and reading authentic sources in order to fulfill
intended communication needs in the target language.
Produce spoken and written English language discourse related to appointments, job interviews, issuesrelated to weather, geography, regional food, transportation, health and life style in El Salvador by using
specific vocabulary and structures in order to communicate in the target language.
Value the importance of learning English to communicate with others and share information about places inEl Salvador.
Contents Achievement Indicator
Concepts Procedures Attitudes
2.1 Successfully identifies specific
information and key words related to jobinterviews.
2.2 Recognizes and correctly reproduces the
reduced sound of be supposed to.
2.3 Discriminates comparative and
Contents:
- Jobs/interview-
Current issuesdealing with:
weather,
geography,
local/regional
food,
transportations,
Listening
- Identifyinginformationand
- Key wordsrelated to jobinterviews.
- Recognizingthe reducedsound of be
-Showing interest in
developing listening
skills.-Being tolerant and
patient during
communication
breakdowns.
-Showing tolerance to
pronunciation and
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
30/51
Teaching Portfolio
health, life style
Grammar in context: -
- comparative andsuperlative of
adjectives
San Salvador is
hotter and more
humid than
Chalatenango.
The bus is the
cheapest meansof transportation.
- Be supposed toDecember is
supposed to be
cool.
Youre supposed
to wear warm
clothes in winter.
- Passive voice inthe present tense.
Pupusas are made with
corn flour
supposed to.- Identifying
comparativesand
superlatives indifferentsources.
Speaking
- Using politeexpressionsand vocabularyin interviews.
- Describing andcomparingplaces.
- Talking abouttraditions andlife styles.
- Talking aboutdifferent means
of transportation.
Talking about seasons
and weather.Reading
Scanning an article for
specific vocabulary
and expressions.
Inferring meanings of
words from the
syntax mistakes.
-Being courteous while
conversing with peers
and adults.
-Performing oral and
written tasks with
confidence.
-Doing research work
with interest and
enthusiasm.
-Working
cooperatively with
peers or work teamsinside and outside the
classroom.
-Valuing the
importance of knowing
the history and folklore
of El Salvador.
-Applying
organizational skills inacademic tasks.
-Acquiring the habit of
writing with clarity
and neatness.
superlative
forms of adjectives in diverse audio material.
2.4 Uses polite expressions and vocabulary
when making appointments and
participating in an interview.
2.5 Compares life style, transportation, and
health of cities or towns with grammatical
accuracy.
2.6 Uses be supposed to correctly in
conversations related to seasons and weather.2.7 Discusses current issues in El Salvador
with confidence and correct grammar
structure.
2.8 Successfully scans an article for specific
information.
2.9 Infers meaning of words from differenttexts.
2.10 Identifies main ideas and supporting
information in diverse written texts.
2.11 Uses pre-writing strategies before a
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
31/51
Teaching Portfolio
El Salvador is visited by
many tourists every
year.
Vocabulary:
Seasons and weather:
summer, winter, spring,
fall, cold, hot, rainy,
windy, cool, cloudy,
foggy, dry, and humid.
Country, region,
continent, island,
pupusas, tamales,
truck, bus, taxi, train,
plane.
Useful expressions:
Nice to meet you. Are
you interested in? Are
you willing to.?
Thank you for coming.
Thank you, sir/maam.
Have a seat. Its been a
pleasure. Well be
calling you.
context.
- Scanning a textfor main ideasand supporting
information.Writing
- Using pre-writingstrategies
(making a word map,
developing a focus
and creating an
outline).
- Developing atopic sentenceand supportinginformation.
- Writing adescriptiveparagraph.
writing task.
2.12 Writes descriptive paragraphs around
topic sentences with coherence and clarity.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
32/51
Teaching Portfolio
Unit 3
Feeling Homesick
Objectives:
Interpret oral and written English language related to personal biographical information, family ties,customs, traditions, postal services and telephone conversations by reading and listening to diverse sources
to communicate with others in the target language.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
33/51
Teaching Portfolio
Produce spoken and written language by using acquired vocabulary and structures related to personalbiographical information, family ties, and customs, traditions, postal services and telephone conversations
in order to exchange ideas about the value of family and traditions.
Contents Achievement Indicator
Concepts Procedures Attitudes
3.1 Successfully identifies personal
biographical information in audio sources.
3.2 Clearly recognizes vocabulary related
to family ties in audio sources.
3.3 Identifies and explains the gust of a
telephone conversation with conciseness.
3.4 Succesfully recognizes polite request
in oral conversations
3.5 reports personal biographical
information with grammatical accuracy
3.6 Talks about customs and traditions
with respect, using adequate vocabulary
and grammatical accuracy.
3.7 talks about habits in the past with the
Contents:
- Personal biographicalinformation.
- Family ties- Customs/traditions- Postal services- Telephone
conversations.
Grammar in context:- Yes-no questions with
the present perfect.Have you visitedMexico before?Has she ever traveled?
- Questions with howlongHow long has shebeen away?How long have youlied with yourgrandparents?
- The present perfectwith for and since.
Listening
-identifying personal
biographical
information
- recognizing
vocabulary related to
family ties
- Picking out
vocabulary used to
talk about customs
and traditions
- Identifying the gist
of a telephone
conversation.
- Recognizing polite
request.
Speaking
- Reportingpersonalbiographical
- developing respect
for individual
differences in peers.
- being aware of the
importance of family
ties.
- Showing respect for
the family
- Developing a habit
for writing clearly
and neatly
- Showing
appreciation and
tolerance for cultural
diversity.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
34/51
Teaching Portfolio
Ive been here sinceAugust.Shes been on thephone for two hours.
-
Uses to versus would.We used to celebratethat dayWe would give eachoffer presents
- Can and could forpolite requests.Could I speak toTony?Can I have a stamp for
this letter?- Direct and indirect
objectsIll call my sister nextweekI want to send apostcard to my aunt.
.
Vocabulary:- Nuclear and extended
family members:physical appearanceand personality
- Christmas dinner,holiday desserts:pastrie, candy,
information- Describing
customs andtraditions.
-
Talking abouthabits in thepast
- Making politerequest
Reading
- Scanningspecificpersonal data
- Identifyingunfinishedactions.
- Usingcontextualclues for textcomprehension.
Writing- Writing mail
(letters,postcards,cards.)
- Developing anarrativeparagraph.
correct usage of used to and would
3.8 Carries on a telephone conversations
with confidence and politeness..
3.9 successfully scans a text for a specific
biographical data
3.10 Infers meaning of words with
contextual clues in an article.
3.11 Writes different tyoes of mail with
grammatical accuracy.
3.12 Writes a narrative paragraph with
correct use of tenses and coherence
3.13 Performs written task with neatness
and clarity.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
35/51
Teaching Portfolio
preserves, beverage.- Mail, letter, stamp,
postcard.
Useful expressions:How are you related? My
family used to get together
for Christmas. How much is
a stamp for .? How long
does it take to get there?
Could I speak to? Is
there? Shes not here now.
Do you want to leave a
message? Ill call her
tomorrow. Do you youre
your family? I feel homesick.
SyllabusTOPIC LISTENING SPEAKING READING WRITING LANGUAGE
FOCUSVOCABULARY
Jobs Recognizeinformationrelated tooccupation
Describing jobs Describing andcomparingjobs
Writing jobsdescriptions
Simplepresent.
Jobs.
Interviews Identifyingvocabularyrelated to
Conversationsusing politeexpressions
Look forinformation ina lecture
Writing aninterview
SimplepresentProfession
Politeexpressions
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
36/51
Teaching Portfolio
interviews
Currentissues
dealingwith:Weather-seasons
Avoiddistraction
sound fromaudio
Discussingabout different
seasons andweather.
Identifyingvocabulary in
an magazinearticle
Describe thetypes of
weather andseason
Simplepresent
Comparativeandsuperlatives
Weather andseason
Geography Recognizingareavocabularyand accent
Describingcountries
Look fordifferentmeaning ofwords.
Describe acity aroundthe world
Geographyvocabularyexpression
SlangsIdioms
Regional/local food
Identifyinginformationandkey wordsrelated toregional andlocal food
Interviewingabout foodpreferences.
identifies mainideas andsupportinginformation inmagazines.
Writing amagazinearticle aboutfoodpreferences.
Simplepresent
Food
Transportation
Infer soundsin audio abouttransportation
Talking aboutdifferent meansoftransportation.
Discuss themostconvenientmean of
transportation.
Describemeans oftransportation
Descriptiveadjectives
Means oftransportation
Health Infersmeaning ofwords fromdifferentspeech
Interviewingabout healthhabits.
Identifyinginformationabout healthhabits.
Write a shortdialogueadvising gooddiets.
Simplepresent.
illness
Life style Identifyingcomparatives
Describepersonal and
Discriminatesuperlatives
Write adescriptive
Comparativesand
Lifestyles.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
37/51
Teaching Portfolio
andsuperlatives
friendslifestyles.
andcomparative inreadings.
shortparagraph
superlatives
Be
supposedto
Recognizingthe reducedsound of besupposed to.
Discusscostumes.
Inferringmeanings ofwords from thecontext
Write anarrativeparagraphreferring topast costumes.
Simple past Clothes costumesand habits.
Passivevoice inpresenttense
Recognizepassive voicein speech.
Using indirectspeech to talkabout habits.
Recognizepassive voice inreadings
Writes topicsentences andsupportinginformation.
Passive voice.Past participleverbs
Passive voice.
UNIT 3
Personalbiographicalinformation
Identifyingpersonalbiographicalinformation
Discusspersonalinformation.
Look forspecificbiographicaldata in forms.
Write legalforms
Simplepresent
Personalinformation
Familyties(adjectives)decryption
s
Recognizingvocabularyrelated tofamily ties.
Describingfamily ties
Recognizefamilyinformation inshort
paragraph.
Writedescriptionsabout familyties.
Descriptiveadjectives
Family members.
Customsandtraditions
Recognizeslangs andvocabulary indifferentregions.
Describingcustoms andtraditions.
Comparedifferenttraditions inyour country.
A blogposting
Simple past. Religious.Popular traditionLocal customs
Postalservices
People talkingabout the
Discussingabout postal
Reading aboutthe different
Writing lettersto friends.
Simple past.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
38/51
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
39/51
Teaching Portfolio
from the audio object
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
40/51
OutlineDATE TOPIC ACTIVITYUNIT #2 My country
10March Jobs Role play for jobs/ Description of jobs13 March Interviews Perform a job interview17 March Weather-seasons Written description about the weather20 March Geography Drawing of a world map
24 March Regional/ local food Built a magazine promoting the regionaland local food
27 March Health Write a full diet and procedures for beinghealthy.
31 March Transportation Debate about the means of transportation.3 April Lifestyle. Description of present lifestyle7 April Be supposed to Written description of past habits.
UNIT # 3 Feeling Homesick10 April Personal biographicalinformation
Sign up for a club.
14 April Family ties Written description about family members17 April Customs and traditions Create a post in a blog about customs and
traditions.5 may Postal services Write a letter to a friend abroad.8 May Telephone
conversationsRole play a telephone conversation.
12 May Yes- no questions withpresent perfect
Do a survey to the classmates aboutdifferent customs.
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
41/51
LESSON PLAN
TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH UNIT: 3 DATE: 5/12TH/ 2014 TIME: 45
MIN
TOPIC WARM-UP
LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE ACTIVITIES FOR PRODUCTION WRAP-UP TIMING RESOURCES
Yes noquestions
with
present
perfect
Find someone
who.
Ss are going
to use a list
given by the
teacher to ask
other students
a question
using the
structure:
Have youever
To ask peopleif they have
ever done
something.
Have you everGrammar activity:
T is going to explain to ss the uses of thepresent perfect and set some examples.
Speaking activity:
Ss will make couples and without the use
of the list, ask their classmates questions
using have you ever. And answering yes
or no.
Ss will write some sentences using
present perfect
Ss will write
down a smalldialogue
using the
sentences they
made before
but making
sense.
15 min
10 min
15 min
Dictionary
CopiesPictures
Marker
OBSERVATIONS:____________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________
_
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
Tel. (503) 2627-0222
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
42/51
Teaching Portfolio
LESSON PLAN
TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH UNIT: 3 DATE:5/12TH/ 2014 TIME: 45
MIN
TOPIC WARM-UP
LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE ACTIVITIES FOR PRODUCTION WRAP-UP TIMING RESOURCES
Yes no
questions
with
present
perfect
Students will
present the
conversations
they made
from last class
in front of
everyone
To recall
information
about last
class
Have you
Have you
ever
Yes I have
No I havent
Reading activity:
T presents some conversations that
include the use of present perfect,
students will read aloud.
Listening activity:
Students will hear an audio about what
they have read aloud.
T will replay the audio and students will
try to write down as much as they can
Students will
reproduce as
much as they
can by making
short
conversations
using the
structure.
15 min
15 min
10 min
Dictionary
Copies
Pictures
Marker
OBSERVATIONS:____________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________
_
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
Tel. 503 2627-0222
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
43/51
Teaching Portfolio
LESSON PLAN
TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH UNIT: 3 DATE: 5/15TH/ 2014 TIME: 45
MIN
TOPIC WARM-UP
LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE ACTIVITIES FOR PRODUCTION WRAP-UP TIMING RESOURCES
Questions
with how
long
Teacher will
present the
song
(otherside) by
the red hot
chilli peppers,
students will
sing along
To ask how
long someone
has done
something
How long have
you
For
since
Reading activity:
T presents the diferent uses of the
structure how long to make questions
and give answers.
writing activity:
Students will write some questions using
howl long and make some posters to put
on the walls.
Students will
share the
posters they
have made
with the class
by reading
them to their
classmates
and showing
them off.
15 min
30 min
Dictionary
Copies
Pictures
Marker
OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
44/51
Teaching Portfolio
LESSON PLAN
TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH UNIT: 3 DATE: 5/15TH/ 2014 TIME: 45
MIN
TOPIC WARM-UP
LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE ACTIVITIES FOR PRODUCTION WRAP-UP TIMING RESOURCES
Questions
with how
long
Teacher will
play how
long
hangman, by
placing a
sentence
using how
long and
students
guess letter
by letter
To ask
question
regarding
how much
time people
have done
something
Have you
Have you
ever
Yes I have
No I havent
Listening activity:
T present a worksheet to the students,
then play an audio, students will
complete the worksheet according to
what they listen to in the audio.
speaking activity:
Students will be given a role, they will
practice what they can ask for that role.
Role Play
Students will
role-play their
roles, using
have you ever
questions in
pairs in front
of the class.
15 min
15 min
10 min
Dictionary
Copies
Pictures
Marker
OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
45/51
Teaching Portfolio
LESSON PLAN
TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH UNIT: 3 DATE: 5/19TH/ 2014 TIME: 45 MIN
TOPIC WARM-UP
LESSON
OBJECTIVES
LANGUAGE &
STRUCTURE
ACTIVITIES FOR
PRODUCTION WRAP-UP TIMING RESOURCES
Present
perfect
with for
and since
The teacher gives a
word and asks a
student to spell it,and then a second
student should say a
word beginning with
the last letter of the
word given. The
game continues until
someone makes a
mistake, that is, to
pronounce the word
incorrectly, misspell
it or come up with a
word that has been
said already, then
he/she is out.
To express
how long they
have been
doing
something
I have beenworking for
I have been
working since
I havent yet-
speaking activity:
Teacher will ask questions
regarding job opportunities in
their city. Is it easy to get a job?
What sre the most important
factors to get a job?
.
Reading activity:
Ss will read the information
about the photographers and
the DJ.
Then teacher will present the
uses of present perfect + for or
since. Later present perfect +
yet.
Students will
take as
homework to
bring 10
sentences
using each
structure
15 min
15 min
10 min
Dictionary
Copies
Pictures
Marker
OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
46/51
Teaching Portfolio
LESSON PLAN
TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH UNIT: 3 DATE: 5/19TH/ 2014 TIME: 45 MIN
TOPIC WARM-UP
LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE ACTIVITIES FOR PRODUCTION WRAP-UP TIMING RESOURCES
Present
perfect
with for
and since
Students will
read the
sentences
they brought
as homework
aloud.
To express since
when they have
been doing
something
Have you
Have you
ever
Yes I have
No I havent
writing activity:
T will hand out some worksheets and
students will complete according to what
they did in the homework, if they didnt
do the homework they are in trouble.
Listening activity:
Students will hear an audio about worker
and how long and since when they have
been working, students will write likedictation
Students will
compare the
answers of the
dictation with
each other, the
teacher will
present the
text so they ca
check the
answer.
15 min
15 min
10 min
Dictionary
Copies
Pictures
Marker
OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
47/51
Teaching Portfolio
LESSON PLAN
TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH UNIT: 3 DATE: 5/22ND/ 2014 TIME: 45 MIN
TOPIC WARM-UP
LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE ACTIVITIES FOR PRODUCTION WRAP-UP TIMING RESOURCES
Used to
Versus
would
Will present
some power
point slides
with images
of what he
used to do
when he was
young
To express
the things
they used to
do but not
any more
I used to
We used to
They used to
Listening activity:
Students will listen to a conversation and
complete the worksheet about things the
people used to do.
Writing activity:
Students will write about the things that
they did when they were in school, that
they dont do anymore.
T will present the lyrics of the song
somebody that I used to know
students will only listen and read
Students will
sing
somebody
that I used to
know
15 min
15 min
10 min
Dictionary
Copies
Pictures
Marker
Laptop
OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
48/51
Teaching Portfolio
LESSON PLAN
TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH UNIT: 3 DATE: 5/22ND/ 2014 TIME: 45 MIN
TOPIC WARM-UP
LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE ACTIVITIES FOR PRODUCTION WRAP-UP TIMING RESOURCES
Used to
Versus
would
Students will
sing
somebody
that I used to
know in
karaoke this
time only
their vices
To express
the thing they
would like to
do
I would like to
I would have
I wouldnt like
to
Reading activity:
T presents a short reading about the
wishes of one person to do in the futures.
Students will answer the questions
regarding the reading
Writing: students will make a list of thing
they would like to do when they
graduate.
Speaking activity:
Students will share with their neighbor
the things they would like to do when
they graduate.
Students will
be chosen
randomly to
pass to the
front and
present what
they would
like to do in
the future
15 min
15 min
10 min
Dictionary
Copies
Pictures
Marker
OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
49/51
Teaching Portfolio
LESSON PLAN
TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH UNIT: 3 DATE: 5/28TH/ 2014 TIME: 45 MIN
TOPIC WARM-UP
LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE ACTIVITIES FOR PRODUCTION WRAP-UP TIMING RESOURCES
Direct and
indirect
object
The cookie
Student will
learn and sing
the cookie
song, which
makes
reference to
direct object
To able to
express what
happened
with direct
objects
I repaired
I worked
I loved .
Reading activity:
T will hand out a worksheet for students
to complete without explaining anything.
If students can complete it they will tell
the teacher what is direct object function
if not, T will explain.
writing activity:
Students will write about the things they
did during the week.
Students will compare their answers and
check for any mistakes
Students will
be asked to
create an
dairy of the
activities they
do every day
15 min
15 min
10 min
Dictionary
Copies
Pictures
Marker
OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
50/51
Teaching Portfolio
LESSON PLAN
TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH UNIT: 3 DATE: 5/28TH/ 2014 TIME: 45 MIN
TOPIC WARM-UP
LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE ACTIVITIES FOR PRODUCTION WRAP-UP TIMING RESOURCES
Direct and
Indirect
object
Students will
play who
stole the
cookie jar by
blaming
another
student, this
will help
understand
indirect
objects
To express to
whom an
action was
done by
They sent him
He wrote..
They went
Reading activity:
Students will switch dairies, and read
each others diaries silently.
Writing activity:
Students will what their classmates did
according to their diaries on a note they
will add to the diaries
Students will
pass to the
front of the
class to say
what their
classmates did
according to
the diary
15 min
15 min
10 min
Dictionary
Copies
Pictures
Marker
OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
-
8/12/2019 Complete TP Marvin Montoya_Teaching Portfolio.docx
51/51
Teaching Portfolio
Training Evidence