Asmel Castro Rivas &Teaching Portfolio

8/12/2019 Asmel Castro Rivas &Teaching Portfolio

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Teaching Portfolio

The importance of teaching Portfolio

01/03/2014

Herson Asmel Castro Rivas


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My Teaching Portfolio

Herson Asmel Castro Rivas

Teaching Practice

IX Semester

Professor: Elmer Jorge Guardado


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Index

Introduction 8

What is a Teaching Portfolio? ..............................................................8

Self - Evaluation and Reflection..8

Why do I need a Teaching Portfolio? .....................................................9

How should I structure my Teaching Portfolio? .9

Teaching Responsibilities10

Statement of Teaching Philosophy.12

Teaching Methodology, Strategies, Objectives....13

Description of Course Material (Syllabi, Handouts, and Assignments)15

Efforts to Improve Teaching40

Student Ratings on Diagnostic Questions..41

Products of Teaching (Evidence of Student Learning)43

Teaching Goals: Short- and Long Term.44

References... 45

Appendices .46


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PREPARING AND PRESENTING A TEACHIN G PORTFOLIO

When Preparing a Teaching Portfolio taking into account the followingcomponents of the Portfolio:

a) Introduction

b) What is a Teaching Portfolio?

c) Self - Evaluation and Reflection

d) Why do I need a Teaching Portfolio?

e) How should I structure my Teaching Portfolio?

f) Teaching Responsibilities

g) Statement of Teaching Philosophy

h) Teaching Methodology, Strategies, Objectives

i) Description of Course Material (Syllabi, Handouts, Assignments)

j) Efforts to Improve Teaching

Conferences/Workshops Attended

Curricular Re visions

nnovations in Teaching

k) Student Ratings on Diagnostic Questions

l) Products of Teaching (Evidence of Student Learning)

m) Teaching Goals: Short- and Long Term

n) Appendices


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Introduction

The importance of the teaching portfolio, for teachers it is important to create ateaching portfolio which give them feedback about what they had done in the past inorder to improve their practices, because of that here you have my own teaching

portfolio which I built during my practice in forty hours, this teaching portfolio containsall I had done in my practice but also best describe how the teaching portfolio isstructured; first, this portfolio describe what teaching portfolio mean and theimportance of it as well how should you structured the teaching portfolio, secondly, Ihave reflected on my own teaching practice, what I have reflected about this harderwork it is included in this portfolio because it is a part of my own practice experienced.Furthermore, this portfolio contains the teaching responsibilities when practice becauseteachers are models to follow and that is why teacher have to be able to manage everyeducational situation in this process because it is their own responsibility to transmitknowledge. Finally my teaching portfolio is my evidence about all I have done because

support everything what I did in practice like the program, the planning of forty hoursin my practice and also the lesson plans which are the head of every class.

In addiction, this portfolio it is the evidence of the practice I had done, andsupported my own teaching practices where I lay off my teaching goals to be achievedat the end of the practice in a short as well in a long term. Besides the goals, I have theefforts to improve my practice based in my teaching portfolio because there I will findwhat I need to do in order to be effective and efficient in teaching.

.

What is a Teaching Portfolio?A teaching portfolio (or dossier) is a collection of materials that represent your

teaching and your students' learning. Portfolios are structured deliberately to highlightparticular aspects of teaching and learning they are not exhaustive collections ofteaching artifacts and memorabilia. Ideally, a portfolio describes and documents yourapproach to teaching by combining reflective descriptions with evidence of specificinstructional strategies and measures of effectiveness in a way that represents yourteaching's intellectual substance and complexity. (kill, 2008).The importance of teachingportfolio; it is for teacher to built up their own teaching portfolio because this document

reflect what teacher have done, what goals have they achieved within the teachingprocess but, the other side of the coin, the teaching portfolio reflect what teacher need toimprove in the teaching process, the way they teach as well as recognized whatactivities, strategies, and methodology best work in the classroom and also which ofthat activities do not work well in the classroom because a portfolio is a compilation ofdocuments with information that provided teachers a brief description about their on


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performances in the classroom. For instance, we teacher need to create a teachingportfolio in order to know what we have done in past, whether we teacher need tochange methodology and even the techniques and strategies in order to be effective as ateacher.

Self - Evaluation and Reflection TPI have reflected in my teaching practice that I have done in forty hours and I

came up whit my own reflection and I can grade myself whit my experience that Iacquired during that time. I see teaching from a different perspective because what I seeit is two forces involved in it; knowledge and ignorance where the teacher has theknowledge and the student the ignorance but both of them are important in theteaching process and as a teacher we are the one who have the knowledge and the bestway to fight the ignorance of students it is the knowledge of the teacher, that is why theteacher has to be a consumer of knowledge in order to transmit good things to our

students. I can say teaching is not easy as I thought it was because of that I evaluatedmy own teaching practice and I conclude that I have to improved a lot of thing in mylesson because in order to move things forward it is to be innovated, maybe there in theclassroom is not any technological instruments to use but I have be in search how can Iimplement a good strategy which call the students attentions as well the motivation forlearn English.

In addition, I have learned many interesting thing how to improve teaching byusing the technology and active learning in the classroom because students best learnwhen they are in touch with the language and also with the interaction whit the wholeclass and I know that I need to change the way they had been taught in pass because Ihave to be in advanced with the used of the technology and as I mentioned before wehave the knowledge to combat the students ignorance and make them change inbehavior and perception of life.

Why do I need a Teaching Portfolio?A teaching portfolio can be used for two important purposes. Firstly, it is a

summative statement of what you have achieved, that is, a document that presents yourteaching achievements. This information will be necessary when you apply for newpositions, probation and promotion or when applying for grants, consultancies or

teaching awards. Secondly, a teaching portfolio can be used as part of the formativeassessment of my own performance, that is, to reflect on what you are trying to achieveand how you might improve upon it. A well balanced teaching portfolio statement willincorporate both summative and formative analysis of your learning and teachingactivities.- Self-evaluation, reflection and improvement


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-Fostering discussion about teaching

-Evidence of work quality (Clifton, 2005)

A teaching portfolio is an essential part of your professional development. It is a

document that records your achievements, allows you to reflect on your teaching andsupports your applications for tenure and promotion. A teaching portfolio is a livingdocument; it will change over time as you evaluate your teaching, reflect and act on theresults, and develop different approaches to teaching process.

The portfolio is usually written as a scholarly reflection of your teaching and theprinciples that you have used to inform your approach to academic work. Thedocument will highlight any changes you have made to your teaching on the basis ofreading the educational work, student and peer evaluations, research you haveconducted on learning and teaching and participation in professional development

programs. It is quite acceptable to reflect on teaching activities that did not have thedesired effect of improving student learning, as well as those activities that weresuccessful. Portfolios usually develop in stages, from the collection of information, toexploring new methods of teaching through to scholarly reflection and informed action.

How should I structure my Teaching Portfolio?The structure of your teaching portfolio might differ significantly depending

upon the purpose for which you intend to use it. In some circumstances the structure ofyour portfolio might be dictated by institutional policy. You should also structure yourportfolio to highlight what you consider to be your relative strengths in teaching and

learning. If you have been heavily involved in scholarship and research into yourteaching and used the results to be innovative in the course or curricula design or in theway you prepared material, because of that when creating a teaching portfolio it has toinclude the following parts:

Your philosophy on teaching and learning: What you as a teacher belief inteaching process, how do you perceive the environment and how are youdealing with your teaching style.

Documentation for current teaching practices, self-reflection on currentpractices and plans for future improvement: one you have started withyour own teaching portfolio the documentation will provide the teachingperformance, and reflection about the last practice as well as futureimprovement into the teaching style.

Evidence of your performance as a teacher: that is why, the importance ofa teaching portfolio because it is a self reflection about what you as a


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teacher have done, what you should change and how to improve the wayyou teach in real practice.

Teaching Responsibilities

Teaching responsibilities or teaching role is very important when creating ateaching portfolio because it assumes the role of the teacher in past practices, but alsodescribe how teacher illustrated their responsibilities in practical life, how teacherhelped student in the learning process, how teacher managed with problems in theclassroom and so on. So, that means teacher responsibilities involved teacherpreparedness, confidence, materials which provide their progress and responsibilitiesduring the course.

Teaching responsibilities In the Classroom Out of the classroom

To achieve teaching goals The teaching responsibilities

inside of the classroom isvery important to take intoaccount what the goal is inorder to emphasized thelearning process in the mainpurpose of the course, thenthe teaching portfolio willillustrate how you as ateacher had achieve yourgoals, your responsibilitiesas a teacher within the class

The teaching responsibilities is not

only inside of the classroombecause as a teacher you areresponsible of student progress, ifstudents applied what they havebeen learning in class in order tohelp you as a teacher toaccomplished with the goals ofthe course, so that the teachingrole in this case is working outsideof the classroom too.

To give instructions In order to make an effectiveclass, we teacher areresponsible of giving rightinstructions about thecoming activities, givestudents materials todevelop in the classroom aswell as keeping themworking but they need tofollow a series of

instructions given by theinstructor in order to achievethe main goal of that kind ofactivities.

The reinforcement outside of theclassroom when giving striationswill lead students to make a goodjob and also to learn somethingnew, so that the responsibilities isa listed of materials whichillustrated the teachingperformance when they helpstudents to get into the learningprocess.

Teat every student with respectin the classroom

One of the most importantfact when teaching is treat

Now, As teacher we have torespect students learning style,


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every student with respectbecause in that way we aregrowing together as awhole group, with a goodenvironment as well as

good relationship inside ofthe classroom. So, thatmean to be effective whenwe teacher developed aseries of activities in orderto emphasized the learningprocess

differences among them becauseif we want to be effective teacherwe need to create a good teacher-student relationship within theclassroom as well as outside of

the classroom.

To give prompt and feedback The role of teacher as guideof the learning process takean important part of the

teaching process becauseteacher has theresponsibility to engagestudent to learn and also ifthere is a presence ofthought about many thingthat students have notunderstand the teacher isone who responded to thestudents demand by giving

them a prompt or feedbackabout the topic.

In addition, the feedback ofmisunderstood things not onlytake a place inside of the

classroom, teacher as you knowwe are responsible of creatingand molding life, because of thatthe reinforce of the class goesdeep because if students needreinforce it is the teachingresponsibility to give them anextra class in order to make themclear about what the topic talkabout, in this way we contribute

with the learning cycle process.

Statement of Teaching PhilosophyA 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 yourstudents. The statement should highlight how and why you adopt certain approachesto teaching to achieve these objectives. There are many ways to structure a teachingstatement, but effective statements generally combine elements that are descriptive,analytical, and empirical.

Questions to consider when creating a philosophy statement: Why do you teach?Or why do you teach your specific subject? What are your goals as a teacher? What doyou want students to learn from your classes? What are some specific examples of howyou encourage this type of learning? What particular challenges to your students face?What particular strategies do you use in your classroom to help students overcome


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those challenges? -How do you address issues of diversity in the classroom? How doyou use technology in your teaching? How have you helped people in other learningsituations (e.g., tutoring, advising, mentoring a new colleague, coaching, leading aproject team, working with patients or clients, etc.)? How are teaching and learning inthese situations similar to classroom interaction and how are they different? Because of

that, I have listed at least of belief according to my expectation as a teacher and alsowhat I think will help me in my teaching practice.

I believe in treating all students with respectThis thing influence the learningprocess because of the environment is very important when we are teaching differentstudents.

I believe in treating students equally. This also implies that I will treat studentsdifferently according to their needs, so I will give my students every opportunity tosucceed on their own terms

I believe in fairness Whether this show through the implementation ofclassroom management techniques or in grading methods, all students will be treatedfairly

I believe in making learning meaningful to my students. Because if studentsdont learn the way I teach, I have to teach them in the way they learn.

I believe in getting to know my students - strengths, weaknesses, likes,dislikes - as best I can, so that I might help them to grow up together in this learningprocess but also succeed as a whole group.

I believe in group workThis is the best way of learning because students learnbest by interaction whit each other, sharing ideas, feeling, and so on.

Teaching Methodology, Strategies, ObjectivesWhen creating a teaching portfolio it is important to take into account the

teachers methodology, strategies, and objectives of the lesson because this things haveto be included in the teaching portfolio. Firstly, the kind of methodology that teacherused in classroom, whether teachers have used the right methods, the right strategies

and even if the lesson properly arrived at the main goal of the approach it has to beattached at the teaching portfolio. However, the methodology consist of a series ofmethod used within the lesson, I meant if teachers have applied the right method butalso if they have arrived at the main goals of its method, all in all, the methodology inthe teaching portfolio will help teachers how to improved what they have done in last


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However, in despite of the communicative approach and also based in MINEDprogram its little hard or maybe easy to find up the appropriately methodology to usein this program because as many teaching practice as experimented teacher know whatto use and how to use in a lesson. The methodology is a mixed of method to use inorder to establish a good learning process, its a series of method, materials, principles,

activities, and all those things which are involve in it. In my own, the rightmethodology is that one, which facilitates students interaction between them, teacherstudent in classroom. The whole activities that I will use it have to be focus in thecommunicative approach, the techniques, and methods have to be dealing with thecompetences that I need to develop. The MINED program figured out a least of unit todevelop during the whole process of learning there is a guide whit its objectives to gainat the end of the course but, its up to the teacher how to apply the program as well ashow accomplish with the main goal of the approach and its objectives.

On the other hand, we need to consider what method will work whit the

previews unit or topic to be develop in the classroom, if there the needed of use audio-lingual method, direct method, TPR which involve interaction in order to understandthe language and its meaning, Silent way, and all the methods which lead us as ateacher how to give instructions, develop of the lesson, and also what kind of strategiesto use in the lesson according to the method that I will use it, now if my class iscompletely of smart students or event specials case with a low learning I have toinclude the best methods in the methodology which best appeal whit that kind ofstudent in my classroom. Because of the method it is a series of step which lead us toaccomplished a specific things in this case the appropriately mixed of method willguide me how to treat or manage with different learning style as well as different

learning purpose within the teaching practice. And finally, to conclude whit this part Ican say that the right method it has to do with the kind of activities and strategies that Iwill use in the lesson, depend on the unit requirement the proper method and principleto use it in the lesson.

Once we have the specific method or even a mixed of method is easy to identifythe importance of the strategies and techniques to use within the lesson because themethod gave us the step, tools, and principle about the coming activities, the methodslead us how to do the activities and what kind of strategies and techniques would mostlikely with our students and also the program too. I realized about the importance ofthe good strategies when teaching because according to my methodology, a blended of

method describe the proper way to teach. I cannot teach without methods, withoutstrategies and techniques because I will lost in the procedure, otherwise I will beteaching in a wrong way because I will be doing anything else but not teaching, thatsway I will lead my TP by following the appropriate methodology, my own principles,my on teaching style and finally I will be always in search about what to do next, ifthere is the needed of reinforcement and finally try to engage student to work in


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collaboration with the right kind of strategies which energized the learningenvironment through the collaboration in the classroom. In short, the right method, theright strategies and techniques I will use in the lesson.

Description of Course Material (Syllabi, Handouts, Assignments)Teaching practice, this job supported 40 hours of teaching practices and its

contains all the resources which deal with teaching process like the program, planning,syllabus, outline, and also lessons to performed in active classroom. Recently I havedesign 40 hour to be in practice and I carefully design my teaching practice whichinvolved the MINED program, so that, I took this program in order to develop mypractice focused in the requirement to reach of the government, en also based on that Idesign my syllabus using the Mined program because the Syllabus is a summary

outline of a discourse, treatise, or course of study or of examination requirements(Merrian Webster, 2014) and also another definition of Syllabus for Language learningthe syllabus it is simply a framework within which activities can be carry out: ateaching device to facilitated learning (Nunan, 2002) . Because the syllabus containsthe things to be learn at the end of the unit, then it is the planning how do 40 hourspractice are divided in time to covered whiting the practice and I completely design myplan in order to divided time in topics development.


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I. PROGRAM UNIT 2- MY COUNTRYContents Achievement Indicator

Concepts Procedures Attitudes

2.1 Successfully identify specific informationand key words related to job interviews.

2.2 Recognizes and correctly reproduces thereduced sound of be supposed to.

2.3 Discriminates comparative andsuperlative forms of adjectives in diverseaudio material.

2.4 Compares life style, transportation, andHealth of cities or towns with grammaticalaccuracy.

Contents:

Job/interview Current issues

dealing with:

weather,

geography,

local/regional

food,

transportations,

health, life style

Grammar in

context:

comparative andsuperlative of

adjectives

-San Salvador is

hotterand more humid

thanChalatenango.

-The cheapest

Listening

Identifyinginformation and keywords related to jobinterviews.

Recognizingthe reduced sound ofbe supposed to.

Identifyingcomparatives andsuperlatives indifferent sources.

Speaking

Using politeexpressions andvocabulary ininterviews.

Showing interest

in developing listeningskills.

Being tolerantand patient duringcommunicationbreakdowns.

Showingtolerance topronunciation andsyntax mistakes.

Being courteouswhile conversing withpeers and adults.

Performing oraland written tasks withconfidence.

Doing research


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means of transportation Describingand comparingplaces.

Talkingabout traditions andlife styles.

Talkingabout differentmeans oftransportation.

Talkingabout seasons andweather

Reading

Scanning anarticle for specificvocabulary andexpressions.

Inferringmeanings of wordsfrom the context.

work with interest andenthusiasm.

Workingcooperatively with peersor work teams insideand outside theclassroom.

Valuing theimportance of knowingthe history and folkloreof El Salvador.

Applyingorganizational skills inacademic tasks.

Acquiring thehabit of writing withclarity and neatness

2.5 Uses be supposed to correctly inconversations related to seasons and weather.

2.6 Discusses current issues in El Salvadorwith confidence and correct grammarstructure.

2.7 Successfully scans an article for specificinformation.

2.8 Infers meaning of words from differenttexts.

2.9 Identifies main ideas and supportinginformation in diverse written texts.

2.10 Uses pre-writing strategies before awriting task.

2.11 Uses pre-writing strategies before a

Be supposedto

- December issupposed to be cool.

- Youresupposed to wearwarm clothes inwinter.

Passive voicein the present

tense

-Pupusas aremade with corn flour.

- El Salvador is


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visited by manytourists every year.

Vocabulary

Seasons andweather:

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 meetyou. Are youinterested in? Areyou willing to.?Thank you for coming.Thank you, sir/

Scanning atext for main ideasand supportinginformation.

Writing

Using pre-

writing strategies

(Making aword map,developing a focusand creating anoutline).

Developing atopic sentence andsupportinginformation.

Writing adescriptiveparagraph

writing task.

2.12 Writes descriptive paragraphs aroundtopic sentences with coherence and clarity.


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INIT 3-FEELING HOMESICK

Contents Achievement Indicator

Concepts Procedures Attitudes 3.1 Successfully identifies personalbiographical information in audio sources.

3.2 Clearly recognizes vocabularyrelated to family ties in audio sources.

3.3 Identifies and explains the gist of atelephone conversation with conciseness.

3.4 Successfully recognizes politerequests in oral conversations.

3.5 Reports personal biographicalinformation with grammatical accuracy.

3.6 Talks about customs and traditionswith respect, using adequate vocabulary and

Contents:

Personal

biographical

informatio

n

Family ties

Customs/tradit

ions

Postal services

Telephone

conversations

Grammar in

context:

Yes-no

questions with the

Listening

Identifying

personalbiographicalinformation.

Recognizingvocabulary related tofamily ties.

Picking outvocabulary used

to talk aboutcustoms andtraditions.

Identifyingthe gist of atelephoneconversation.

Recognizing

Developingrespect for individualdifferences in peers.

Being aware ofthe importance of familyties.

Showing respectfor the family.

Developing ahabit for reading.

Developing ahabit for writing clearlyand neatly.

Showingappreciation and

tolerance forcultural diversity


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present perfect

- Have you

visited Mexico before?

- Has she ever

traveled?

Questions with

how long

- How long has

she been away?

- How long have

you lived with your

grandparents?

The present

perfect with for andsince

Ive beenhere

since August.

- Shes been on

the phone for two

polite requests.

Speaking

Reportingpersonalbiographicalinformation.

Describingcustoms andtraditions.

Talkingabout habits in thepast.

Makingpolite requests.

Reading

Scanning forspecific personaldata.

Identifyingunfinished actions.

Using

grammatical accuracy.

3.7 Talks about habits in the past withthe correct usage of used to and would.

3.8 Carries on a telephone conversation

with confidence and politeness.

3.9 Successfully scans a text for specificbiographical data.

3.10 Infers meanings of words withcontextual clues in an article.

3.11 Writes different types of mail withgrammatical accuracy.

3.12 Writes a narrative paragraph withcorrect use of tenses and coherence.


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hours.

Used to versus

would

- We used to

celebrate that day.

- We would give

each other presents.

Canand could

for polite

requests

- Could I speak

to Tony?

- Can I have a

stamp for this letter?

Direct and

indirect objects

- Ill call my

contextual clues fortext comprehension.

Writing

Writing mail(letters, postcards,cards.)

Developing anarrative paragraph.

3.13 Performs written tasks withneatness and

Clarity


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sister next week.

- I want to send

a postcard to my aunt.

Vocabulary:

Nuclear andextended family

members:

physical appearance

and personality

Christmas

dinner, holiday

desserts: pastries,

candy,

preserves,

beverages

Mail, letter,

stamp, postcard

(MINED, 2011)


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II. SYLLABUS

UNIT Grammar Vocabulary Reading

2- My

country

-Comparative and

superlative of adjectives

-Be supposed to

-Passive voice in

the present tense

-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.

-Scan an article to find specific

words relates to the weather.

Scanning an article for specificvocabulary and expressions.

-Inferring meanings of words

from the context.

-Scanning a text for main ideas

and supporting information

3- Feeling

homesick

-Yes-no questions

with the present perfect

-Questions withhow long

-The present

perfect with for and since

- Used to versus

-Nuclear and

extended family

members: physicalappearance and personality

-Christmas dinner,

holiday

desserts: pastries,

-Scanning for specific personal

data.

-Identifying unfinished actions.

-Using contextual clues for text

comprehension.


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would

-Can and could for

polite requests

-Direct and

indirect objects

candy,

preserves, beverages

-Mail, letter, stamp,

postcard

Speaking Listening Writing Pronunciation

-Using polite

expressions and

vocabulary in

interviews.

-Talking about

seasons and weather.

-Describing andcomparing places.

-Talking about

traditions and

life style

-Identifying

information and key words

related to job interviews

-Recognizing the

reduced

sound of be supposed

to

-Identifying

comparatives

and superlatives in

different

Writing a descriptive

Paragraph: a shortparagraph description usingadjectives: comparative andsuperlative

-ed endings:

/d/, /t/ and /d/


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sources

-Reportingpersonal biographicalinformation.

-Describing

customs andtraditions.

-Introducingyourself

-Talking abouthabits in the past.

-Identifying personalbiographical information.

-Recognizingvocabulary related to family

ties.

-Phone conversationpeople introducingthemselves talking aboutlanguages and countries itscustoms.

-Writing mail cards

-Developing a narrativeparagraph.

Would /wud/


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ISTITUTO NACIONAL DE EL TRANSITO (INDET)

EL TRANSITO SAN MIGUEL

ENGLISH: 1 R AO Tcnico Vocacional A

PRACTICE: HERSON ASMEL CASTRO RIVAS

OUTLINE OF THE PRACTICE (40 HOURS)

UNIT TWO

Performing oral and written tasks with confidence about interview jobs inpairs.

Oral presentation about Current issues dealing with: weather, geography,local/regional food, transportation, health, life style

Doing research about the importance of knowing the history and folklore ofEl Salvador (presenting into the classroom in group of 5)

Description of Seasons and weather in other regions of the country and alsoother countries.

Written Exam 1UNIT THREE

Paper write a personal autobiography (reporting personal biographicalinformation)

Custom and traditions, oral presentation( group of four)

Direct and Indirect object written evaluation Writing mail request (letters, postcards, cards using polite word )

Written Exam 2FINAL ASSIGMENT: Singing For a Grade


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IV-PLANING

DESCRIPTIVES SUMMARIZE OF ACTIVITIES TO DEVELOP IN 40 HOURS OF TEACHING PRACTICE I 2014.

MONTHS ACTIVITIES APRIL MAY JUNE

WEEKS

5 1 2 3 4 5 1 2 3 4 5 1 2 3 4

5

1-Job/interviewh2

2-Current issues dealing with: weather,

geography, local/regional food, transportations,

health, and life style.2h

3-Comparative and superlative of adjectives2h

4-Be supposed toh1

5-Passive voice in the present Tense2h

6- Seasons and weather: summer, winter,spring, fall, cold, hot, rainy, windy, cool, cloudy,


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foggy, dry, and humid. 3h

7- Country, region, continent, island, pupusas,tamales, truck, bus, taxi, train, plane.

8- Nice to meet you. Are you interested in?

Are you willing to.? Thank you for coming. 5h

1

H

9- Personal biographical information.

10-Family ties

11-Customs/traditions

3h

12-Postal services

13-Telephone conversations 5h

14-Yes-no questions with the present perfect

- Have you visited Mexico before? - Has she

ever traveled?


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Lesson Plan

15- Questions with how long3h16- The present perfect with for and since

Ive been here since August

17- Used to versus would

- We used to celebrate that day

- We would give each other presents5h

18- Can and could for polite

requests

- Could I speak to Tony?

- Can I have a stamp for this letter?


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Instituto Nacional De El Transito

Ciudad El trnsito, San Miguel

1 ave Calle Poniente, Barrio San Carlos Tel:2616-2166

Teachers name: Herson Asmel Castro Rivas Date: March 25th, 2014 Time: 90min

Grade:1 ao Tcnico Vocacional Section: A Unit:2

Unit: 2 My Country LESSON PLAN

Topic Objectives Warm-upactivity

LanguageStructures

Activities for production Wrap-upactivity

Timing Resoes

Jobs/interviews

Student willbe able toidentifyinginformationand keywords relatedto jobinterviews.

Show to thestudent theimportance ofwell dress in job,for instance theteacher will showhimselfdisordered when

entering inclassroom, thenask student forexpectation of thesubject. Andcontrasting whatwas their thoughbecause of codedress.

-SimplePresent

-T provided the vocabulary about interviewjobs.

-SS repeat after the teacher the new wordsrelated to jobs interview.

-T provides an article about interviews case inour country.

-SS read the article and scan new words relatedto job interviews.

-SS after reading they have to identify the keypoints in order to get the job in an interview.

-T is the audience now and helps students topronounce the word.

Have studentseat in aroundtable and readone jobinterview caseand make themto find themistake why the

personinterviewed didnot get the job.

15 min

20 min

40 min

15min

Boar

Mar

Pape


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Teachers name: Herson Asmel Castro Rivas Date: March 28th, 2014 Time: 90min

Grade:1 ao tcnico vocacional Section: A Unit:2


opic Objectives Warm-upactivity

LanguageStructures

Activities for production Wrap-upactivity

Timing

Rece

b/terviews

Use the jobinterviewvocabularyandsuggestionsproperly inaninterview.

Clap the circle

Have studentsstand in circle inorder to preparethe evaluation andthen ask them aquick questionsabout what theyare going to dotogether and whatelement they willapply in thecomingpresentation.

Simplepresent

T- Give the indication to be evaluated in the jobinterview simulation.

Ss-Listen carefully the indication to be follow inthe job interview simulation.

Ss- Start with the task.

Make student to talkabout the differentfault committed byeach group, howthey can improveinterviews skills.

5min

10min

60min

15min

Ru

Pe

Pa


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Teachers name: Herson Asmel Castro Rivas Date: April 23th, 2014 Time: 90min



Topic Objectives Warm-upactivity

LanguageStructures

Activities for production Wrap-up activity Timing

Rece

Currentssuesealing

with:weather,

eograph,

ocal/reginal food,ransportaon,ealth, lifetyle

Uses besupposed tocorrectly inconversations related tocurrent issuewith seasonsand Weather.

What do youknow about it?

Make studentparticipate inshare whit theirclassmate whatthey know aboutdifferent regionalfood,transportation andlife style in ourcountry.

Reducesound ofbesupposedto

T- Introduce the topic whit a comparisonbetween the weather in different regions of thecountry.

T- Explain the reduce sound of be suppose toin order to express conjectures about the topic.

T- make a chain drill in order to produce thereduce sound of be supposed to

Ss-Listen a short conversation using besupposed to

Ss- Write sentences related to the topic by using be supposed to

Using simplepictures aboutweather, food,transportation togive you an ideaand make sentenceswith be supposed to,students must beencouraged toproduce differentsituations from thepictures.

15min

40min

20min

15min

Bo

Ma

Sp

Pa

Ta


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Teachers name: Herson Asmel Castro Rivas Date: May 14th, 2014 Time: 90min



Topic Objectives

Warm-up activity LanguageStructures


ComparingCountriesnd itsustomsround the

world.

Identifyingcomparatives andsuperlativesadjectivesindifferentsources.

To encourage studentsto describe weatherand the country andcompare it withanother regions of thecountry. Example themost humid place,hottest and cold placein our country.

Comparative AndSuperlativeadjectives

T- In the classroom introduce the topic relatedto country and its custom around the world.

T- Share with students the rules ofcomparative and superlative adjectives. T-Give an article about the country customscomparing traditional food with othercountries around the world.

Ss- In charge with the teacher, practice therules formation of Comp, Sup Adjective in theclassroom.

Ss- Carefully read the article about differenttraditional food in different countries.

Ss-After reading they read again for comparativeand superlative adjective in the article.

TICK TICK TICK

Split the class intosmall groups of fiveeach. Give each groupa sheet of paper. Writeten sentences on theboard which they arerequired to completeby adding the positive,comparative orsuperlative of adjectivegiven at the end ofeach sentence. Answertime limited.

10min

40min

20min

20min


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Ciudad El transito, San Miguel





Topic Objectives



Knowingmy country

By the endof thelesson,studentswill ableto convertthe simpletenseactivesentencesto thepassivevoice

Inside classroom

Through a market toone of the students andmake them to describewhat happened, whatthe teacher had doneand help them tocomplete the sentencesin passive voice.

Passivevoice in thesimplepresenttense

-T introduces the topic related with knowingmy country.

-T introduces the grammatical structure howto form the passive voice in simple Present.

-T gave a handout with Passive sentences tobe corrected.

SS-Practice the rules of passive voiceformation.

Ss- Write sentences in active voice and thenthey change into passive voice.

Ss-Work together correcting the passive voicesentences in the handout.

Game--sentencemachine. Divided theclassroom in twogroups A and B

Make as manysentences as you canFor thisactivity students worktogether. Students whocreate more passivevoice sentences will bethe winner.

10min

40min

25min

15min


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Topic Objectives



Knowinghe seasons

By the endof thelesson,studentswill ableto identifytheweathervocabulary incontext.

I put into my backpackgame

Make students interactwhich each other andget motivate with thetopic. This activityengaged students topay attention to thewhole class becausethey have to repeateverything, in that waythey can apply theirvocabulary relatedwith the seasons.

Presentcontinuous

-T introduces the topic related with knowingthe seasons.

T-show to classroom a series of pictures andmake students guess what the picture is.

T-Give students a material to being fill aboutthe seasons.

Ss-Describe the pictures and guess whatseasons the picture belong.

Ss- Get the copies and fill up the materialwhit the right answer.

Mimic game

Group A-B Boys vs.Girls

SS play the role of whatthey are being asked,they have to perform amimic about the wordsthat teacher describeon the board, thegroups best developthe mimic will win atthe end.

10min

40min

25min

15min


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Topic Objectives



ersonaliography.

SS, by theend of thislesson willbe able toidentifypersonalbiographicalinformation in audiosources.

Chain drill

Chose one of thestudents in theclassroom, then tellhim an event thathappened that day,and make him totransmit the messageone by one, as a resultyou will find the onewho change themessage.

SimplePresent andsimple past

T- Introduce the agenda of theclass.(vocabulary)

T- Present to the class a material related tothe topic whit key words for personalbiography.

T- Play an audio which talk about a personalbiography.

Ss- With the use of dictionary translate thewords they do not know in the handout.

Ss-Carefully listen the audio and took themost important thing from the personalbiography.

Lets pay attentions

The teacher play anaudio which talk abouta personal biography.The students must tocarefully pay attentionand indentify the keywords in that audio,word like theirbirthday, the years, themoth, habits and so on.

5min

35min

35min

15min


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Teachers name: Herson Asmel Castro Rivas Date:Jun 02nd, 2014 Time: 45min



Topic Objectives



amily Ties

The Sswill beable toclearlyrecognizevocabulary relatedto familyties inaudiosources aswell inwrittensources.

Who is that?

Show to the students asimple family tree andmake student guest theanswer about theirposition in the tree.

SimplePresent

T-Introduce the agenda of class

T-Give students specific vocabulary relatedwith family ties

T- Draw in the board a tree and supplynewspaper and scissors to the students inorder to fill up the family tree with pictures

Ss- Get familiarized with the vocabularyrelated to the topic.

S-Draw in their notebook a tree them they cutsome pictures from news in order to fill theirtree with their own family members.

Lets found what ismissing, the teacherplay an audio whichdescribe a family tiebut there is notmotioned whatmembers it is, thestudents willrecognizes what familymember is that.

5min

15min

20min

5min


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Correct form: She studies every morning He buysformal clothes

At least the 30 percent of the student who take this course suffer the same

problem with the third person singular. In the first example one of the students omitted

the s ending after the third person singular when the rule specify that Most of the

verb take the letter s to form the third person singular, live= lives, work= works,

eat=eats(Slideshare, 2010). In addition to this problem, it is important to know what

the rules of the third person singular are in order to understand the issue.

Products of Teaching (Evidence of Student Learning)The teaching portfolio consists of two essential parts: in one hand the evidence,

on the other hand reflection of that evidence. In this part the product of my teachingpracticed reflect on what I have done as teacher and how my students had acquired theknowledge that I have transmitted them during the practice an also how I made changein my students mind. One evidence of this part it could be the action plan of the AR inthe practice because the AR research involves inquiring into ones own practice throughthe process of self reflection on what we have done. The product of teaching in this case,it could be the result of improvement in teaching, the achievement of goals for studentsand even solve students problems in the case of my AR on which I implemented anaction plan and as a product of that plan I solved the problem because my student nowthey know the rules of that. Here is the action plan from my AR which supported the

thing that I suggested to the teacher from that institution in order to get studentmotivated and make them to have a meaningful learning.

Action Plan

Teachers have to be aware about the possible solutions for any problem

that emerges into the classroom, so that if what an action is for. Solving a problem is

much easier if there is a plan to follow and in this case what the teacher should do is to

expose the students to the problem, how come? By making them to practice the

language, according to Mr. Monterosa, if teacher exposes the students to the problem,

and guide them by the correct path of learning, they will improve and will get over that

situation. The same idea is set up by Shrestha, who says that the teacher has to give

authentic opportunities for practicing what they find difficult. (Shrestha, 2013).


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Another way for reinforcing the suggestion above is to raise the stu dents

awareness about common errors. In the present case, letting them know that present

tense singular is a very common error and even professors at the university level

commit this mistake occasionally might boost the morale of the students. It is very

useful too if teachers could most importantly, CONTEXTUALIZE. If students can relateto what they are learning, their retention will probably very high. (Shrestha, 2013)It is as

simple as that, the main point is to have the commitment to do it and the passions for

make things clearer for those who do not have them clear enough.

Teaching Goals: Short- and Long TermShort term: The main goal of this practice in a short term it is to get basis

knowledge about teaching process and its principles as well as a being dealing with agood management of the classroom.

Long term: The practice at the end of the teaching practice will be able to fullydeveloped himself in class, identify and solve students issues as well as implementinginnovating actions plan which helps students to learn in a easy way the basis ofEnglish.

As a conclusion from my own vivid experiences in my practice, I can say that,the teaching portfolio represent all I did in this process, it is what support my practice,my evidence day-a- day because the teaching portfolio is that, the thing which supportevidence and the reflection of it. And I have reflected about my experienced and I knowthat I need to change many things in the way I used to teach, I have to be in searchabout new things that I can apply in my lessons in order to get my students motivatedand a good meaningful learning at the same time. And I can see this portfolio and takesome examples in future and implement new methodologies which best work in theclassroom with that kind of students.


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References

Clifton, y. P. (2005). Preparing and Presenting a Teaching Portfolio Philosophy, Practice and

Performance.Unit State: NTEU National Office, Policy & Research Unit.

kill, m. (2008). Teaching Portfolio.Acrobat Distiller 8.1.0 (Windows).

Larsen-Freeman, D. (200). Teachniques and principles in Language teaching.Oxford New York:

Russel N. Cambel Willan E. Rutherford .

Merrian Webster. (2014). Merrian Webster. Retrieved 03 26, 2014, from Merrian Webster:

http://www.merriam-webster.com/dictionary/syllabus

MINED. (2011). MINED.Retrieved Febrero 23, 2014, from MINED: https://www.mined.gob.sv/

MINED. (2011, 06 16). MINED. Retrieved 03 25, 2014, from MINED:

https://www.mined.gob.sv/index.php/index.php/component/jdownloads/viewcategory/18-nuevos-programas-de-estudio.html

Nunan, D. (2002). Syllabus Desing. In http://www.merriam-webster.com/dictionary/syllabus,

Language Teaching A Scheme For Teacher Education(p. 5). New York: Oford University Press.

Appendices


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What job do you want?

This English lesson you will learn the different names for different jobs in theU.S.A. After you have learnt the vocabulary for each job there is a list of all jobsand a brief description of each job and also where they work from.

Jobs and work

A list various of jobs

Computer

programmer Secretary Office worker Hairdresser Carpenter Barber

Train driverPainter and

decoratorFootballer Fireman Student Nurse

Crane driver Doctor Police Gardener Accountant Teacher

Waiter Baker Vet Plumber Optician Lawyer


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Jobs and work

Type ofjob

Brief description of the job They work from?

Make programs to help reduce work load for

peoples or offices

work in offices or can work from home

Type letters, post parcels and letters, and arrange

appointmentsworks in office

Office worker

Have computer skills, written skills, ability to

plan thingsworks in office

Cut and style people's hair. Hair salon , but can be mobile

Able to make most things out of wood works in a factory or mobiles in a van

Cut men's hair and facial hair Works in a barbers shop

Drives trains work in the cab at the front of the train

Paints anything in the home inside and out works from a van

Plays football for vast amounts of money works for a football club

Puts out fires in homes, factories, cars and car

accidentsWorks from fire station

Studies at school, college and universitiesStudies at school, college and

universities

Look after patients by giving medicine and

dressing to wounds

works from a hospital

Uses a crane to lift various heavy objects works in a crane

Helps look after people health they work in a doctor's surgery or from

in a hospital


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Help maintain peace and order Work from police station

Helps keep people gardens tidy and also public

gardensWorks from a van

Accountant Look after the finances for businesses Works in a office

Helps students learn various subjects Works in school, college or university

Serve people food and drink. Work in a restaurant or cafes

Bakes Cakes and bread to sell to the public or

shopsWork in a bakery

Look after people's animals. Work from a veterinary surgery or vets.

Looks after peoples plumbing in the home or

industryWorks from a van

Looks after people eyes by testing them Work in an opticians

Lawyer Helps to defend and prosecute people in courtWorks in a office


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DIALOGUE

Mike: Good Morning, John. I am Mike.

John: Good Morning.

Mike: How are you doing?

John: I am doing fine. Thank you.

Mike: How was the traffic coming over here?

John: I am so glad that the traffic was light this morning.

Mike: That is good. John, lets start the interview. Are you ready?

John: Yes, I am.

Mike: I am the Finance Department Manager. As you know there is anopen position in my department, and I need to fill this position as soonas possible.

John: Please, tell me a little bit about the position.

Mike: It is an entry-level position. The new employee will have to workclosely with the Accounting department.

John: What type of qualifications do you require?

Mike: I require a four-year college degree in Finance. Some workingexperience would be helpful.

John: What kind of experience are you looking for?

Mike: Doing office work is good. However, since this is an entry-levelposition, I do not require a lot of experience. I am willing to train the newperson.

John: That is great!

Mike: John, tell me a little bit about yourself

John: I was a student at West Coast University, and I just graduated witha Bachelor degree in Finance. I have been working part-time as a payroll

clerk for the last two years.


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Mike: What are you looking for in a job?

John: The job should help me see what Finance is all about. I havelearned a lot of Finance theories at school, and now it is time for me toput them into practice.

Mike: What are your strengths? Why should I hire you?

John: I am a hard-working person and a fast learner. I am very eager tolearn, and I get along fine with people.

Mike: OK. Now, let me ask you a few quick questions. You do not mindworking long hours, do you?

John: No, I do not.

Mike: Do you still have any questions for me?

John: No, I think I have a pretty good understanding of the job. I believethat I can handle it with ease, and I hope to have the opportunity to workfor you.

Mike: John, nice meeting you. Thank you for coming.

John: Nice to meet you too. Thank you for seeing me.

Vocabulary

AccurateActiveAdaptableAdeptBroad-mindedCompetentCreative

DeterminedDiplomaticDiscreetEfficientEnergeticEnthusiastic

ExperiencedFairFirmGenuine

HonestInnovative

LoyalMotivatedObjective

OutgoingPleasant

PositivePracticalProductiveReliableSelf disciplined

Sensitive

SincereSuccessfulTactfulTrustworthy


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Interview skill handout

Shake hands firmly

Sit up straight

Don't fidget

Keep good eye contact

Speak slowly and clearly

Ask interviewer to repeat the question if you don't understand either thequestion or the vocabulary the interviewer used

Non-Verbal Do's and Donts

Dos

Know the directions to the interview. Plan your commute with time to spare.

Have neat appearance including recent haircut, clean nails, clean and pressed

clothes, that fit appropriately.

Get a good nights sleep.

Smile and maintain eye contact since interviewers place a great deal of emphasison this.

Appear enthusiastic, using moderate gestures to make a point.

Keep calm and dont panic.

Donts

Be late for the interview.


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Sit down or dash to your chair until the interviewer gives some indication to beseated; otherwise you appear overanxious.

Lean on the interviewers desk. Sit erect in your chair.

Cross your arms: makes you look defensive.

Questions to Ask

What are the qualifications of individuals who have excelled in this position?

What type of person are you seeking?

Can I progress at my own pace or is there a structured training program?

What would a normal working day be like?

How would you describe your company culture?

Can I expect to be supervised, or will you expect me to work independently?

What will be the measurements of my success in this position?

Does the company provide any professional development or educational

benefits?

If you could change one thing about this organization what would it be?

How long have you worked here and what do you enjoy about it the most?

What are some of the most immediate needs of the position that need to beaddressed in the first three months?

Questions Not to Ask

What does this company do? (Do your research ahead of time!)

If I get this job when can I take time off for vacation? (Wait until you get the offerto mention prior commitments)


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Can I change my schedule if I get the job? (If you need to figure out the logisticsof getting to work dont mention it now)

What kind of daycare or family program do you offer?

Did I get the job?

Will I have to work overtime?

What to Bring to an Interview

Portfolio Copies of your resume and a list of references on quality paper A set of copies of your recommendations letters (Remember: Never let

your originals out of your sight and never ask other people to do work foryou, i.e. copy letters for you during an interview.)

Work Samples (if relevant) Pen Breath mint (before you enter the building) Evaluations from supervisors or clients and or publications (written by

you) that are relevant and fairly recent (within the last three years)

What Not to Bring to an Interview

Cell phone iPod Gum Cigarettes Candy Soda or coffee Scuffed shoes, messy and/or not-so-clean clothes Perfume or not enough deodorant

The Thank You Letter (or email)

A few days after the interview, make sure to send your interviewer a letter

expressing your enthusiasm and positive impressions of the company. Alsoinclude a summary of why you would be perfect for the job. Bring up anydetails or points that you felt went particularly well at the interview. A handwritten card demonstrates that you care enough to take the time to write one out.An email is also appropriate and if need be a fax is better than nothing.


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Remember: The Thank You letter is the mostpowerful tool in the job searchprocess. It always brings your candidacy to a very professional close, and isoften the determining factor in the decision to hire.

Example Thank You Letter Examples:

2913 Baxter Road

Amherst, MA 01002

March 2, 2014

Mr. Asmel Castro

Wildlife Biologist

P.O. Box 9955

Goose Rocks, ME 03217

Dear Castro:

I want to thank you for taking the time to interview with me yesterday for theBiological Wildlife Aide position. I enjoyed meeting you and learning more

about the organization.

My enthusiasm for the position and my interest in working for the Moose hornNational Wildlife Refuge were strengthened as a result of the interview. I agreethat assessment and strategic planning are the necessary first steps in moving theWildlife Refuge forward. Having already successfully guided the AdirondackRefuge forward with my analytical capabilities, technical skills, and education Iwould fit nicely with the job requirements, and I am sure that I could make asignificant contribution to the organization.

I want to reiterate my strong interest in the position and in working with youand your staff. You provide the kind of opportunity I seek. Please feel free tocontact me at 413-555-4321 or [email protected] if I can provide youwith any additional information.


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PASSIVE VOICE

El tiempo "Present" de la voz pasiva responde a la pregunta: "What isdone?" = Qu se hace? o "What is being done?" = Qu se esthaciendo?

What is done? - Qu se hace?

A house is built.Se construye una casa / Una casa es construida

This room is cleaned every week.Este cuarto es limpiado todas las semanas.

English is spoken in many countries.El ingls es hablado en muchos pases.

These kids are given an hour to do the test.Se les d estos nios una hora para hacer la prueba.

People are asked to dial 911 only in case of an emergency.A la gente le piden marcar el 911 slo en caso de una emergencia.

Present Simple Tense (passive Voice)

Auxiliary verb in passive voice: am/is/are

Active voice:

He sings a song.

He does not sing a song.Does he sing a song?

Passive voice:

A song issung by him.

A song is not sung by him.Isa song sung by him?

Los lugares de sujeto y objeto de la condena se intercambian en voz pasivapresente simple

Una frase activa en el tiempo presente simple tiene la siguiente estructura:

Subject + first form of the verb + object

Una oracin pasiva en el presente simple tiene la siguiente estructura:

Object of the active sentence + is/am/are + past participle form of the verb + by +

subject of the active sentence


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The dog This car In El Salvador.

He/she cake Taken were Made Window

Salvadorian been To cleaned Has Hospital

English given Being People. mistake Money

John The Room wall Repair Done

spoken myfather

UK kids painted Mom.

my sister bitten Was the Letter By

Pupusas written Eaten Is/Are broken Opened


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The car was built by Toyota.

A beautiful dress is worn by her.

The Dinner is served by the chef.

All the dishes are dried by Alan

All the toys were taken by John.

Cakes are made by Maria.

Golf is played with clubs.

This book is read by Melisa.

Houses are built with wood.


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Vegetables are used in our soup.

The song is sung.

Photos are taken.

The message is read by Antony

The exhibition is visited by tourists.

The thief is arrested by the police.

The windows are cleaned by Katherine.

The letter is written by Stefanie.

English is spoken.


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Pupusas are made by Salvadorian people.

The car is washed by Kevin.


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Asmel Castro Rivas &Teaching Portfolio

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