8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
1/35
Noe Coreas
Teaching portfoliothe life of a teacher
Teachingpractice 1
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
2/35
This Teaching Portfolio t has been developed taking into account the following
components of the Portfolio:
a) Introductionb)What is a teaching portfolio?
c) Self-Evaluation and reflectiond)Why do I need a teaching portfolio
e) How should I structure my teaching portfolio?f) Teaching responsibility
g) Statement of teaching philosophyh) Teaching methodology, strategies, objectives
i) Description of course material (syllabi, handouts, assignments)j) Effort to improve teaching Conferences/workshops attended
Curricular revisions Innovations in teaching
k) Students ratings in diagnostics questionsl) Products of teachings (evidence of students learning)
m)Teaching goals: short-and-long terms
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
3/35
Teaching Portfolio.
This paper contains all the elements a teaching portfolio needs. First of all, it
has an introduction about it, and then in order to get the idea of what a portfolio is,
I am going to give a definition.
a) IntroductionExcellence in teaching has become a stock phrase in most faculty job
descriptions; yet how does one demonstrate this to current colleagues and/or
future employers? One answer is a Teaching Portfolio which is a description of an
instructors major strengths and teaching achievements. It describes documents
and materials which collectively suggest the scope and quality of an instructors
teaching proficiency. Over 400 institutions nationwide use Teaching Portfolios in
personnel decisions regarding faculty appointments. Demonstrating an effective
teaching philosophy is becoming more important at all institutions of higher
education; thus, you will revise and update your Teaching Portfolio throughout
your career as an instructor.
In many cases, creating your Teaching Portfolio enables you, the instructor,
to think more critically about your teaching to create new methods of assessing it
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
4/35
can keep improving their teaching. In a portfolio a teacher recollects some of
his/her works during a period of time.
b)What is a teaching portfolio?It is a factual description of a professors teaching strengths and
accomplishments. It includes documents and materials, which collectively
represents the scope, development and quality of a professors teachingperformance. Think of the function behind portfolios kept by architects, designers,
artists, etc. -to display their best work and the thought process behind their work
(Marolla & Goodell, 2013).
The teaching portfolio is a description of a professors major strengths and
teaching achievements. It describes documents and materials which collectively
suggest the scope and quality of a professors teaching performance. Because
teaching efforts and accomplishments are difficult to capture solely by means of
numerical summaries, the concept of a portfolio becomes useful in this arena. A
teaching portfolio goes beyond a list to include elaborations and reflections. In this
sense it is similar to an artists portfolio, because it showcases your best work and
conveys a sense of yourself and your vision. (University, 2012)
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
5/35
consider as one of the most important part of the society. Nevertheless, in order to
become into a good teacher there are certain characteristics you must have,teachers are always prepared, are good listeners, and so on; sometimes I ask myself
this question, how the world would be without any teachers? I think that it would
be a completely disaster, because without any teacher; people would learn nothing.
d)Why do I need a teaching portfolio?I need a teaching portfolio in order to show all what I have done in my
teaching process, the portfolio has its purposes, I can include a reflective statement
that cover the approach that I use for the learning and teaching process, a reflective
statement would help you in order that you can see all you have done, and you can
realize about in which areas you need to work on in order to improve them. Thecomparison I can make between the ideal and real is the first step in the process of
improving my teaching, besides I can realize about how effective my teaching is,
and all the resources I can use in order to improve.
Some advantages of the portfolio are:
1- Capturing the complexity of teachingP tf li t i id d fl ti i th t t f h t i
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
6/35
The need to evaluate portfolios can lead to discussions on standardsfor effective teaching.
3- Encouraging improvement and reflection. Assembling a portfolio involves reflection. Because they involve reflection, portfolio allows faculty to compare
their ideals with their actions, a first step in effort to improve.
4- Fostering a culture of teaching Portfolios can provide a rich and contextualized sources of evidence
about teaching achievements that can be used for a variety of
purposes, including evaluation, improvement, summary of faculty
careers, and defining good teaching in a department. (Kaplan,
2012).
So, there are many reasons why portfolios are needed, besides, some
advantages of it can help teachers in the improvement of their teaching, because
you have the evidence of all you have done, and you can make a comparison,
make a reflection on everything you have done, and look for new ways to be betterthan you were. A portfolio is one of the requirements that all teachers need in
order to be evaluate by themselves or for other teachers
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
7/35
deliver your courses you may want to emphasize these aspects. If on the other
hand, you have a long tradition of teaching with positive student feedback this isan aspect you may wish to make prominent.
There is no correct structure for a teaching portfolio, but most of the
literature indicates that it should at least address the following aspects of your
teaching:
Your philosophy on teaching and learning. Documentation for current teaching practices, self-reflection on
current practices and plans for future improvement.
Evidence of your performance as a teacher.How exactly you address each of these issues and what weight you assign
to each will be very much an individual decision. To help you think about how
you go about structuring your teaching portfolio provides a number of examplesof possible structures.
The institution you teach in might make a difference to the way you compile
your teaching portfolio. Firstly, institutional policies and procedures in relation to
b d f h b h f
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
8/35
institutions goals and objectives in relation to teaching and learning. Teaching
philosophy, teaching practice and the way your teaching is evaluated may wellvary considerably between disciplines. Check whether your discipline or teaching
area has its own standards, in addition to those articulated by your institution
(Univesity, 2005).
There are some items that you cannot avoid within your teaching portfolio,
some contents that have to include in your portfolio, first of all, you have to create
an introduction, you must include some artifacts like your lesson plans, course
outline, and other typical items, besides; explanations, you explain each artifact
that you have included in your portfolio. Reflections, reflect on how you are going
to improve your teaching, through the usage of the artifacts, and a conclusion to
end with your portfolio.
f) Teaching responsibilitiesThe responsibilities of a teacher vary, I mean a teacher has the responsibility
of taking care of his/her students, besides, the teacher has a great responsibility of
what he/she is going to teach his/her students, teachers must to be careful, the
way they teach, the way they express, the way they treat their students.
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
9/35
Innovation: a teacher must to find out how he/she could do in order toteach not the same way he/she was taught, teachers need to develop theirteaching philosophy.
Develop meaningful learning: this part is so important, we have got twodifferent kind of vocabularies, active and passive vocabulary, the one a
teacher needs to convey his/her students is active vocabulary because it is
the one which use in conversations. In addition; meaningful learning mustbe taught by the teacher due to it will help students during their lives,
meaningful learning is what the learning that it will be useful for you in
your entire life.
g) Statement of teaching philosophyMany people look the profession of being a teacher as one that is not really
good, but that is because of our culture. However, the goal of education should be
to encourage students to look for answers, as it is in this way that we advance.
Whether in the classroom teachers become or behave different than meeting
groups of the general public, their goal is to encourage thinking in rational ways,so that this can be applied at school. I particular emphasize learning in a natural
way rather than rote memorization of facts.
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
10/35
was taught, nevertheless, that is not possible, what I can do is try to use everything
teacher have taught me, and use it in order to be a better teacher.
I have to bring enthusiasm to the classroom, if I do not do it, who would do
it?, besides I have to encourage students to learn by their own, I mean students can
learn by themselves, searching information on the web, reading books, writing
whatever they want, they might do that without waiting the teacher to tell them to
do that.
h) Teaching methodology, strategies, objectivesMethodology
Methodology is a body of methods and rules followed in a science ordisciple. It is the study of the principles or procedures of inquiry in a particular
field. On my TP I would use a methodology based on some methods, I mean a
mixes of methods, there are some methods you can use in order to teach English
like Grammar Translation Method, Direct Method, Audio-lingual Method, so, each
method has its own principles and techniques, what you can do is create a lessonplan by using some techniques of some methods. Therefore, you will be using a
methodology based on mixes of methods Besides that kind of methodology can
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
11/35
you have elaborated, the planning of the contents you are going to teach to the
students. In simple words, strategic is the way you think, the way you have
organized everything that you are going to develop during the course. I would
apply the strategic in my teaching practice by planning each lesson that I am going
to develop.
Objectives
Create a good methodology The usage of technology Change my behavior Update my knowledge
To conclude this paper, I would like to say that is just the beginning of my
portfolio, there are some contents that are missing, but I will add them soon,
besides, it is really difficult to create a portfolio, on the other hand you have the
opportunity to see you work, and reflect on it, and think about what you can do in
order to keep improving your teaching.
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
12/35
i) Description of the course materialJORNALIZACION DE LA ASIGNATURAAO 2014PRIMER AO DE BACHILLERATO TECNICO AGROPECUARIODIAS: LUNES Y MIERCOLESSEMANAS FECHAS CONTENIDOS TEMTICOS
DIA MES
UNIDAD # 3 Feeling Homesick31 Marzo Personal biographical information02 Abril Describing and comparing places07 Abril Passive voice in the present tense09 Abril Talking about means of transportation21 Abril
23 Abril Talking about seasons and weather28 Abril30 Abril05 Mayo Scanning a text for main ideas and supporting
information07 Mayo Developing a topic sentence and supporting
informationUNIDAD # 4 EATING OUT12 Mayo Family ties
d d
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
13/35
SYLLABUS
Topic Grammar Vocabulary Reading Speaking Listening writing
Personalbibliographicalinformation.
I live inI am yearsoldI graduatedfrom
Physicalappearanceandpersonality
Scanning forspecific personaldata.
Reportingpersonalbiographicalinformation.
Identifyingpersonalbiographicalinformation.
Writinginformationbased onhis/herbiography
Describingand
comparingplaces
Comparativeand
superlative
CountryRegion
Island
Reading aboutdifferent places in
El Salvador
Reportinginformation
of a specificplace.
Recognizingvocabulary
related toplaces
Writing aboutobjects related
to specificmember ofthe family
Passive voicein the presenttense
Pupusas aremade withcorn floor.El Salvador isvisited bymany tourists
every year.
PupasasTamalesTraditionalfood
Reading articlesaboutcustoms/traditionsof El Salvador
Describingcustoms andtraditions.
Picking outvocabularyused to talkaboutcustoms andtraditions.
Writing aboutthe traditionsof thecountry, orplace studentslive in.
Talking aboutmeans oftransportation
The busleaves atHow much isthe ticket to
Bus, track,train,plane,
Reading aboutmeans oftransportation
Describingthe differentmeans oftransportation
Listening tovocabularyrelated tomeans oftransportation
Writing aboutmeans oftransportation
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
14/35
Talking about
seasons andweather
Comparatives
andsuperlatives
Summer,
winter,spring, fall,cold, hot
Scanning for
information aboutseasons in ElSalvador
Describing
the weatherof a place orcountry
Identifying
vocabularyaboutweather
Writing
statements
Scanning atext for mainideas andsupportinginformation
Simplepresent
Places,food,animals,weather
Scanning for mainideas
Reporting theinformation
Identifyingforsupportinginformation
Writingquestions byusing yes/noquestions
Developing atopic sentenceandsupportinginformation
Simplepresent Scanning for topicsentences Reportingtopicsentences ofparagraphs
Picking outvocabulary tocreate topicsentences
Writing topicsentences
Recognizingvocabularyrelated tofamily ties
Simplepresent
Nuclear andextendedfamilymembers.
Scanning fornuclear andextended familymembers
Reading aboutdifferentfamilies.
Identifyingvocabularyrelated tofamily ties.
Writing aboutfamilymembers.
Customs andtraditions
Simplepresent
Christmasdinner,holidaydesserts:pastries,candy,Preserves,
Identifyingdifferent customsand traditions.
Describingcustoms andtraditions.
Picking outvocabularyused to talkabout customsand traditions.
Writing aboutsometraditions, andcustoms.
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
15/35
beverages.
Telephoneconversation
Could, would Could Ispeak to?Im afraid
Reading sometelephoneconversations.
Reportingtelephoneconversation
Identifyingvocabularyused intelephoneconversations
Writing sometelephoneconversation
Polite requests Could and can Mail, letter,postcard
Scanning for politerequest
Describingpolite request
Picking outvocabularyused to makepolite requests
Writing mail,letters,postcard
Reportingpersonalbiographicalinformation.
Where didyou born?What is yourbirth date?
I was borninI am
Scanning forpersonalinformation
Reportingpersonalinformation
Recognizingvocabularyused to reportpersonalinformation
Writingpersonalinformation
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
16/35
Teaching practice Outline
List of activities that I am going to develop during my teaching practice.Topic: personal biographical information march 31st, 2014
Activities
Give vocabulary related to the topic Chain drill Present a conversation Explain the usage of present perfect
Topic: describing and comparing places April 02nd, 2014
Activities
Give a list of vocabulary Questions and answers exercise
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
17/35
Topic: talking about means of transportation April 09th, 2014
Activities
Listening and repeat Useful travel expressions Conversation practice
Topic: talking about seasons and weather April 23rd, 2014
Activities
Pronunciation Questions and answers Conversation practice
Topic: scanning a text for main ideas and supporting information May 05th, 2014
Activities
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
18/35
Feedback Explanation of the topic Create examples with students help Group work
Topic: family ties May 12th, 2014
Activities:
Power point presentation Family tree
Topic: customs and traditions
Activities:
Vocabulary Examples Dialogue
Topic: telephone conversation
Activities:
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
19/35
Vocabulary Examples of reporting personal information.
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
20/35
Instituto Nacional Canton Tierra BlancaFinal Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.Tel. 2630-8253
LESSON PLANTeachers name:Noe Antonio Coreas. Date: Mach 31
st, 2014 Time: 8:45 am - 10:15 am
Grade:1 ao Tcnico Agropecuario
Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Topics Objectives Warm- up
Activity
Language
structured
Activities for production and
practice
Wrap up activity Timing Resources
Personalbiographi
calinformati
on
To describefacts that
have takenplace in the
past.
Chain drill,students are
going to beasked to tell
some
informationabout them,
like: myname isI
am years
old, I livein, I have
been in
Yes-no questionswith the present
perfect.- Have you visited
Mexico before?
- Has she evertraveled?
Questions with
how long
- How long has shebeen away?
- How long haveyou lived with your
grandparents?
T. will give a list of vocabularyrelated to personal biographical
information.T. will use a postcard, in order
present a conversation using
useful expressions.Ss. Will write the vocabulary and
the conversation, and thenpractice the pronunciation of the
words.
T. will explain the usage of thepresent perfect and will give some
examples of it.Ss. Will past in front and make
some examples.
T. will give write some questionsby using yes/no questions, and
questions with how long?Ss. Will answer the questions.
Students are goingto work in pairs,
they are going tobe asked to write a
conversation
including personalbiographical
information ofhis/her classmate,
they have to
include questionssuch as, have you
ever been inanother country?
After finishing the
conversation, theyhave to pass in
front to read it.
10 min
10 min
20 min
20 min
20 min
20 min
Marker
White board
Postcard
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
21/35
J) Efforts to improve teaching
Me as a teacher must to keep improving my teaching. There are some waythroughout I can achieve that. First of all, here is a definition of teaching We may define
good teaching as instruction that leads to effective learning, which in turn meansthorough and lasting acquisition of the knowledge, skills, and values the instructor or theinstitution, has set out to impart (Felder Brent, 2010). So, we as teachers have to keepimproving everything in order we can lead students to a very good education. Effectivelearning has to do with; teachers need to teach something, in which students feel hookedup, something that brings them meaningful learning, something that is going to be usefulfor the rest of their lives.
Other ways to improve teaching can be; conferences. Conferences are importantbecause you can listen up other teachers or persons ideas; at the conferences you canshare some ideas, points of views about the way you teach. In addition, other teacherscan give some pieces of advice in order you can improve, because remember oneimportant part of being a teacher is sharing. Sharing helps teachers equally, because they
benefit from each other.I have attended to two English congress, and I have realize of English has become
so important in people lives in order to be better, to get a better job, to communicate whitpeople all over the world. One of my favorite was when a person from Guatemala shareda lot of information with us. I learn a lot from those congresses.
Another way can be innovations in teaching. Innovations in teaching is reallyimportant in order to have a better teaching-learning process, the usage of technologyplays an important role in this part due to by using technology students feel morei d i h l h h i h hi b d l I ddi i h h h
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
22/35
k) Students Ratings on Diagnostic Questions
During this semester a classmate and I did an Action Research, it is my first time,and we made a lot of mistakes. However, we made some diagnostic questions; thosequestions helped us to do our action research. The thing was we had to identify an issue,a problem our students face in classes; then, we had collect and analyzed theinformation, and finally, we had to look for a possible solution to the issue, we made ourdecision, we decided to research about false cognates with suffix-tion. This is a topic thatstudents take in a wrong way
When I went to the high school the first time, I made a diagnostic, in order tocheck how studentsEnglish was, so, I introduced myself, and then, I asked them to tellme their names, each of them responded me in English, they told me hello, my name
is and then, they said their names. Then, I explain them the topic, the topic was
personal biographical information, I spoke them in English, and, at the beginning itwas hard for them to understand me, because it was the first time they listened myvoice, they were used to hear the teachers voice.
Something that really called my attention was, there are some the students,mostly understand a lot, when I speak to them in English, they understand and they saywhat I am saying in Spanish, they translate, but, the main point is that they catch the
ideas of the topic that I am developing. So, the diagnostic that I made was good becauseI realized about the level of the students.
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
23/35
My teaching goals are, in short term I would say that I want my students learn atleast a little big English, because the time I have in order to do my teaching practices are40 hours only, and I believe is not enough, so, when I go to high school, I feel happy ifmy students learn at least a few words. So, that would be my teaching goal during these
months, finish my teaching practice, and create an environment in which studentscontinue learning English.
In addition, I want to help my students anytime they have a doubt or a problemwith English, I like when a student tells me, hey teacher can you help me? How I cansay this word? Is this ok? So, that is one of my teaching goals, be there when they needme.
Long termLong term, I would say that my goals are; work as many years as possible as a
teacher, besides, through the experience earned, I hope I can become into a betterteacher, try to implement new learning strategies, and continue innovating my classeswith the usage of technology, and realia. A definition of realia is a term for real things,
concrete-objects that are used in the classroom to build background knowledge andvocabulary. Realia is used to provide experience on which to build and to providestudents with opportunities to use all sense in learning (University of California, 2013).So, as we can see realia is something that cannot be omitted if you want to improveyour teaching.
One of my dreams is to help people, in order they can learn a language thatnowadays is so important because it has its advantages and benefits. So, that is why Iam fighting, and pushing myself, doing efforts, in order to finish my career. I want to be
E l h h d I k h I d l b h I
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
24/35
Kaplan, M. (26 de Agosto de 2012). The Center for Research on Learning and Teaching.Recuperado el 1 de Marzo de
2014, de The Center for Research on Learning and Teaching:
http://www.google.com.sv/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CD0QFjAD&url=http%3A%2F
%2Fwww.crlt.umich.edu%2Fpublinks%2FCRLT_no11.pdf&ei=ojESU6DAN4bGkQev1oHACA&usg=AFQjCNGXa2hJ4
TUS6uuK-8BBWHRbkllX2A&bvm=bv.62286460,d.eW0
Marolla, J., & Goodell, Z. (20 de Junio de 2013). vcu.edu.Recuperado el 27 de Febrero de 2014, de vcu.edu:
http://www.google.com.sv/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&sqi=2&ved=0CCMQFjAA&url=http%
3A%2F%2Fwww.vcu.edu%2Fcte%2Fresources%2Fnfrg%2FDevelopingaTeachingPortfolio.pdf&ei=xbMPU-
OwB4TZ2AX8nYDoAQ&usg=AFQjCNFx0MwqtvfgtCa-ubr1b-VtyVjyLg
University, C. M. (14 de Agosto de 2012). cmu.edu.Recuperado el 27 de Febrero de 2014, de cmu.edu:
https://www.google.com.sv/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&sqi=2&ved=0CE8QFjAF&url=https%
3A%2F%2Fwww.cmu.edu%2Fteaching%2Fresources%2FDocumentingYourTeaching%2FTeachingPortfolios%2FTe
achingPortfolios.pdf&ei=xbMPU-OwB4TZ2AX8nYDoAQ&usg=AFQjCNH1paocK
Univesity, M. (14 de Septiembre de 2005). staff.mq.edu.au.Recuperado el 3 de Marzo de 2014, de staff.mq.edu.au:
http://www.google.com.sv/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CG0QFjAI&url=http%3A%2F%
2Fstaff.mq.edu.au%2Fpublic%2Fdownload.jsp%3Fid%3D102870&ei=pLkUU6vSDI-
kkQe634DADg&usg=AFQjCNHuL7nV-4JypKyVwua1Wz3KqCeH6Q&bvm=bv.61965928,d.eW0
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
25/35
n) Appendices
Instituto Nacional Cantn Tierra Blanca
Final Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.
Tel. 2630-8253
LESSON PLAN
Teachers name:Noe Antonio Coreas. Date: April 07th
, 2014 Time: 8:30 am10:15 amGrade:1 ao Tcnico Agropecuario
Observations: _______________________________________________________________________________________________________
___________________________________________________________________________________________________________
Topics Objectives Warm- up
Activity
Language
structured
Activities for production and
practice
Wrap up activity Timing Resources
Passive
voice in thepresent
tense.
To learn
how to usethe passive
voice
Cant say
yes or notStudents in
pairs will
ask eachother
questions,but anytime
they answer
they cannotsay yes nor
no.
Present tense
- is/are
-Pupusas are made
with corn-El Salvador is
visited by manypeople.
T will explain the topic, and will
write some examples of it on thewhite board.
Ss will take notes.
T will explain how to form thepassive voice; and will explain
how to change sentences fromactive voice into the passive
voice.
Ss will take notes, and then eachstudent will write a sentence and
will change it into passive voice,and then they will write them on
the whiteboard.
T will use the technique fill inthe blank. T will give a page
which contains some sentences.Ss are going to change the
sentences into passive voice.
Students are going
to be asked towork in group of
five, then they will
write someexamples by using
the passive voice,and then they will
pass in front and
will write theirexamples on the
white board.
15 min
20 min
20 min
20 min
15 min
Marker
White
board
Copies
Eraser
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
26/35
Instituto Nacional Cantn Tierra BlancaFinal Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.Tel. 2630-8253
LESSON PLANTeachers name:Noe Antonio Coreas. Date: April 02
nd, 2014 Time: 7:00 am8:30 am
Grade:1 ao Tcnico Agropecuario
Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Topics Objectives Warm- up
Activity
Language
structured
Activities for production and
practice
Wrap up activity Timing Resources
Describing
andcomparing
places
To learn
how todescribe
and
comparetwo
differentplaces
Describing
appearancesand
characteristi
cs ofpeople.
Comparative and
superlatives.
T. will explain the topic, and will
give a page which contains a listof vocabulary related to the topic.
Ss. Will give take notes, and pay
attention, and will ask somethingthey have any doubt.
T. will use a technique, which iscalled question and answer
exercise, T. will ask questions
about a comparison between twodifferent places.
Ss. Will answer the questions byusing the target language.
T. will present a conversation
which contains the description oftwo places (conversation practice)
Ss. Will pass in front and willperform the conversation. (pair
work)
Students are going
to be asked towrite a little
description of the
place where theylive in, and then
each student isgoing to pass in
front and will say
what they havewritten.
15 min
20 min
20 min
20 min
15 min
Marker
White
board
Photocopi
es
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
27/35
Instituto Nacional Cantn Tierra BlancaFinal Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.Tel. 2630-8253
LESSON PLANTeachers name:Noe Antonio Coreas. Date: April 09
th, 2014 Time: 7:00 am8:30 am
Grade:1 ao Tcnico Agropecuario
Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Topics Objectives Warm- up
Activity
Language
structured
Activities for production and
practice
Wrap up activity Timing Resources
Means of
transportation
To know
the differentmeans of
transportati
on
Scrambles
words.Ss are going
to be asked
to work ingroup of
five, andthey will
form as
many wordsas possible.
To catch
To get onTo drive
To ride
How muchWhere is
T will explain the topic, and will
give vocabulary related to meansof transportation.
Ss will take notes, and will
practice the pronunciation.T will give a page which contains
useful travel expressions.Ss will be asked to work in pairs,
and they will have to write some
other useful expressions.T will present a new dialogue.
Ss will work in pairs, and practicethe pronunciation, and then they
will pass in front, and will
perform the dialogue.
Students will
choose theirfavorite mean of
transportation, and
they will talkabout it.
15 min
20 min
20 min
20 min
15 min
Marker
White
board
Copies
Eraser
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
28/35
Instituto Nacional Cantn Tierra BlancaFinal Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.Tel. 2630-8253
LESSON PLANTeachers name:Noe Antonio Coreas. Date: April 23
rd, 2014 Time: 7:00 am8:30
Grade:1 ao Tcnico Agropecuario
Observations: ___________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Topics Objectives Warm- up
Activity
Language
structured
Activities for production and
practice
Wrap up activity Timing Resources
Talking
about
seasons andweather
To know
the different
seasons, andweather.
Ask to
students
about theirvacations,and how
was the
weather inthe places
where theyspent theirholidays.
How is the
weather in?
Is it hot or cold?
What season do
you like the most?
I like
T will explain the topic, and will
give a list of vocabulary, and will
make the pronunciation thewords.Ss will take notes, and will repeat
the pronunciation of the
vocabulary.T will give a copy which contains
some questions about seasons andweather.Ss will respond the questions.
T will present a dialogue, and will
pronounce it.Ss will pronounce the dialogue,
and then are going to pass in frontand perform it.
Students are going
to be asked to talk
about theirfavorite seasonand weather.
15 min
20 min
20 min
20 min
15 min
Marker
Whiteboard
Copies
Eraser
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
29/35
Instituto Nacional Cantn Tierra BlancaFinal Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.Tel. 2630-8253
LESSON PLANTeachers name:Noe Antonio Coreas. Date: April 30
th, 2014
Time: 7:00 am8:30 amGrade:1 ao Tcnico Agropecuario
Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Topics Objectives Warm- up
Activity
Language
structured
Activities for production and
practice
Wrap up activity Timing Resources
Scanning a
text formain ideas
and
supportinginformation
To learn
how findmain ideas
in written
texts.
Teacher
will write asentence,
students
will scan forthe main
idea of theexample.
Looking for
Pupusas are made
with
Tamales are made
with
T will present the topic to the
students, and will explain whatthe topic is about by using some
examples.
Ss will take notes, and are goingto be asked to do an example by
following the previous examplesgiven by the teacher.
T will give them a page which
contains information aboutpupusas.
Ss will read the information andwill scan the main idea of the
paragraph.
T will present a short paragraphthat contains information about
tamales.Ss are going to read that
information in front of their
classmates (reading aloud)
Students are going
to be asked tochoose a specific
word from the
paragraph, andwill write
informationsupporting the
paragraph
15 min
20 min
20 min
20 min
15 min
Marker
White
board
Photocopi
es
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
30/35
Instituto Nacional Cantn Tierra BlancaFinal Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.Tel. 2630-8253
LESSON PLANTeachers name:Noe Antonio Coreas. Date: May 07
th, 2014 Time: 7:00 am8:30 am
Grade:1 ao Tcnico Agropecuario
Observations: ___________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Topic Objective Warm- up
Activity
Language
structured
Activities for production and
practice
Wrap up activity Timing Resources
Developing
a topicsentence
and
supportinginformation
To know
how to findor to create
a topic
sentence
Looking for
the correctword. T will
write some
words onthe
whiteboard,one would
be the
correct, theother ones
would not,so, students
must
identify thecorrect
word.
Present tense T will ask about previous class,
and will make a relationshipbetween the topics, and will give
an explanation of the topic to
develop.Ss will give their opinions about
previous lesson, and will takenotes of the example given by the
teacher.
T will ask for students help inorder to write an example, and
create the topic sentence.Ss will help the teacher with the
example and will give the topic
sentence of that example.T will present a page with 3
examples.Ss will find the topic sentence of
those examples, and then, they
will read what they have done.
Students are going
to be asked towork in group of
five, then, they
will write a shortparagraph of about
3 or 4 lines, andthey have to pass
in front and say
what the topicsentence of the
paragraph theyhave written is.
15 min
20 min
20 min
20 min
15 min
Marker
White
board
Copies
Eraser
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
31/35
Instituto Nacional Cantn Tierra BlancaFinal Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.Tel. 2630-8253
LESSON PLANTeachers name:Noe Antonio Coreas. Date: May 12
th, 2014 Time: 8:45 am10:15 am
Grade:1 ao Tcnico Agropecuario
Observations: ___________________________________________________________________________________________________________
Topic Objectives Warm-
up
Activity
Language
structured
Activities for production and
practice
Wrap up activity Timing Resources
Recognizing
vocabularyrelated to
family ties.
To
recognizevocabulary
related to
family.
T. will
show avideo
about
familymembers.
Simple present
My father name
is
T. will explain the topic, and then,
will present a power pointpresentation, and will pronounce
the vocabulary.
Ss. will take notes, and will repeatthe vocabulary.
T. will ask for students familytrees.
Ss will draw their own family
tree, and then, pass in front showit to their classmates.
Students are going
to be asked writesome sentences
using the family
vocabulary.
15 min
30 min
30 min
15 min
Computer
Projector
Marker
Whiteboard
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
32/35
Instituto Nacional Cantn Tierra Blanca
Final Calle Israel Ayala Tierra Blanca,Jiquilisco, Usulutn.
Tel. 2630-8253
LESSON PLANTeachers name:Noe Antonio Coreas. Date: May 14
th, 2014 Time: 7:00 am8:30 am
Grade:1 ao Tcnico Agropecuario
Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Topic Objectives Warm-
up
Activity
Language
structured
Activities for production and
practice
Wrap up activity Timing Resources
Picking out
vocabularyused to talk
about
customs andtraditions.
To know
the differentcustoms and
traditions of
El Salvador.
Ss are
going tobe asked if
they know
somethingabout
traditionsand
customs of
othercountries
Simple present
New years eve
is
Independence dayis celebrated on
T. will explain the topic, and then,
will present vocabulary related tothe topic.
Ss. will take notes, and will
pronounce the vocabulary.T. will write some examples on
the whiteboard, and will explainthem.
Ss will take notes, and then, they
will ask to pass in front and writeone example.
T. will present a new dialogue.Ss. will practice the pronunciation
in pairs, and then, they perform
the dialogue in front of the class.
Students are going
to be asked to talkabout their
favorite custom or
tradition.
15 min
20 min
20 min
20 min
15 min
Computer
Projector
Marker
Whiteboard
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
33/35
Instituto Nacional Cantn Tierra BlancaFinal Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.Tel. 2630-8253 LESSON PLAN
Teachers name:Noe Antonio Coreas. Date: May 19th
, 2014 Time: 8:45 am10:15 am
Grade:1 ao Tcnico Agropecuario
Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Topic Objectives Warm- up
Activity
Language
structured
Activities for production and
practice
Wrap up activity Timing Resources
Identifying
the gist of atelephone
conversation.
To learn
vocabularyrelated to
conversations
T. will show
a video abouttelephone
conversation.
Could I
speak to?
Do you
want toleave a
message?
T. will explain the topic, and will
present a list of vocabulary, and willwrite some examples on the
whiteboard.
Ss. will take notes, and will practicethe pronunciation of the vocabulary.
T. will
Students are going
to be asked towrite a
conversation using
the vocabularygiven by the
teacher, and theywill pass in front,
and perform the
conversation.
15 min
30 min
30 min
15 min
Computer
Projector
Marker
Whiteboard
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
34/35
Instituto Nacional Cantn Tierra BlancaFinal Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.Tel. 2630-8253
LESSON PLANTeachers name:Noe Antonio Coreas. Date: May 21
th, 2014 Time: 7:00 am8:30 am
Grade:1 ao Tcnico Agropecuario
Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Topic Objectives Warm-
up
Activity
Language
structured
Activities for production and
practice
Wrap up activity Timing Resources
Recognizing
politerequest.
To
recognizepolite
request in
oralconversatio
ns.
T. will ask
about lastlesson.
Could and can T. will explain the topic, and will
present some examples.Ss. will take notes, and participate
to form some sentences.
T. will present a new dialogue,
and will pronounce the dialogue.Ss. will repeat the pronunciation,
and then, they will pass in front to
perform the dialogue.
Students are going
to be asked tosolve some
exercises using
polite request.
15 min
30 min
30 min
15 min
Marker
White
board
Copy
8/12/2019 Teaching Portfolio part II.Noe Coreas.docx
35/35
Instituto Nacional Cantn Tierra BlancaFinal Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.Tel. 2630-8253
LESSON PLANTeachers name:Noe Antonio Coreas. Date: May 26
th, 2014 Time: 8:45 am10:15 am
Grade:1 ao Tcnico Agropecuario
Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Topic Objectives Warm-
up
Activity
Language
structured
Activities for production and
practice
Wrap up activity Timing Resources
Reporting
personalbiographical
information-
To learn
how reportpersonal
biographical
information
T. will do
a feedbackabout last
topic.
Simple present
I live in
I study at
T. will explain the topic, and then,
will write an example on thewhiteboard.
Ss. will take notes, and will help
the teacher to fill up the example.T. will ask the student to write
their own example by using theirown information.
Ss. will report their personal
biographical information.
Students are going
to be asked to passin front and read
the example they
have done.
15 min
30 min
30 min
15 min
Marker
White
board
Top Related