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MY TEACHING PORTFOLIO
TEACHING PRACTICE I

MILTON MARTINEZ 5/26/2014



THE MOST BEAUTIFUL PART OF TEACHING IS WHEN YOU INFLUENCE
POSITIVELY SOMEONE ELSES LIFE

MILTON MARTINEZ
1
INDICE








Introduction. 2
What is a Teaching Portfolio? 3
Self-Evaluation and Reflection. 4
Why do I need a Teaching Portfolio? 6
How should I structure my Teaching Portfolio? 7
What are the teachers responsibilities? 9
What is your Statement of Teaching Philosophy? 10
Teaching Methodology, Strategies and Objectives. 13
Description of Course Material. 15
Efforts to Improve Teaching. 29
Students Rating on Diagnostic Questions. 31
Products of Teaching. 32
Teaching Goals: Short and - Long Terms. 34
Conclusion. 35
Appendices. 36
Bibliography 56

2
INTRODUCTION

The Teaching Portfolio, sometimes called a Teacher Dossier, is a compilation
of subjective (personal, reflective) assessments as well as objective (quantitative,
independent) assessment of ones teaching. (courseweb.edteched.uottawa.ca). Is
used for let teachers to know how they have been performing their teaching, in
that way, teachers can see the progress they have had, how many mistakes they
have made, and also, they are able to modify and update their teaching portfolio in
order to keep themselves as updated teachers, even though they do not change a
lower version of a book for a newer one, teachers can take out and take in
resources in order to change what they teach according to the needs of the groups
they are teaching to.
The questions that we are going to take in consideration in this paper are:
What is a Teaching Portfolio?
Self-Evaluation and Reflection.
Why do I need a Teaching Portfolio?
How should I structure my Teaching Portfolio?
What are the teachers responsibilities?
What is your Statement of Teaching Philosophy?
Teaching Methodology, Strategies and Objectives.
Description of Course Material.
Efforts to Improve Teaching.
Students Rating on Diagnostic Questions.
Products of Teaching.
Teaching Goals: Short and - Long Terms.
Conclusion.
Teaching Portfolio can be used with two different goals, it can be used as a
formative tool to help the instructor develop, improve and strengthen their
3
teaching strategies. And it can be also used as a summative tool for use by
supervisors, departments and educational institutions.
(courseweb.edteched.uottawa.ca). The Teaching Portfolio, is not only a simple file
in which a teacher saves the information of a subject, it is a useful tool for
noticiting how the TP is being performed and to be autoevaluated. But also for
having a control of the updates that I as a teacher have been developing. There are
some teachers that maybe are a kind of skeptical about using a teaching portfolio,
but those types of teachers are the ones that do not want to improve and resign
themselves to keep performing an old school teaching, instead of update them and
get a commitment to improve and show what a teacher is.

WHAT IS A TEACHING PORTFOLIO?
A teaching portfolio is a collection of documents that together provide a
record of:
The ideas and objectives that inform your teaching.
The courses you teach or you are prepared to teach..
The methods you use.
Your effectiveness as a teacher.
How you assess and improve your teaching.
(Louis)
A teaching portfolio has the documents that support the ideas of your
current teaching performing and the courses that you are prepared to teach in the
future, your methodology and your teaching record, how you have improved your
teaching performing through your teaching practice and the objectives that you
have set up to yourself in order to have commitment to teach in a better way every
day.

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If you are a graduate student or a postdoctoral fellow preparing a teaching
portfolio for the academic job market, the portfolio will necessarily be both
forward and backward looking with examples of courses that you have taught or
have assisted in and from courses that you are prepared to teach in the future. A
teaching portfolio has to be presented in a polish and clear format, you have to
know that you have to keep updating your teaching portfolio during your whole
career because that is the base and supporting information for your teaching, you
will not teach the same things that you taught the semester in the next one, because
even though it is the same subject, teaching has to be applied according to the
needs of the group of students that you have. A teaching portfolio is not a holding
place for your teaching material, it contains the assignments and other materials
that best illustrates your teaching approach and methodology. (Louis)

SELF-EVALUATION AND REFLECTION
Self-evaluation
What I can say about my teaching auto-evaluation is that I am not an
experienced teacher, because I have just a few hours of teaching, but those few
hours were enough to make me open my eyes and realize how hard teaching is. I
know now that teaching is not as easy as I thought it would be, not only because of
the commitment that I have to make with myself; I have to make a commitment
with my students in order to be a good teacher with the characteristics needed for
performing this role. Because a good teacher wants the students to learn, is
motivated to excel as a teacher, there is intrinsic motivation when teach instead of
having a departmental obligation, enthusiastic, energetic, excited, flexible, good
listener. (Johnston).

While my teaching performing, what I noticed was that I did not have any
idea of how to teach a new language, but through the time I learnt that if I want to
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be a good teacher, I must make a commitment with myself first, to learn the things
I suppose to know in order to share them with my students and be prepared to
answer any question to them. Second, I have to make a commitment with my
students; because I have to find out the way they learn the most and get use to
their learning style, because nobody learns in the way that someone else does it.

As I said at the very beginning, I do not have enough teaching experience,
but during the few months of my social service, I could realize about a lot of
beautiful things that teaching gives to teachers, some of them are being a model for
your students, I do not say that I want to become a teacher because I want to be
admired, because that is not my goal, but during my little experience I could notice
how a teacher can push up or push down a student, and did my best in order to
push them up to make them think about the learning process of a new language
and also about what they expect from themselves in the future, because a teacher
has to inspire their students not only to learn more, but to do their best in every
single thing they do.

Reflection
Teaching is not a game nor an easy job, it is the most frail job in the world,
because every professional will need of a teacher during the preparation of their
careers, because teaching is the only career that produces other careers, a person
cannot need a doctor during his life nor of computing engineer, but everyone will
need a teacher. We all are teachers in somehow, but we are based on our own
experiences and that is something that we, as teachers, academic teachers, need for
performing a good teaching role, experience, I know that I will not become in an
incredible teacher in one year, it will take much more, but it depends on my
commitments and principles as teacher, because the more engage I am with my
teaching performing, the better teacher I will be.
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There is something very important to remember when teaching and it is
something that was said by a much known person, Albert Einstein, I never teach
my pupils, I only attempt to provide the conditions in which they can learn.
(goodreads.com) Teachers are guides on the road of learning, we share knowledge,
but it is up to the students to accept what we share with them, and of course, it
depends on how we motivate them too, because a guide has to show the path and
convince people to follow him in order to achieve a goal.

WHY DO I NEED A TEACHER PORTFOLIO?
A teaching portfolio is a useful tool that can help you to:
Develop, clarify and reflect on your teaching philosophy, methods and
approaches.
Present teaching credentials for hiring and promotion in an academic
position.
Document professional development in teaching.
Identify areas for improvement.
Prepare for the interview process.
(Louis)
A teaching portfolio is very useful, it contains all our teaching history and it
can show how good we are by the compilation of the subjects we have taught and
the ones we are prepared to show, it shows the way we as teacher, think about our
role and it is a very helpful part of the hiring process, because almost always,
institutions besides asking for a C.V. they ask for adding a teaching portfolio too,
but not all institutions ask for it, that is why we have to ask about it first.
A teaching portfolio contains a summary of your teaching performing. The
portfolio is usually written as a scholarly reflection of your teaching and the
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principles that you have used to inform your approach to academic work. The
document will highlight any changes you have made to your teaching on the basis
of reading the educational literature, student and peer evaluations, research you
have conducted on learning and teaching and participation in professional
development programs. Teaching portfolio facilitates the process of teaching
because it involves three aspects that are important and essential for teaching, they
are Plan, Act, Evaluate and Improve. (gcrisp01, 2005). This kind of document,
shows what you have done and how you have done it, not only the improvement
that you have had during your career, also the changes that you have made to the
things you have taught in the same course but in different periods of time.


HOW SHOULD I STRUCTURE MY TEACHING PORTFOLIO?

A teaching portfolio can be made with two objectives:

Having compilation of the courses you have taught in order to you to be
aware of the mistakes you have done and the improvement you have had.

For being evaluated for a new job or a new job promotion.
(courseweb.edteched.uottawa.ca)

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 of your portfolio might be dictated by institutional policy.
(staff.mq.edu.au, 2005). We must ask if the institution we want to apply for, wants
a teaching portfolio, and if the institution does need it, we have to ask is they have
a special structure for a teaching portfolio or it is up to the teacher who is applying
to the job.

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The structure of a teaching portfolio is based on is the following:

Teaching Responsibilities.
Statement of Teaching Philosophy.
Teaching Methodology, Strategies and Objectives.
Description of Course Materials (Syllabi, assignments, handouts).
Efforts to Improve Teaching:
Conferences/Workshops Attended.
Curricular Revisions.
Innovations in Teaching.
Students Ratings on Diagnostic Questions.
Products of Teaching (Evidence of Student Learning).
Teaching Goals: Short-Long Term.
Appendices.
(staff.mq.edu.au, 2005)

All the elements above are important in a teaching portfolio, because they
demonstrate how you have been performing you role as teacher. Your teaching
portfolio can have some restrictions depending of what you need it for, if you need
it for applying for promotion, the institution will restrict you to make shorter the
content of the portfolio. You have to be know the objectives and goals of the
institution you will apply for, in order to let them know that your teaching
philosophy and goals are compatible with theirs and work on the same road.


A teaching portfolio has to show how important is for teachers to focus on
the students learning, because student is the reason of the existence of teacher,
and there must be an interest for the improvement of pupils; it has to be presented
into our teaching portfolio in order to remind us what we have done good and
what mistakes we have done and make us think how am I going to change this in
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order to do it good?. Appendices are indispensable because there is where we
demonstrate what resources we have been using during our teaching performance.


WHAT ARE THE TEACHERS RESPONSIBILITIES?

There are a lot of teachers who do not engage with the process of teaching,
and they forget about what they have to do besides going into a classroom and
give a lecture to the students. A teacher has a lot of things to worry about and deal
with, and it is important to mention them and make them clear. The
responsibilities a teacher has are the following:


Classroom Management and Organization: a classroom reveals telltale signs
of its users style. Typically, a well-ordered classroom has various
instructional organizers such as rules posted on walls. The furniture
arrangement and classroom display usually shows how a teacher uses the
space.
Planning and Organization for Instruction: some teachers plan at home and
some teachers do it at school/college. Regardless the place where teachers
prepare and organize their classes, the result of that planning is seen into
the effective teaching given into the classroom.
Implementing Instructions: teachers are like orchestra directors, because
teachers have to give the instructions to follow during the class, but not only
into the classroom, if a student asks something out the classroom, the
teacher has the moral commandment to answer.
Monitoring Students Progress and Potential: a teacher has to notice about
the troubles a student or a group of students have for understanding
something, therefore, the teacher has to focus on solving that problem in
order to those students to understand a lecture.
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Professionalism: a professional teacher maintains accurate records and
reflects on teaching, personally and peers. A professional teacher is honest
and sincere. Preferences are not allowed because all students have to be
treated the same.
(Development, 2007)

All those responsibilities have to be part of teachers every day, because
those are characteristics that make an effective teacher to impact and achieve the
objectives that have been set up. But there are some responsibilities that teachers
have and are not paid, those are to take tests and grade them at home, prepare
classes and lesson plans and also, nowadays, technology has helped to students
and teachers to keep in touch by social networks like facebook and twitter, in that
way, students can ask something to their teacher out of school/college and
teachers can give them instructions and assign tasks for them. That is to be
engaged with teaching.


WHAT IS YOUR STATEMENT OF TEACHING PHILOSOPHY?
By setting a statement of teaching philosophy, I have to answer the
following questions:

Why do I teach?
I teach because I like it, that is a very common answer, and I do not want
to say that because I like it, I want to say I teach because I love it, because it
inspires passion in me and make me feel good, not because I feel or think that I am
more intelligent than someone else, but, because I know that by sharing the few
knowledge that I have learnt I can help to improve someone elses life. I want to
teach because I know that I can help to shape good people and good professionals
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for our society. I have been impacted by several kind of teachers, good teachers
and bad teachers, but I have learned only good things from them, what I learned
from good teacher is that they feel passion for what they do, they feel teaching,
instead of taking it as a job, they enjoy their profession and I want to be like them, I
want to feel teaching as what it is, a beautiful way to live my day by day. And
what I have learned from bad teacher is to avoid being a lazy one, because a lazy
teacher does not serve for anything but for destroying dreams, and I want to be a
dream builder for my students.

A lot of people can say hey, teaching is a job for being starving! And what
I say about that is that I know that teaching is a bad-paid job, but I like it, and I
have seen how teachers enjoy their job, and I want to do what my teachers have
done for me, shape my character and change my mind, make me grow up and
realize that I am capable to do something in a good way. That is why I want to
teach, to help students to believe in themselves and show them that they are
capable to do big things and inspire them to achieve their goals. And when time
had gone for me, see those people who were my students and proudly say, I had
an important part of his/her victory, and be happy because I will know I did
something good during my life, that is priceless.


What do I teach?

I teach not only what is in the curricula, I teach self-confidence and values,
because I will not keep the idea of a teacher who goes to into a classroom, starts to
speak until the end of the class and when the class finishes goes out and keeps
away from the humanity part of teaching, because this is career that requires
human sense and interest about what is going on in the classroom, that is why a
good teacher has to be a good listener, because a teacher, sometimes acts as a
friend or an adviser for students. I do not want to teach selfishness nor mediocrity,
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I want to teach how do more than we actually think we can do, and push students
to their limit in order to make them realize that they are capable to achieve their
goals if they work hard.


What are my goals as a teacher?

I have set a bunch of goals as a teacher. My goals as teacher can be divided
into academic goals and moral goals, both of them are related but I have separated
them in that way because both are complement of the other. I want to shape good
professionals for our community, intellectually prepared, but morally shaped too,
because that is part of what I know as teaching, to create good values into our
students, and that is one of my principle goals and maybe a resume of all my goals
in a short and a long term. My intention and dream is to be a successful teacher,
who inspires students and shape good human beings for society. Also, I want to be
capable to show that the role that I play into the mentorship of my students is a
role that leaves marks on them and remind a teacher who shown them that they
could have done it better, and they did it.


How do I use technology in my teaching?

A teacher has to be an updated person; otherwise, teaching will be
traditional and obviously boring. I will use technology in my teaching by using
blogs, videos, test websites, social networks, apps, and more resources that I can
find in order to improve my teaching performance. Technology has had a really
heavy impact in teaching by the implementation of virtual classes, blended
learning and e-learning. I will use both of them during my teaching. For example, I
can create a facebook account or a group for working with my students, explain
them things they do not understand, assign them tasks and give them information
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about the subject. I can assign them to do a test online in order to them to practice
determined vocabulary or structures and so on.

If a teacher does not get into technology in order to take advantage of it for
teaching, that teacher will be useful because students pay more attention when a
class is technologic and interactive. For example, a discussion forum is a very good
way to develop an evaluation, and it is interesting for students, besides they share
ideas though. Technology is a very useful tool to teach.


TEACHING METHODOLOGY, STRATEGIES AND OBJECTIVES.
The methodology that I will use for my teaching practice is based on the
communicative approach, because the Ministry of Education has set it in that way
in this country (MINED, 2008), and honestly I like this approach because I like the
idea to teach by expecting communicative skills to be developed. I believe that a
language is best learnt when it is practiced instead of learning grammatical rules
only.
I can say that the method that I best work with is the Audio-Lingual
Method, because I can speak in the target language and use the L1 in order to give
instructions, but I will mix this method with TPR and Dessugestopedia Method in
order make a more interactive and dynamic class, also to let to the students to be
comfortable with the class. The Direct Method is an important one for me too, as
the GTM as well, because there will be groups in which I will be able to use only
the target language. The most important methods for my teaching practice will be
ADL, DSM, DM, TPR and CLL. This mixed of methods will help me during my
teaching practice by making an interactive creative and interesting class by using
techniques like chain drill, using commands to direct behavior, small group task,
role play, and more. (Larsen-Freeman, 2004)

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By achieving the objectives of this teaching practices (develop
communicative skills in students), the method above will be mixed and their
techniques too. The use of visual aids in Audio-Lingual Method will be useful
because the human eye is very sensible and easy to distract, and visual aids will
catch their attention, those visual aids can be pictures or videos and this technique
can be mixed with the CLL by working in groups and make a little competence in
order to make then guess the name or action that an image represents.























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DESCRIPTION OF COURSE MATERIAL
UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOS
FACULTAD DE CIENCIAS Y HUMANIDADES
UNIDAD DE PROYECCION SOCIAL
CURSO DE COMPETENCIAS COMUNICATIVAS DEL IDIOMA INGLES
PROGRAM
UNITY CONTENTS
0
Welcome
First things first
Numbers
The alphabet
Days and months
1
Hello, good-bye
First meeting
Greetings
The verb be
Be: short forms
Making friends
Work
Indefinite article
Questions with be and do
A Well message
World languages
Countries and languages
Join the club
Personal information
2
Friends and families
Family photos
Family members
This, these and plural nouns
Possessives
A days work
Job and occupations
Do: strong and weak forms
Present simple
Good morning
Morning routines
Making the first move
Drink and snack
Would you like?

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3
Home sweet home
Around the corner
Places in a town
There is and there are
My house
Rooms and facilitites
Have and has
A room to live in
Colors and furniture
Ideal homes
Ideal homes catalogue
FLASHBACK/WORLD ENGLISH DVD
4
Whats happening
Time out
Free time activities
Go, like, love + ing

Going out
Present continuous
At the movies
Telling time
About town
Tourist attractions
A city guide
5
A weekend away
Tennis anyone
Can for ability
Backpacking
Countable and uncountable
nouns
What a weekend!
Present continuous or future
plans
Past simple1: frequently
used verbs
An amazing experience
Past simple: regular verbs
Ed endings
The Emerald isle
An e-mail about bike ride
6
That was then
Childhood memories
Past simple and irregular
verbs
Physical descriptions
Chance meetings
Time expressions in the past
A romantic story
Modern homes
Household objects
Comparative adjectives
Superlative adjectives
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(Goldstein, 2011)
























Living without a TV
A TV review
FLASHBACK/ENGLSIH WORLD DVD
18
UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOS
FACULTAD DE CIENCIAS Y HUMANIDADES
UNIDAD DE PROYECCION SOCIAL
CURSO DE COMPETENCIAS COMUNICATIVAS DEL IDIOMA INGLES
SYLLABUS
Unit Language
focus
Vocabul
ary
Reading Speaking Listenin
g
Writing Pronunci
ation
0
Welcom
e
Whats
your
name?
Im
(Mary)
My
names
(John)
Number
s 1-100
Days
and
months
The
alphabet
Days and
months
Numbers
and
letters
Number
s and
letters
A brief
note
Introduci
ng
yourself
/i/
1 Hello,
good-
bye
The verb
be
Indefinite
articles: a,
an
Questions
with be
and do
Greeting
s
Work
Countri
es and
languag
es
Personal
informat
ion
Web
page
with
personal
informat
ion
Member
ship
forms
Introduci
ng
yourself
and
giving
personal
informati
on
People
introdu
cing
themsel
ves
Talking
about
languag
e and
countrie
s
A web
message
introduct
ions
Be: short
forms
Word
stress:
yes, I
do./ No, I
dont
2
Friends
and
families
This,
these and
plural
nouns
Possessiv
es
Questions
with do
and does
Present
simple 2
Family
member
s
Jobs and
occupati
ons
Mornin
g
routines
Drinks
and
snacks
Short job
descripti
ons
Descripti
ons of
morning
routines
A simple
menu
Talking
about
family,
jobs and
morning
routine
Ordering
food and
drink
People
introdu
cing
their
family
Describi
ng jobs
Talking
about
mornin
g
routines
Paying
the
check at
a
restaura
nt
A short
descripti
on of
your
morning
routine
Do:
strong
/du/ and
weak
/d/
forms
Would
you like?:
/dyu/
3 Home
sweet
home
There is/
there are
Have/
has
Places in
a town
Rooms
and
Descripti
ons of
homes
Describin
g your
home
and area
People
about
where
they
A short
descripti
on of an
ideal
// and
/r/
19
Determin
ers
facilities
Colors
and
furnitur
e
live home
FLASHBACK 1
4
Whats
happeni
ng?
Go, like,
love + ing
Present
continuo
us
Free
time
activitie
s
Talking
about
habits
Tourist
attractio
ns
Easy
quiz
Short
movie
reviews
Cyber
guide to
a city
Describin
g what
you are
doing at
the
moment
and what
you do in
your free
time
Making
arrangem
ents
People
talking
about
their
free
time,
what
they are
doing
and
their
plans
for the
day
A simple
tourist
guide to
your
town or
city
Telling
time:
schwa
//
5
A
weeken
d a day
Can for
ability
Countabl
e and
uncounta
ble nou
Ns a pair
of
Present
continuo
us for
future
plans
past
simple
1&2
Skills
Items
for a
weeken
d day
away
Informal
e-mail
describi
ng an
excursio
n
Simple
direction
s
Talking
about
what you
can do
Describin
g plans
People
discussi
ng
abilities
and
plans
for the
weeken
d
Informal
e-mail
describin
g what
you did
last
weekend
-ed
endings:
/d/, /t/
and /d/
6
That
was
then
Past
simple 3
Comparat
ives and
superlativ
es
Physical
descripti
ons
Time
expressi
ons I the
past
Househ
old
objects
Short
stories
about
the past
TV
review
Describin
g
childhoo
d
memories
Telling
simple
stories
about the
past
Role
playing
interview
Listenin
g to
short
radio
intervie
ws
A story
in the
past
A short
TV
review
Vowel
sounds in
irregular
past
verbs:
/b/, / /,
/ / and
/o/
Stress in
word
groups
20
FLASHBACK 2
(Goldstein, 2011)

























21

UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOS
FACULTAD DE CIENCIAS Y HUMANIDADES
UNIDAD DE PROYECCION SOCIAL
CURSO DE COMPETENCIAS COMUNICATIVAS DEL IDIOMA INGLES
OUTLINE
UNIT 0: WELCOME.

Activities:

Introducing everyone.
Look some picture and reorganize some sentences.
Work in pair and compare answers.
Listen to a dialog about meeting someone.
Work in pairs and match the numbers with their proper form of writing.
Listen and repeat the numbers.
Know the different pronunciation of numbers.
Listen and organizing numbers in a correct way.
Practicing saying the numbers.
Reading some numbers.
Working in reorganizing letters in the correct form about days of the week and
months.
Completing the calendars months.
Listen the months in English.
Work in pairs and make five sentences that contain some months of the year.
Working in pair answering some questions about date.
Take out English. Knowing some important verbs.
Reading the alphabet in English
Listen and repeat the alphabet.
Spell some words and then make a spelling competence, boys versus girls.
UNIT 1: HELLO, GOOD-BYE.

Activities:

Looking some pictures and identify what kind of greeting are describing.
Identifying the most common greetings.
Listen to a short conversation and identifying greetings.
Listen and repeat a conversation.
Working in couple and practice a conversation.
Play roles and try to represent a common situation in a bank when a person gets
bored and start to socialize.
Listen and identify some mistakes in a conversation.
Activity of missing words in a conversation (fill the blanks).
Listen to the conversation above.
Match some phrases with some pictures.
Fill in the blank space with verb be.
Listen to a short conversation about short answers.
22
Work in pairs and write about some people that appear in a photo.
Listen and check the correct answer.
Looking a photo and writing something about someone.
Matching occupations in some pictures.
To describe what some occupations are about.
Practicing about indefinite article.
Work in pairs. Practice introducing six people using indefinite article.
Reading a webpage in the textbook.
Describe what the webpage is about.
Matching some pictures.
Completing a chart using occupations.
Question with be and do.
Practicing exercises with be and do.
Writing a web message.
Matching countries in the map.
Listen and know the stress of the words about countries.
UNIT 2: FRIENDS AND FAMILIES.

Activities:

Knowing the family members.
Work in pairs, match the family members.
Asking about family between each other.
Completing the family three with your family members.
Relate the family tree of each student.
Listen to a conversation about the family.
UNIT 3: HOME SWEET HOME.

Activities:

Work in pairs. Match the expression to the places on the map.
Listen to four short dialogs about places in a town. Correct the answers.
Complete the sentence with students own information.
Asking classmates where they live. Activity to share information.
Listen to a conversation, and answer two questions.
Look at the list of places in vocabulary from exercise one. Circle the ones Becky
talks about.
Listen to the conversation and match the questions and answers.
Work in pairs. Look at the table and complete the examples using: s, is, are, isnt,
and arent.
Read the sentences. Are they true for where you live? If not, correct them.
Match the texts and the photos.
Underline words in the reading texts to label the diagrams.
Describe the most common things a house has.
Describe the objects that a house cannot miss.
UNIT 4: WHATS HAPPENING?
23

Activities:


Work in pairs. Find phrases to describe the photos.
Work in pairs. Look at the list. Ask your partner: what do you do in you free time?
Describing your favorite hobbies.
Listen to a conversation and answer the questions.
Completing sentences.
Working in pairs. Match questions with their answers.
Working in pairs. Match verbs with the pictures.
Pair work. Drawn attention to a movie poster. Answer some questions.
UNIT 5: A WEEKEND AWAY.

Activities:

Listen to the short conversations on the book.
Make pairs and discuss upcoming plans.
Practice short conversations.
Make a schedule with the upcoming plans.
Watch a video.
Write a short report with the upcoming plans.
Present these reports in front of the class.
Discuss those reports.
Write a report with every students dream plans.
Make a list with the dream vacation for each student.
Relate a story that describes at least three dreams of the students.
UNIT 6: THAT WAS THEN.

Activities:

Listen to a song.
Fill the blanks of the lyric of the song.
Sing the song.
Make pairs and sing that song by pairs.
Discuss their childhood dreams.
Talk about the besides classmate childhood dream.
Practice conversations.
Repetition drills.
Watch a video.
Make pairs and discuss physical description about the other mate.
Make groups and get to know each other.
Do a small conversation between these groups.
Read a romantic story.
Discuss about that romantic story.
Tell what the most interesting thing of the story was.


24
UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOS
FACULTAD DE CIENCIAS Y HUMANIDADES
UNIDAD DE PROYECCION SOCIAL
CURSO DE COMPETENCIAS COMUNICATIVAS DEL IDIOMA INGLES

PLANNING
N Months/
Date
Unit Topics
1 March
22
nd

0
Welcome!
First things first
Numbers
The alphabet
Days and months
2 March
29
th

1- Hello,
Good-bye
First meeting
Greetings
The verb be
Be: short
forms.
Making friends
Work
Indefinite
article.
3 April 5
th
Questions
with be and
do
A Web
message.


World languages
Countries
and
languages
Join the club
Personal information.
4 April 12
th
2- Friends
and
Families
Family photos
Family
members
This, these
and plural
nouns.
This and these, and
plural nouns.
A days work
Jobs and
occupations

5 April 19
th

6 April 26
th
Do: strong
and weak
forms.
Present
simple

Good morning
Morning
routines.
7 May 3
rd
Making the
first move.
Would you
like?
Drink and
snack.

8 May 10
th
3- Home
sweet
home.




9 May 17
th
Around the corner
Places in a
town
There is and
My house
Rooms and
facilities.
Have and
25
there are. has.
10 May 24
th
A room to live in
Colors and
furniture.
Ideal homes
Ideal homes
catalogue.
11 May 31
st
DVD.
And
Flashback
.
DVD World English. Flash back. Evaluation.
12 June 7
th
4- What s
happenin
g?
Time out
Free time
activities
Go, like, love
+ ing

Going out
Present
continuous

13 June 14
th
At the movies
Telling time.

About town
Tourist
attractions
A city guide
14 June 21
st
5- A
weekend
away.
Tennis anyone
Can for
ability
Backpacking

Countable
and
uncountable
nouns

15 June 28
th
What a weekend!
Present
continuous or
future plans


Past simple1:
frequently
used verbs

16 July 5
th
An amazing
experience
Past simple:
regular verbs
Ed endings

The Emerald isle
An e-mail about bike ride.
17 July 12
th
6- That
was them.
Childhood memories
Past simple
and irregular
verbs

Physical
descriptions.

18 July 19
th
Chance meetings
Time
expressions in
the past
A romantic
story

Modern homes
Household
objects
Comparative
adjectives


26








27

INSTITUTO NACIONAL DE USULUTAN
FINAL 7 CALLE OTE. Y CALLE EL MOLINO, USULUTAN
LESSON PLAN
Teachers name: Milton Orlando Martnez Date: March 22
nd
, 2014
Grade: Group Book: New American Framework Unit: 0 Welcome Time: 100 mins.

TOPIC

OBJECTIVE

WARM-UP
ACTIVITY

LANGUAGE
STRUCTURE

ACTIVITIES FOR
LANGUAGE PRODUCTION

WRAP-UP ACTIVITY

TIMIN
G

RESOURC
ES


First things
first

Students will be
able to
introduce
themselves and
practice similar
conversations.


Ss will be
asked to make
a chain drill by
using at least
two basic
questions for
getting
personal
information
given by the
teacher
(teacher will
start the
chain).

Whats your
name?/My
names John
The alphabet


Numbers/days
and months

Pronunciation
/i/




Ss- will work on the book, on
exercise one and will put the
phrases in a logic order.
Ss- will point letters written on the
board in order to show they know
the alphabet. Then, they will spell
some words.
Ss- shall be asked to write down at
least three important dates of their
lives and then share with the class.
SS- will work in pairs and write
down five words with the ee and
five words with y as a vowel
sound and then they will pronounce
them and explain if they are
different pronounced.
Ss- will listen to a recording and
chose the correct option on exercise
3, then they will check and repeat
the answers.

Ss- Will develop an activity
called Numbers or
letters, that consists on
having certain numbers
written on the whiteboard,
they will be written on
symbolic form and under
it, a different number will
be written in letter, the
students will pass in
couples and will be asked
to stand up with the
whiteboard behind of them
and the teacher will say
five symbol (5) or trhee
letters (three), and the
students will turn around
them and touch the option
the teacher has said.

10 min.

15 min.

15 min.

15 min.

15 min.

15 min.

15 min.

Text Book

Marker

CD player

Eraser

Whiteboard

Notebooks

Pencils
28

INSTITUTO NACIONAL DE USULUTAN
FINAL 7 CALLE OTE. Y CALLE EL MOLINO, USULUTAN
LESSON PLAN
Teachers name: Milton Orlando Martnez Date: March 22
nd
, 2014

TOPIC

OBJECTIVE

WARM-UP
ACTIVITY

LANGUAGE
STRUCTURE

ACTIVITIES FOR LANGUAGE
PRODUCTION

WRAP-UP
ACTIVITY

TIMIN
G

RESOURC
ES


First
meetigns

Students will
be capable to
use various
ways of
greeting
people.

The spider-
web, one
student will
take the tip of
a roll of wool
and then will
throw it to
another
classmate, and
the student
who threw the
roll of wool
will politely
greet to the
classmate who
had caught the
wool, and so
on.

Present simple
of Be.

Are they all__


Im/ I am,
Youre/ you are

Countries and
languages

Indefinite
articles a/an
SS- will use the present form of the
verb be by doing three sentences
and share them with the class.
SS- will transform simple present
sentences into questions.
SS- students will write down the
difference in the pronunciation
between the contracted form and
the non-contractive form and then
they will explain it.
Students will perform a role play
by pretending to be from another
country.
SS- shall listening to some
sentences pronunciation and will
determine when use a and an.

Students will present
a role play, it will be
about a job
environment, in
order to make a
dialogue by using
the indefinite articles
and the present form
of the verb be.

10 min.

10 min.

15 min.

15 min.

15 min.

10 min.

25 min.

Roll wool
Whiteboard
Marker
Pencil
Text Book
CD player
Notebook





29

EFFORTS TO IMPROVE TEACHING

Conferences / Workshops atended
Teaching improvement is something that we all as teachers have to do and look for,
because the more improvement you have in your teaching performance the better knowledge
you can share. There are some trainings and courses for improvement teaching performance,
unfortunately I have not access to those trainings or courses by my own, but I cannot sit
down and just keep doing what I think is correct or the best for my students, I have to
improve and keep working hard day by day in order to make less mistakes and be more
secure about my teaching practice. That is why I like reading quotes about teaching and
watching videos about what a teacher is supposed to do. For example, a couple of quotes that
I like the most are:
Only a teacher? Thank God I have a calling to the greatest profession of all! I must be
vigilant every day lest I lose one fragile opportunity to improve tomorrow. Ivan Welton
Fitzwater.
The desire to know is far more important than achievement and/or performance measures.
Caine & Caine
Those are some quotes that have touched me deep, and made me think about what I
am doing when teaching, but as I mentioned before, there are some videos that are very
interesting and very motivational too, because teachers have to keep the passion and
motivation to keep teaching with the heart and not just for a salary. Those videos are not so
popular maybe, but they are very useful, they have made me think and meditate about how
huge this commitment is.
http://www.youtube.com/watch?v=lOZgkmsyQnc
http://www.youtube.com/watch?v=kP2CcZyU8Fc
As I mentioned before, I cannot attend to any conference nor teaching training because
I cannot afford it or because I am not a graduated teacher yet and I have no contacts for those
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30
events, therefore, I have been trying to do my best by reading useful tips and watching videos
like the ones I have watched. My intention is to create a self-conscious about what I am doing
and what I have to improve, because I am a beginner teacher and have to improve a lot and
correct my own mistakes.

Innovations in Teaching.
Innovation into the classroom is very important, because your class becomes different and
you can catch students attention in order to keep them in touch with what they enjoy,
technology. For example, I have created a group in facebook, in which the students can keep
in touch with their tutors and their other classmates; the intention of this group is to keep in
touch with the students. In this way, we are able to publish something that can be helpful for
them and their learning process, some assignments, information, pictures and even videos
that can be funny and informative about any aspect of the subject or a specific topic in order
to reinforce what is taught on Saturdays.
if we teach today as we taught yesterday, we rob our children of tomorrow. John Dewey.
Giving people an image of what learning could be like is a really important part of
improving education. Students, teachers, administrators, parents, policy makers, and
community members have remarkably similar views of what education looks like, and those
views have not changed much since we were in school. (Daniel C. Edelson, 2011). This
reflection is very interesting, because teaching has not changed so much since our teachers
were students, therefore, we have the challenge to be different and teach different, and even
better, and by the use of technology it can become true, because it is a helpful tool to improve
teaching, not only by using it into the classroom in activities with students, we can use it in
order to keep ourselves updated and feed our knowledge.




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STUDENTS RATING ON DIAGNOSTIC QUESTIONS

Traditional teaching has been a kind of torture for students during their experience
with the language, there were some students who asked for a different class in the first class
and they made a commitment to keep attending to the course until it ends. There we could
find students motivated and very happy to be learning English. Unfortunately, happiness
was not enough for some of them, due to there are some students who have some problems
and they have not improved as we were expecting because of their confusion about some
rules and how to apply them when writing and speaking. When I get to the place I am
performing my TP, I could realize about some problems that are very common when learning
English, they are shy and afraid of making mistakes. Some students have changed and
improved a lot, because most of them are not shy and afraid of making mistakes.
Unfortuately, there are some students who still have those problems, and more, because those
are not the only problems that they have been facing, they have problems with some rules
like third person singular and simple past (regular and irregular verbs).

I know that it is hard to understand some rules because of the students level and the
way the rules are taught, and some times there is not enough time to help to heal those
problems. I cannot say that it is a problem caused by the learning process they have had
during their highschools English classes, because I do not want to blame to the teachers they
have had, I just want to focues on the fact that there are some problems and they have to be
solved somehow. Students who have these problems are the ones who usually do not
participate during the class and skip the opportunity to practice when they have the chance
during the class. Therefore, it is harder to help them because they do not help themselves to
improve. I know there has to be motivation for them and it has to come from the teacher in
this case, I have to inspire them to improve and be better in a friendly way.

But not everything is like that, most of the students are very interested on the class,
they like them because they are taught in a different way, by using a different approach and
showing them that English learning process is not only a boring class, they can have fun and
learn at the same time, and they have liked that. Students from this institution are very happy
with this because they wanted something different and they got it. Participation is not a big
problem, because they are motivated and they like the way classes are. There are some
problems with some of them, but I already explained that, and I want to remark that most of
the students are responding the way that was expected.
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PRODUCTS OF TEACHING (EVIDENCE OF STUDENT LEARNING)
Students have been doing their best in order to keep in the course, and they have been
doing different types of activities in which they have learnt a lot by focusing on Learning by
playing and Learning by doing. As we all know, practice is the best way to improve
everything we are learning, therefore, practice has been one of the most important items in
which this course works on. To prove this, we have some pictures that show how different is
the teaching, that the students forget sometimes that the students forget about the old idea of
learning, and now they learn by doing funny and interesting activities like the ones we will
see in the pictures.










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TEACHING GOALS: LONG - AND - SHORT TERM
Every single person has to set goals for their self improvement, and do their best in
order to achieve them. We as teachers are not out of this square, because we have to set our
own goals as teachers. Short term and long term goals are the ones that push you to improve,
because the more you challenge yourself, the better you improve. And these are my short and
long term goals as teacher:
Short Term Goals:
To have a degree in English.
To be working in a good institution (highschool or university).
To become into a prepared teacher.
Long Term Goals:
To be studying a Master degree.
To work in a university.










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CONCLUSION
As a conclusion of this paper, I can say that a teaching portfolio is a very useful tool for
teachers, and it can be considered as an obligation to create one, because it contains our
teaching history and it can be our mirror to make a self-evaluation and notice about what we
have been failing and what we have been doing good. We have to be clear, punctual and
selective with the information we put into our portfolio. And something to remember is to
keep it updated, because there is when we realize about the real me and see the
improvement we can have, if we are conscious and auto-critics.

We cannot forget about that the center of the teaching is not the teacher, it is the
student, teachers are guides that have to do their best in order to inspire and motivate
students to keep going on. This Portfolio is the prove of what I have done and what I wan to
do, I have a lot of things to learn about teaching, but I will learn them, if I do my best.
Teaching is not only to talk to a group of people, it is to use technology, to be psychologist, to
make lectures and a lot of things that are not easy, but that is what teachers do, the question
is, does every teacher feel that, and make it worth?









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APPENDICES









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TEACHING PRACTICE I



2014
MILTON
MARTINEZ
5/26/2014
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INTRODUCTION
There are a lot of grammatical problems or difficulties for learning a determined or a specific
area or topic in the process of teaching English language when we are a non-native English
speaker, therefore, there are some problems to be faced, one of them is to be able to clarify the
use of the third person of singular to the students, because there are some students who do
not understand its uses and how it works, so that, this is an action research oriented to
explain why and how these problems occur, and how they can be solved. This is a very
common problem that has to be faced and solved by teachers, but we as teachers, have to be
prepared for that.

It is important to know and analyze these kinds of problems, because they are very
common and some teachers do not care about that, or maybe they do not know how to deal
with these kinds of issues. Nevertheless, there are some teachers that care about the issues
presented by their students, and that is the way that it has to be, because if teachers do not
engaged with the process of teaching, what they would be doing is a confusing class for the
students, and there will not be any worry for the students needs.

Larsen-Freeman (Celce-Murcia & Larsen-Freeman, 1999; Larsen-Freeman, 2003a,
2003b) Discusses grammatical difficulty in terms of linguistic form as a concern of the
accurate use of the (morpho) syntactic aspect of a grammar feature.
(tspace.library.utoronto.ca, 2011). That means that there has to be a real concern about the
uses of rules when we speak or write, because it part of the linguistic area development, the
more rules we apply, the better expression we will have and our ideas will be easier to
understand for those who are listen to us.

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In order to clarify as much as it is possible, we will be working on solving three
common questions about the problems that involves the use of the third person singular,
these are the following:

What are the rules for the third person singular?
What are the most common reasons for the lack of the use of the third person rules?
How should a teacher solve this problem?

It is important to know and analyze these kinds of problems, because they are very common
and some teachers do not care about that, or maybe they do not know how to deal with these
kinds of issues. Nevertheless, there are some teachers that care about the issues presented by
their students, and that is the way that it has to be, because if teachers do not engaged with
the process of teaching, what they would be doing is a confusing class for the students, and
there will not be any worry for the students needs.

Method
In order to develop this action research, we decided to use both observation and
interview as strategies which will lead us to find up the reasons of why the misspelling
problem of the third person singular in the writing form. First of all, observation is an
important tool in practice because this tool is the one which lead to teachers to identify an
issue by observing students persistence, making the same mistake over and over again, but
through observation we can see what works well and vice versa. In fact, observation in an
action research it could be the most important because teacher based his action plan in lived
experiences; something learned through the pass of time in practice, because of that lived
thing most influence the action research. Secondly, the interview because the practice has to
bear in mind the background of the issue, if necessary take in to account different point of
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40
view which have experienced the same issue within the classroom, because of that the
interview help the practice to gathering extra information about the issue and its basis. The
action research just include 30 participants selected from Instituto Nacional Usulutn The
participants involved in this research were student from the third year of their carrier in that
institution and also they were selected from different areas of study, so that, they were
selected because they are interested in the English language.

Instrument
Collected data: During the practice, while I was observing the lesson in action, I realized that
many of the students there in the classroom omitted the rule of the third person singular
formation and also other grammatical aspects but the lack of the third person singular most
persisted in my students writing mistake.
Notes: One of my students omitted the s after singular person he, she, and it
Example 1: She eat pupusas everyday He sing very well My office it look messy
Correct form: She eats pupusas everyday He sings very well
The student omitted the rule of ies after a consonant followed by y
Example 2: She study for the job he cry every morning
Correct form: She studies for the job he cries every morning
The students do not understand how to use have, go, do and be
Example 3: She go early to work he have a big office he do the interview
Correct form: She goes early to work he has a big office He does the interview
The student gets confused with the use of -y- ies and y-s
Example 4: she studys every morning He crys for you He buyies a formal cloth
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Correct form: She studies every morning He buys formal 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.
Rules of third person singular
1-Most of the verb take the letter s to form the third person singular, live= lives, work=
works, eat=eats
2-Verbs ending in sh/ch/ o/sx/ss add es to form the third person singular: examples
Watch=watches, go=goes, wash= washes
3-Verbs ending in consonant + letter Y change y- to ies examples Fly= flies, cry= cries
4-Verbs ending in vowels + letter Y- add s examples: Play= plays, say= says (Slideshare,
2010)
5- Verb Go-goes, have-has, do- does, be- is have to be memorized in order to form the third
person singular
It is noticeable how the student misunderstand the rule of third person singular
because they have done the opposite of the rule, and also in the example number fourth the
student get confused with the rule y -ies- and ys- he wrote s- ending instead of ies- ending
according to the rule because when there is a consonant + Y we have to change y for ies-
Study= studies, on the other hand verbs ending with vowel + y we just add s at the end
buy= buys. That notes detonated the lack of awareness of students with the rules of the third
person singular in the writing form, and that is mean they make the same mistake in the
speaking form too.

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Interviewer questions:
Interviewer: why high school students find difficult to learn or applied third person singular?
What do you think the problem could be? How do you solve this problem?
Interviewed answers:
According to Monterosa a professor from Instituto Nacional Usulutn, he said that it
is so hard for them because the student there have to take into account that they are going to
add an s at the main verb in order to form the third person singular, it means that they
have to manage the rules of the third person in order to know when to add ies-es-s in the
third person. And also he said that The main problem of that issue it is that student does
not like English, the student reject to speak in English and they do not like to learn the rule by
hard, and also they take English because it is on the curriculum, they take the language as a
subject not as a second language. Finally Monterosa suggested that The best way to solve
this issue could be by the practice of the rule, and also by making oral and written exercise in
that way the student manage the rules by interacting with the third person singular
(Monterosa, 2014)
In addition to Monterosa and his teaching experienced, the issue comes from the
students motivation to learn the language, in fact, they know the rules but they omitted
because they reject to speak in English and even in written form because they do not like to
memorize the rules that seems to be hard for them, and also Monterosa mentioned one things
that catch my attention because the best way to solve this problem it is practice, practice the
rule of the third person will help student to improve and make them perceptible to this
misspelling problem in writing, as well as speaking form. Besides this, in my observation
during the practice I realized that the student background of the language influenced the way
they learn the language because some of them feel alike with the language, and also they
improve what they did in a wrong way by practicing.


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What are the rules for the third person singular?
There are four rules for using the third person singular in English, these are the
following:
Most of the verbs take the letter S to form the third person singular.
Examples:

Live - Lives
Work - Works
Eat - Eats
Read Reads

Verbs ending in sh/ch/o/x/ss ad ES to form the third person singular.
Examples:

Teach Teaches
Wash Washes
Go Goes
Fix Fixes
Kiss Kisses

Verbs ending in consonant + letter Y, change the Y to IES.
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Examples:

Fly Flies
Cry Cries
Study Studies
Verbs ending in vowels + letter Y add S at the end of the word.
Examples:

Play Plays
Stay Stays
Say Says
(Slideshare, 2010)

What are the most common reasons for the lack of the use of the third person rules?
There are some common reason for the lack of the use of the third person rules,
according to the two instruments used for developing this action research (observation and
interview), while the process of observation the class and an interview made to Mr.
Monterosa who is an English teacher at the INU, we could realize about the following
reasons:
Students are not interested enough in learning English.
Students do not memorize the rules because they are boring for them.
Students are taking English as a subject instead of taking it as a language.
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Students do not like grammar.
Students think it is not worthy to learn English.
Teachers are not engaged in the process.

Students are not interested enough in learning English. This is a very common reason of why
students do not use the rules of the third person. Students are more interested on playing or
talking to the classmate next to them, and distract the ones who are trying to pay attention;
therefore, they do not learn and blame the teacher. English is not a piece of easy work.
Especially, many students are losing their interest and showing negative attitude towards
English learning. Teachers are always complaining that it is hard to improve students scores,
and the students are too lazy to learn the words, recite the dialogues and finish the
exercises.(wenku.baidu.com)

Students do not memorize the rules because they are boring for them. When students get
bored in class, it is very dangerous, because it means that the teacher is not doing a good
teaching practice performing, so that, obviously, students will not pay attention to the teacher
and they will be doing other things in the class time.

Students are taking English as a subject instead of taking it as a language.English is not a
subject, it is a language that is supposed to be taught in schools, but teachers have fossilized it
as a subject that has to be attended, instead of showing it as it is, a language.If they view
English as a language, however, the perspective changes for the better, the paradigm shifts,
and the sun shines bright after hiding behind the clouds. Instead of thinking about terms like
subject-verb agreement, they begin to internalize the parts of language needed to become a
successful speaker / writer / listener of the language. (oneweirdglobe.com, 2009).

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Students do not like grammar. Everybody says I dont like grammar, but it is essential for
learning any language in the world, you can create loony phrases without grammar, they can
be even understandable, but they will not be 100% clear, therefore, we need to learn grammar
when we are learning other language. Grammar is important because it is the language that
makes it possible for us to talk about language. Grammar names the types of words and word
groups that make up sentences not only in Englishbut in any language. As human beings, we
can put sentences together even as children we can all dogrammar. But to be able to talk
about how sentences are built, about the types of words and word groups that make up
sentences that isknowing about grammar. And knowing about grammar offers a window into
the human mind and into our amazingly complex mental capacity.(grammar.about.com)

Students think is not worthy to learn English. They think they will not use it in their real life
when they get a job; it could be truth in a way, but what would happen if they learn English
and add that information to their CV? They would have better job opportunities, even in
other country. Nowadays English is used almost in all spheres of international
communication: business, politics, science, culture, etc. Speaking English is one of the main
conditions to get a good job. For this reason one may think that English is the only foreign
language worth learning to feel confident in the society. (Schonny, 2010).

Teachers are not engaged in the process. The most common excuses for saying that a student
is having bad results in a subject is to blame the teacher, and maybe the student are right in a
way, because after ten years working with teenagers and standing their noise and misbehave
actions, some teachers get tired and forget their mission and what they are supposed to do,
teach, guide, inspire; but some teachers get use to do a routine of their job, instead of be
aware of what they do, what they teach and how they teach, that is one of the main reasons of
why students do not understand some parts of a class, or even the whole class. Teacher
engagement is the key of student engagement. (Beairsto, 2012).

Teaching Portfolio

47
All the reasons above have been reasons given for a teacher from the INU through an
interview, the reasons have been compared with our own thoughts and information found on
the web in order to make it clear and show different points of view in the same problem. The
most common of those six reasons, are two, blame the student and blame your teacher, as
we have read above, it is important to think before blaming someone, because it might be
teachers fault or students fault, it can be even both of them fault. The thing is that the one
who has to solve all those problems and whichever problem that emerges into the classroom,
is always the teacher.
Besides the reasons above, we have to think on other reasons for the misunderstanding third
person problem, in this case we have found the following:
1) L1 influence: possibility of structural interference
2) Overgeneralization: the learner creates a generalized structure on the basis of a single
rule of the target language.
3) Erroneous input: the teacher makes similar mistakes and feeds wrong input to the
learners
4) Lack of enough comprehension of the rules of subject + verb agreement.
Subject verb agreement: Subject-verb agreement means the verb will change its form
depending on its subject.
(Shrestha, 2013)

How should a teacher solve this problem?
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
Teaching Portfolio

48
problem, how come? By making them to practice the language, according to Mr. Monterosa,
if teacher exposes the students to the problem, andguide 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).

Another way for reinforcing the suggestion above is to raise the students 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 relate to 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.
49

INSTITUTO NACIONAL DE USULUTAN
FINAL 7 CALLE OTE. Y CALLE EL MOLINO, USULUTAN

LESSON PLAN
Teachers name: Milton Orlando Martnez Date: April 5
th
, 2014
Book: New American Framework Unit: 1 Welcome Time: 100 MIN.



TOPIC

OBJECTIVE

WARM-UP
ACTIVITY

LANGUAGE
STRUCTURE

ACTIVITIES FOR LANGUAGE
PRODUCTION

WRAP-UP ACTIVITY

TIMING

RESOURCE
S


Questions
with be and
do.

Students will
be able to
differentiate
the formation
of questions
with the
auxiliary verbs
be and do.

Ss will pretend
they are in a
party and they
do not know to
each other, so
they will have to
talk with
everyone in the
room and get
their personal
information,
after that, all of
them will relate
the information
of three
different
classmates in
front of the
whole class.


Do you

Are/is/am
you/he/I
Where/what
do/does
you/she


Ss will develop exercises 1 and 2 of
the book on page 10.
Ss will practice a conversation in
pairs. Then they will switch roles.
Ss will write down a simple letter,
they will make some questions to a
person who is abroad.
Students will speak one by one and
ask 2 questions with do and 2
questions with be.
Students will make a questionnaire
of five questions and switch them
with the classmate next to them in
order to check them up.

Ss will perform a role
play about artists and
interviewers, the ones
who will be artist will
answer to the questions
that the interviewers
will make them.

15 min.
15 min.
10 min.
15 min.
20 min.
10 min.
15 min.

Marker
Eraser
Whiteboard
Book
Pen
Desk
Teaching Portfolio

50
INSTITUTO NACIONAL DE USULUTAN
FINAL 7 CALLE OTE. Y CALLE EL MOLINO, USULUTAN

LESSON PLAN
Teachers name: Milton Orlando Martnez Date: April 5
th
, 2014
Book: New American Framework Unit: 1 Hello, good-bye Time: 100 MIN.




TOPIC

OBJECTIVE

WARM-UP
ACTIVITY

LANGUAGE
STRUCTURE

ACTIVITIES FOR LANGUAGE
PRODUCTION

WRAP-UP ACTIVITY

TIMING

RESOURCE
S


Countries
and
languages.

Students will
improve
their
speaking
skills by
practicing
the
intonation of
the words.
Country
curiosities: Ss
will make a list
of countries
each, then, all
the class will
mix up the lists
and make one
single list for the
whole class,
then each
student will
receive
randomly a
country name
and they will
have to tell at
least three
characteristics of
that country.

Using do and
dont

Ss will do exercise 1 on page 12, then,
they will pronounce each country and
nationality. After that, they will listen
to a recording with the countries and
nationality they have pronounced in
order to repeat them accurately.
Students will listen to a conversation
and then practice it by performing both
roles.
Ss will write down some sentences by
using do and dont, after that, they will
perform a dialogue in order to practice
their intonation.
Students will invent 5 e-mails and then
they will spell them one by one.

Ss will make couples
and will pretend they
are in different
countries, they will ask
about the
characteristics of the
country of the other
person, and they will
share phone numbers
and e-mails by spelling
them.

20 min.
15 min.
10 min.
15 min.
20 min.
20 min.

Book
Eraser
Marker
Desk
Paper
Pen
Pencil
Teaching Portfolio

51
INSTITUTO NACIONAL DE USULUTAN
FINAL 7 CALLE OTE. Y CALLE EL MOLINO, USULUTAN

LESSON PLAN
Teachers name: Milton Orlando Martnez Date: May 3
rd
, 2014
Book: New American Framework Unit: 2 Friends and Families Time: 100 MIN.



TOPIC

OBJECTIVE

WARM-UP
ACTIVITY

LANGUAGE
STRUCTURE

ACTIVITIES FOR LANGUAGE
PRODUCTION

WRAP-UP ACTIVITY

TIMING

RESOURCE
S




Making
the first
move.


Students will
learn how to
ask some
questions by
using
would.
Battleship
(vocabulary game):
Ss will form groups of
four and each group
will choose a captain,
a shooter and a name
for their ship. The
captain will be the
one leading to the
group and the
shooter the one who
shoots the other
ships. The teacher
will choose a lexical
area in order to the ss
to say one word each,
if one of them makes
a mistake, their ship
will be sunk.


Would you?



What would
you prefer?


I would

Feedback (before warm-up).
Ss will listen to a conversation, they
will play roles of the audio, first the
whole class and then they will do it
in pairs. Then, they will develop
exercises 1-3 of listening.
Ss will circle some names of drinks
and snacks written on the book,
then, they will match the names
with their image and after that they
will separate snacks from drinks.
Ss will work in pairs and will match
some questions on the book. Then,
they will make 4 questions and ask
to another couple.

Sentence race:
classroom will be
divided in two groups
and each group will
receive a paper with a
word on it, both groups
will have the same
words, when the
teacher says one word,
two ss will stand up
and run to write a
sentence on the
whiteboard using the
word written on the
paper, the ss who
finishes first will win a
point for his/her
group.


15 min.
20 min.
20 min.
15 min.
20 min.
10 min.

Paper
Marker
Whiteboard
Tape
Text Books
Tape recorder
CDs audio
Pen
Eraser
Teaching Portfolio

52
INSTITUTO NACIONAL DE USULUTAN
FINAL 7 CALLE OTE. Y CALLE EL MOLINO, USULUTAN

LESSON PLAN
Teachers name: Milton Orlando Martnez Date: May 3
rd
, 2014
Book: New American Framework Unit: 2 Friends and Families Time: 100 MIN.



TOPIC

OBJECTIVE

WARM-UP
ACTIVITY

LANGUAGE
STRUCTURE

ACTIVITIES FOR LANGUAGE
PRODUCTION

WRAP-UP ACTIVITY

TIMING

RESOURCE
S



Making
the first
move.



Students will
learn to ask
for prices at
any store.

My classmates
favorite thing: All
the ss will write
down on a piece of
paper their favorite
thing of their
possessions without
showing it to their
classmates, then
each student will
stick the paper on
their beside
classmates
forehead and pass
in front of the class
in order to guess
what he or she has
on the forehead.

How much
is/are


This/these,
that/those.

Useful phrases to
order something
in a restaurant.

Intonation:
Thanks.
Ss will develop exercises 1-3 of page 23;
then, they will make two sentences by
each of the items of exercise 3.
Ss will be asked to work in pairs and
create one sentence with this, these,
that and those. And they will show
them.
Ss will keep working in pairs and
develop exercises 1-7 of the speaking
part. Then they will present a mini
conversation of two friends in a food
court.
Ss will listen to the correct intonation of
the ways of saying thanks to another
person, then, they will repeat it. After
that, the teacher will ask them about
that.

Sopping role play: Ss
will select 5 of their
classmates for being
sales people and the
rest of them will be the
clients, they will
pretend to buy things
by using what have
been learnt during the
class. Every single
student will do it
individually or in
couples.

15 min.
15 min.
20 min.
20 min.
10 min.
20 min.

Whiteboard
Marker
Eraser
Text Book
CDs audio
Tape
Recorder
Pen
Paper

Teaching Portfolio

53
INSTITUTO NACIONAL DE USULUTAN
FINAL 7 CALLE OTE. Y CALLE EL MOLINO, USULUTAN

LESSON PLAN
Teachers name: Milton Orlando Martnez Date: March 22
nd
, 2014
Book: New American Framework Unit: 3 Home Sweet Home Time: 100 MIN.


TOPIC

OBJECTIVE

WARM-UP
ACTIVITY

LANGUAGE
STRUCTURE

ACTIVITIES FOR
LANGUAGE PRODUCTION

WRAP-UP
ACTIVITY

TIMIN
G

RESOURC
ES

A room to
live in.

Students will
practice
vocabulary
of the house.

A student will
be chosen to
draw a piece
of furniture on
the
whiteboard
and the rest of
the class will
try to guess
while the
student is still
drawing.

There is and
there are

The colors
Ss will do exercise number 1 and
2 of page 28, then they will work
in pairs and they will describe
their living room.
Students will identify colors in
exercise 4 and also to match the
adj with the pictures in exercise
3.
Ss will read the letter in exercise
6, each student will read a part
of it until run into a period.
Students will be explained how
to use there is and there are.
Questions of exercise 3 on page
29 will be discussed.
Ss will do the Take out
English on page 29.

Ss will work in
groups and they will
perform a role play
in which they have to
organize or describe
a room or a living
room.

10 min
15 min.
10 min.
15 min.
15 min.
15 min.
10 min.
10 min.

Marker
Eraser
Whiteboard
Book
Pen
Pencil
Desire
Teaching Portfolio

54
INSTITUTO NACIONAL DE USULUTAN
FINAL 7 CALLE OTE. Y CALLE EL MOLINO, USULUTAN

LESSON PLAN
Teachers name: Milton Orlando Martnez Date: March 29th, 2014
Book: New American Framework Unit: 3 Home sweet home Time: 100 MIN.

TOPIC

OBJECTIVE

WARM-UP
ACTIVITY

LANGUAGE
STRUCTURE

ACTIVITIES FOR LANGUAGE
PRODUCTION

WRAP-UP
ACTIVITY

TIMIN
G

RESOURC
ES

Ideal
Homes

The students
will be able
to
understand
descriptions
of ideal
homes.

Students will
throw a tennis
ball to each
other and the
one who
catches the
ball will say
something
he/she would
like to have at
home (water
pool, mini
movie theater,
etc.)

There is/there
are
Wh-questions

Students will do exercises from 1 to 2
on page 30.
Students will be asked to do exercise
number 3 and 4 on page 30.
Students will read aloud a paragraph
on page 31.
Students will make a whole group in
the middle of the classroom and one of
them will be in the front back to them
and will throw a ball the one who
catches will answer a question.
The teacher will describe his ideal
home and students will take notes in
order to describe it with their own
words.
Ss will be asked to make a description
of their ideal homes by using there is
and there are.
Ss will make two
groups and they will
make a line and the
first of each line will
have to run to take a
marker and write the
name of what is
being described by
the teacher.

10 min.
15 min
10 min.
10 min.
10 min.
15 min.
15 min.
15 min.


Tennis ball
Whiteboard
Marker
Book
Pen
Pencil
Eraser
Desk
Desire
55

UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOS
SCHOOL OF ARTS AND SCIENCES
FOREING LANGUAGE DEPARTMENT
EVALUATION OF TEACHING PRACTICE PERFORMANCE

Name:___________________________________________Date:___________________










































ITEM /
SCORE


1

2

3

4

5

Preparedness



Rapport



Topic
Management



Material



Vocabulary



Proficiency
of teaching



Fluency



Accurate



Lesson Plan



Final Score



Observations:
Teaching Portfolio

56
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