Gustavo Espinoza Teaching Portfolio

8/12/2019 Gustavo Espinoza Teaching Portfolio.

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I Teaching Portfolio.

Teaching Portfolio.

JOSE GUSTAVO

ESPINOZA MORALES


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II Teaching Portfolio.

My Teaching Portfolio.

The job as a teacher is fundamental and important for a whole society, becauseteachers educate societies. Nowadays exist many schools, college where teachers are

working for people in order to educate and teach them. Every year the population is

growing up and here is where we can see the importance of a teacher in the real life.

Without teachers could be impossible to educate or do something good for people

because this is way how a mind could be change. In the following you are going to

see some elements that a teacher uses in the teaching performing, this will serve toreflect in how a teacher works inside and out of the classroom. The importance of

this is to notice that teachers not just spend time in the classroom and they spend

more time that we usually think in this profession. Maybe you have heard that:

being a teacher is easy because they just spend time in the classroom as it is said

before and they got a salary just for repeating something that already exist, but this

is not correct and it is a lie. You will see in this teaching portfolio other thing that as

a teacher we need to use and design in order to have a good teaching performing.

This paper will be divided in different steps, so in this way we can know more

about a teaching portfolio. This is not an easy process because a portfolio needs

much time because this includes many elements that a teacher does.

What is a Teaching Portfolio? Self-Evaluation and Reflection. Why do I need a Teaching Portfolio? How should I structure my Teaching Portfolio?


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III Teaching Portfolio.

What is a Teaching Portfolio?

First of all, in order to understand the term of teaching portfolio we need to know

what it is. According to: (Marolla, 2010) 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 teaching performance. Think of the function behind

portfolios kept by architects, designers, artists, etc.-to display their best work andthe thought process behind their work. As it is mentioned a teaching portfolio is

back up that a teacher has in order to show evidence what he or she has done. This

is the importance of a teaching portfolio because without this is really impossible to

show up what he does and avoid bad critics about his/her work as a teacher. Every

evidence has information about his work and this is the form how a teacher can

demonstrate the things that he uses inside and out of the classroom.

Self-Evaluation and Reflection.

One of the purposes of a teaching portfolio is that the teacher can make a

reflection about his work and to know how he can change the way he teaches,

knowing what methods, strategies, technique he needs to improve or change his

performing. The teaching portfolio has two important functions one is as a mirror,because the teacher can see how he works, and the second function is as a map,

everyone knows that the map serves as a guide in order to get a place, but in this

case it serves as a map because every teachers can see what is the road that they are


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IV Teaching Portfolio.

prepared and with a professional style. I know that this is not easy, but I am in the

way and I want to give my best for a good change as a teacher. Now the challenge is

hard as I mentioned before being a good teacher is not easy.

Why do I need a Teaching Portfolio?

As it is mentioned before, the teaching portfolio are evidences that you have as a

teacher and this one can help you to be better in your professionalism and not just as

a tool in the classroom, a teaching portfolio can help you to move forward into

another position in any educational place: colleges, private and public schools. As a

teacher we experience many problems not just in the class but also out of the class.

Just one example, maybe we have heard that someone says something about a

teacher, for instance just one comment: that teacher does not work in the class.

Now that you are inside of my example you can see why you and I as teachers need

a teaching portfolio.

Now I write some benefits having a teaching portfolio.

Balance evidence of your teaching and researches. Prepare for job talk. Teaching philosophy is required for most faculty positions.

Reflect on and improve teaching. (Abney, 2012).

How should I structure my Teaching Portfolio?


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V Teaching Portfolio.

neat? Are the contents displayed in an organized fashion? Are the contents

representative for the purpose that it is intended? (Center., 2013) Answering those

question you can structure the TP. I write some examples that the contents that TP

has to have according some authors:

Evidence of your understanding of subject matter and current developments in

language teaching. (Lockhart, 1994) Here there are some things that are included in

this part.

A copy of your qualifications. A list of courses you have taken related to the areas you teach. Written comments from a supervisor.

Evidence of your skills and competency as a language teacher. Here some

examples of contents. Student evaluations. Lesson Plans. Self-evaluations of a lesson you have taught. Example of students work.(Lockhart, 1994)Your approach to classroom management and organization.

A description of your philosophy. Written comments on your management and organizational skills by a


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VI Teaching Portfolio.

Teaching Responsibilities.

Teaching responsibilities are the whole things that you need to develop in a classor out, but always related with teaching. In this case I put some responsibilities that

I have to develop as professional in language teaching.

Classroom teaching. In the next course I will develop eighty hours withteenager their level are basic.

Preparation of teaching materials. Activities, lesson plans. Methodologies,teaching notes etc.

Teaching about teaching. In this one I will take opportunities to help andask help to my colleges as teachers.

Supervising students. Their homework, activities, to evaluate them and soon.

Statement of Teaching Philosophy

The work as teacher is not just to teach but also to educate. If I focus my work

jut to teach I will be lost because I think if we do our best in educating we are going

to have a better success, in this way I can be visible for my students, If I teach they

are going to forget, but if I educate, this will be in them for the rest of their lives.

Learning is my principle.This is my principle because learning is not focused in

to read something or memorize. Learning is beyond of that, Learning is a change in

a person. How can I see if my students have learnt? Through a change in their

behavior So this is my weapon to cooperate in my society


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VII Teaching Portfolio.

Methods, Methodology and Techniques.

As I was studying the last year about teaching Method I will apply the methodthat I have been learning there are many methods that I can apply and this depends

of students, purpose and what I want to achieve, remember that the techniques are

inside of the methods, for example, this does not say that I will apply it but just for

example: I could use the traditional method, and this depends in a brief explanation

about an issue in grammar and as a technique I use the translation of this sentences

into the native language. Other important factor is the methodology, this is a set ofmethod that I can use in a class.

In my methodology I will guide me through English as foreign language because

we live in a country where English is not spoken, but also I will guide me through

Communicative approach. In this way I will apply one of the teaching principles

that is known for the name of: Good practice used active learning techniques where

students can live an experience in a real situation with active vocabulary and so on.Some of the methods that I will use are:

The direct method: this consists without translation maybe with the strategy of

reading and the technique of reading loud, questions and answers etc. (Larsen, 2004)

The audio Lingual Method: In this we can teach vocabulary through the

technique of repletion drill. (Larsen, 2004)

Desuggestopedia: This is one of the most used here in this country because there

are many people that think that they are not capable to learn other language the


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VIII Teaching Portfolio.

I will use the audio lingual method because I can use the technique of repetition

and they can learn many word through it, and then, total physical response because

after they have learnt they can perform what the vocabulary says, and finally

Desuggestopedia and in this way I can encourage students to learn without fear.

Strategies.

Strategies are action that we use in order to achieve a goal with our students I

just punt some strategies here because my teaching practice is short:

Lectures:In this I will use book, short paragraph, presentation where my student

can develop the reading skill.

Discussions: where they can share what they think and at the same time

developing the speaking skill.

Writing: With this my students will develop their writing skill with the use orgrammar, exercises, and so on.

Group Projects: Working in group they are going to share knowledge each other

and at the same time they are going to improve their speaking skill.

Independent Student Projects: We say in other word individually.

Objective.


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IX Teaching Portfolio.

Description of Course Material (Syllabi, Handouts, Assignments)

English Course Program.

Instituto Nacional de Usulutan.Final 7a, Calle Ote, Y calle el Molino Usulutan.

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 Wed 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


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X Teaching Portfolio.

(Goldstein.,2011)

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: frequentlyused verbs

An amazing experience Past simple: regular verbs Ed endings

The Emerald isle An e-mail about bike ride

6 Childhood memories Past simple and irregular


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XII Teaching Portfolio.

English Course Sillabus.Instituto Nacional de Usulutan.

Final 7a, Calle Ote, Y calle el Molino Usulutan.

Unit. Language

Focus.

Vocabular

y.

Pronunciati

on.

Reading. Speaking. Listening

.

Writing.

0.

Welcome

.

Whats

your

name?

Im (Mary)

My names

(John).

Preview:

Subject

pronouns.

Question

words.

Numbers.

1- 100.

Days and

months.

The

alphabet.

The realthing:

Excuse

me,

whats

your

name?

/i/ Days and

months.

Numbers

and letters.

Numbers

and

letters.

A brief

note

introducin

g yourself.

Unit 1.

H ll

The verb

b

Greetings. Be: short

f

Web page

i h

Introducin

lf

People

i d i

A web


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XIII Teaching Portfolio.

Beatles.

2.

Friends

and

Families.

This, these

and plural

nouns.

Possessives

.

Questions

with do

and does.

Present

simple 2.

Preview:

How

much?

Would you

like?

Do youhave?

Family

members.

Jobs and

occupatio

ns.

Morning

routines.

Drinks

and

snacks.

The real

thing:

Thanks.

Do: strong

/du/ and

weak /d/

forms.

Would you

like?

/dyu/.

Short job

descriptio

ns.

Descriptio

ns of

morning

routines.

A simple

menu.

Workboo

k:

Descriptio

ns of

family.

Talking

about

family, jobs

and

morning

routines.

Orderingfood and

drink.

People

introduci

ng their

family.

Describin

g jobs.

Talking

about

morning

routines.

Paying

the checkat a

restauran

t.

A short

description

of your

morning

routine.

Workbook:

Describing

your

family.

(Linking

words 1)

3. Home There is/ Places in a // and / Descriptio Describing People A short


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XIV Teaching Portfolio.

Unit 4.

Whats

happening?

Go, like,

love + -ing.

Present

continuous

.

Free time

activities.

Talking

about

habits.

Tourist

attraction

s.

The real

thing:

Hello.

Telling

time:

Schwa //.

Easy quiz.

Short

movie

reviews.

Cyber

guide to a

city.

Workboo

k:

Tourism

brochure.

Describing

what you

are doingat the

moment

and what

you do in

your free

time.

Making

arrangeme

nts.

People

talking

abouttheir free

time,

what

they are

doing

and their

plans for

the day.

A simple

tourist

guide toyour town

or city.

Workbook:

Writing a

postcard.

(time

expressions

)

5. A

weekendAway.

Can for

ability.

Countable

and

uncountabl

e nouns a

pair of.

Present

continuous

Skills.

Items for

a

weekend

away.

The real

thing:

The usual,

nothing

-ed

endings:

/d/, /t/

and

/ d /.

Workbook:

Informal

e-maildescribing

an

excursion.

Simple

directions.

Talking

about whatyou can do.

Describing

plans.

People

discussing abilities

and

plans for

the

weekend.

Informal e-

mail.Describing

what you

did last

weekend.

Workbook:

Answering


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XV Teaching Portfolio.

Preview:

Irregular

past verbs.

Unit 6.

That was

them.

Past simple

3.

Comparatives and

superlative

s.

Recycling:

Past simpleof regular

verbs.

Physical

descriptio

ns.

Time

expressio

ns in the

past.

Househol

d objects.

The real

thing:

Fillers:

well I

mean.

Vowels

sounds in

irregular

past verbs:

/b/, //,

// and /

o/.

Stress in

word

groups.

Short

stories

about the

past TV

review.

Workboo

k:

Descriptio

n of a

television

house.

Describing

childhood

memories.

Telling

simple

stories

about the

past.

Role-playing a

radio

interview.

Listening

to short

radio

interview

s.

Song:

His latest

flame, by

Elvis

Presley.

A story in

the past.

A short TVreview.

Workbook:

Describing

an

interview.

(Linking

words 3).


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English Course Outline.

Instituto Nacional de Usulutan.


Unit. 0. Welcome.

Introducing everyone. Look some picture and reorganize some sentences. Work in pair and compare answers. Listen a dialog about meeting someone. Work in pair and match the numbers with their proper form of writing. Listen and repeat the numbers. Know the different pronunciation of numbers. Listen and organizing numbers in a correct way. Practicing saying the numbers. Reading some numbers. Working in reorganizing letters in the correct form about days of the week and

months. Completing the calendars months. Listen the months in English. Working in pair answering some questions about date. Take out English. Knowing some important verbs. Reading the alphabet in English

Listen and repeat the alphabet. Spelling activity. Working in pair spelling names.

Unit 1.Hello, good-bye.


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Introduce yourself using indefinite article. Reading a webpage in the textbook. Matching some pictures. Completing a chart using occupations. Question with be and do. Practicing exercises with be and do. Writing a web message. Matching countries in the map. Listen and know the stress of the words about countries.

Unit. 2. Friends and Families.

Knowing the family members. Work in pairs, match the family members. Drawing a family three. Asking about family between each other. Completing the family three with your family members. Listening a conversation about the family. Working in pairs. Match the questions and answers to form dialogs. Writing texts using correct possessive adjectives. Work in pairs. Use of articles Listening activity about prices. Role plays. Practicing conversations

Unit 3: Home Sweet Home.

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.


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Activities:

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

Unit 5: A 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

Unit 6: That Was Then


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English Course Planning.



N Months/

Date

Unit Topics

1 March

22nd

O

Welcome

!

First things first Numbers The alphabet Days and months

2 March

29th

1 Hello,

Good-

bye

First meeting Greetings The verb be

Be: shortforms.

Making friends Work Indefinite

article.

3 April 5th Questionswith be anddo

A Webmessage.

World languages Countries

andlanguages

Join the clubPersonal information.

4 A il 12 h 2 F i d F il h Thi d h


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XX Teaching Portfolio.

like?

8 May 10th 3. Home

sweet

home.

Marthers day.

9 May 17th Around the corner Places in a

townThere is and

there are.

My house Rooms and

facilities.

Have andhas.

10 May 24th A room to live in Colors and

furniture.

Ideal homes Ideal homes

catalogue.11 May 31st DVD.

And

Flashback.

DVD World English. Flash back. Evaluation.

12 June 7th 4. What

s

happenin

g?

Time out Free time

activities

Go, like,love + ing

Going out Present

continuous

13 June 14th At the movies About town


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16 July 5th An amazingexperience

Past simple:regularverbs

Ed endings

The Emerald isleAn e-mail about bike

ride.

17 July 12th 6. That

was

them.

Childhoodmemories

Past simpleandirregularverbs

Physicaldescriptions

.

18 July 19th Chance meetings Timeexpressions

in the past

A romanticstory

Modern homes Householdobjects Comparativ

e adjectives

19 July 26th


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INSTITUTO NACIONAL DE USULUTAN

Final 7 Calle Ote. Y Calle el Molino, Usulutn.

Tel. 2662-0406

Teacher: Gustavo Espinoza Time: 100 min. Topic: welcome, and numbers.Objective: At the end of the class students will be able to introduce themselves in English. And say the numbers in English.

Warm up :Activity.

LanguageStructure

Activities for Production and Practice. Wrap-up.Activity.

Timing Resources

An activity calledthe toilet paperwhere everystudent takessome pieces of thepaper and after

they have to saytheir name andother things.

What is yourname?

Im Mary.My names JOHN.

T. Give the indications about the process oftoilet paper.T Give some instruction and present somevocabulary of introducing someone..SS. First activity they have to look a picture andreorganize some sentences about meeting

someone. And they have to listen and audioand do some exercises in the text book..T. Explains about the vocabulary activity ofnumbersSs. Work in pairs, matching the number in thetext book.. And listening the audio aboutnumbers.T. Explanation about the pronunciation activity.SS. Pronunciation activityT. Explanation about similar sounds in the

number.Ss. Listen and repeat the numbers.T. ask the whole group the pronunciation ofsome numbers.

To ask some studentsabout numbers and say

them in English.

20 min.

20.Min.

15.

Min.

10.Min.

15.Min.

10.Min.

10.min.

Text book.White board.

Dictionary.Marker.Audio.


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Efforts to Improve Teaching.

Collecting Feedback.

This course is designed in six units and in order to have a better comprehension

and understanding about the topics I collect feedback every two units, to evaluate

what is helping the students learn in my course and what could be improved to

better their learning. In this way I can notice what is more meaningful for mystudents, and they let me know what they have learned and in what way they learn

better. This is one of the best process that I choose in my classroom because in this

teaching process is not just involved the teacher but also students and they are the

main factor of this process.

Innovations in Teaching.

To break down the traditional teaching has not been easy but in order to

innovate in my teaching I have implemented a different methodology where

students are the center of this, and teacher and students learn together. In this

methodology are used different resources as technology: radio, videos, song and

flashcards. This is used in order to innovate the teaching, another resources used in

the classroom are software as dictionary in computer or cellphone and internet. Oneof the most used in the classroom is the social network FACEBOOK in this way we

are in contact through the week. And in the middle of the week we have some


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To be more specific with the issue that we, as teachers have detected in ourstudents, we can say that the lack of self-confidence at the time to speak in front of

the rest of the students is becoming one of the causes that students are affected in

the process of learning the English language, this problem make the students to stop

producing the language, maybe they know what they want to say they are not sure

whether they will do it right.

Self-confidence is about trusting your own judgment and feeling comfortablewith your abilities and powers. It is the means to realize your full potential and be

the person you want to be. Self-confidence allows you to feel secure in the world

and allows others to feel safe that they know what to expect of you. It is made up of

a variety of factors, including how you present yourself physically to the world and

how you relate to other people. (Couselling Directory, 2014)


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Products of Teaching (Evidence of Student Learning).


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XXVI Teaching Portfolio.


English Course.

Teacher Name: Gustavo Espinoza.

Student__________________________________________________________Score__________

Indication: Listen to the conversation. Match the headings and the information.

You want to make new friends on a website. Write a web message.

Use this information to write your message:

Say hi!What's your name?

Where are you from?Where do you live?What do you do?

M h h i d h

1. Last Name. A. [email protected]

2. First Name. B. 580-440-2982.

3. Cell phone number. C. Hanson.

4. E-mail address. D. Hampton.

5. Town. E. Harry.


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Final 7 Calle Ote. Y Calle el Molino, Usulutn.Rubric Evaluation.

Oral quiz. Unit 2.

Name: ___________________________________________________________________


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Teaching Goals: Short-and Long Term.

My short-term teaching goals involve being a good teacher I can be. I will aim to

be an understanding teacher by paying close attention to my students in this way I

can notice what my students think and taking in consideration that they are humans

with feeling emotions, no robots.

I must aim to be a prepared teacher and have my lesson already every weekend,in this forms I will have the resources that I will need in my class. And in case that

the aim will not be achieved of every lesson I should have a second plan in case the

first will not ok. I will also want to encourage my students to be an independent

learner in this way they can find the solution and answers by themselves.

I will use technology in my classroom in this form my student can have moreresources and learn in better way, using internet, software and many other thing

related with technology.

I will also be a reflective teacher, because I want to reflect after of every class

what was ok and what was not. Another thing that I want to reflect is in how my

students can learn better and what I can change in my teaching performing.

Teaching Goals Long Term.


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XXIX Teaching Portfolio.

References:

Abney, N. (25 de April de 2012). SlideShare.Obtenido de SlideShare:

http://www.slideshare.net/nancyabney/what-is-a-teaching-portfolio-amp-why-do-

you-need-one

Center., U. (20 de December de 2013). UCAT. Obtenido de UCAT:http://ucat.osu.edu/read/teaching-portfolio

Goldstein., C. J. (2011). New American Framework.United Kindom.: Richmond.

Larsen, D. (2004). Techinique and Principles of Language Teaching.New York: OXFORD.

Lockhart, B. C. (1994). Reflective Teaching in Second Language Classrooms.EE.UU.: Cambridge

University Press.

Marolla, D. J. (24 de JUNE de 2010). Developing a Teaching Portfolio .Obtenido de Developing a

Teaching Portfolio :

http://www.vcu.edu/cte/resources/nfrg/DevelopingaTeachingPortfolio.pdf


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Appendices.


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XXXI Teaching Portfolio.



Tel. 2662-0406

Teacher: Gustavo Espinoza Time: 100 min. Topic: welcome, and numbers.Objective: At the end of the class students will be able to introduce themselves in English. And say numbers in English.

Warm up :Activity.

LanguageStructure


Timing Resources

An activity calledthe toilet paperwhere everystudent takessome pieces of thepaper and after

they have to saytheir name andother things.

What is yourname?

Im Mary.My names JOHN.

T. Give the indications about the process oftoilet paper.T Give some instruction and present somevocabulary of introducing someone..SS. First activity they have to look a picture andreorganize some sentences about meeting

someone. And they have to listen and audioand do some exercises in the text book..T. Explains about the vocabulary activity ofnumbersSs. Work in pairs, matching the number in thetext book.. And listening the audio aboutnumbers.T. Explanation about the pronunciation activity.SS. Pronunciation activityT. Explanation about similar sounds in the

number.Ss. Listen and repeat the numbers.T. ask the whole group the pronunciation ofsome numbers.

To ask some studentsabout numbers and say

them in English.

20 min.

20.Min.

15.

Min.

10.Min.

15.Min.

10.Min.

10.min.


Dictionary.Marker.Audio.


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XXXII Teaching Portfolio.

INSTITUTO NACIONAL DE USULUTAN.

Teacher: Gustavo Espinoza Time: 100 min. Topics: First meeting. (Greetings, the verb be, be short forms.Objective: At the end of the class students will be able to us common greetings in English. Class 1.

Warm up :

Activity.

Language

Structure

Activities for Production and Practice. Wrap-up.

Activity.

Timing Resources

The first activityis about spellingnames of peopleand things. Thewhole classparticipate in twogroups.

The verb be...

T. Explains the spelling activity.T. Explaining how to identify the greetings.Looking some pictures and identify whatkind of greeting use them.T. Teacher explains what kind of greetingwe use.Identifying the common greetings.T. Plays the track in the radio. 1.1. Andwork explain them some this greetings.

Listen a short conversation identifyinggreetings.T. Plays the audio number 1.2 aboutgreetingsListen a repeat a conversation. Working incouple practicing the conversation.T. plays and audio with some mistakes inthe conversation.Listen and identify some mistakes in a

conversation.T. Catch the student s attention in somepictures.Ss. Working in pairs. Looking somepictures and answering some questionsabout it.T. Explains short forms of be withexamples.Activity of missing words in the text book

according a conversation.

SS. Write somesentences in the

notebook using shortform of be.

20.min.

10.min.

5. min.

10.min.

10.min.

15.min.

20.min.

10.min.


Marker.Audio.Eraser.


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XXXIII Teaching Portfolio.



Teacher: Gustavo Espinoza Time: 100 min. Topics: Making friends.Objective: At the end of the class students will be able to introduce himself and a friend. Class 2.

Warm up :

Activity.

Language

Structure

Activities for Production and Practice. Wrap-up.

Activity.

Timing Resources

Bang bangactivity where wecreate two groupand they have tosay what is thetranslation ofsome word aboutwork.

The verb be...

Indefinite Article.

T. Explains the bang bang activity.

T. A brief explanation about jobs.

ss. Matching occupations in some pictures.T. EXPLAINS OTHER OCCUPATIONS.

SS.Do a little task in the notebook usingoccupations.

T. Explains about indefinite article.

ss. Practicing about indefinite article.T. Explains the activity with the occupations before

used.

ss. Work in pairs. Practice introducing sixpeople using indefinite article.

T. Introduces himself as a teacher as example and

them every students.

ss. Introduce yourself using indefinite article.T. Explains the reading activity.

ss. Reading a webpage in the textbook.T. Explains the activity using pictures.

ss. Matching some pictures.T. Explains the activity of complete the table.

ss. Completing a chart using occupations.Asking students whatthey learnt and if was

understood.

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Teacher: Gustavo Espinoza Time: 100 min. Topics: Verb be and web message.Date: April 5th, 2014.Objective:At the end of this class students will be able to ask questions using be and do. Class 1.

Warm up :Activity.

LanguageStructure


Timing Resources

Scrambledsentences usingsome materials ingroup.

Questions with beand do.

T. Says the activity about word order.

Ss. work in pair in organizing some sentences.

T. Explains the use of be and do using the

textbook

Ss. Practice the use of be and do using the

textbook.

T. Checks the students answers.

Ss. Do an exercise using the short for of be.

T. Gives the task to write a short web message.

Ss. Writing a short web message using be and

do.

T. Encourages students to speak about famouspeople in English.

Ss. Complete a table about famous people.

T. Presents material in the screen about verb

be. Using Power point.

Ss. Do some exercises that are used in the

explanation of the teacher.

Questions and answersusing language

structure and a brieffeedback.

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XXXV Teaching Portfolio.



Tel. 2662-0406

Teacher: Gustavo Espinoza Time: 100 min. Topics: World Languages. And Join the club.Date: April 5th, 2014.Objective: At the end of the class students will be able to say some countries names and use do and dont. Class 2.

Warm up :Activity.

LanguageStructure


Timing Resources

Starting the classwith a videoabout countries ofthe world.

The auxiliary doand dont in

negatives,questions andshort answers.

T. Starts the class with a video introductionabout countries.Ss. Work is pairs identifying some countriesand languages.T. Explains the tress in some name of countries.Ss. Listen an audio about countries. And workin group writing in the notebook at least fivecountries how to say hello.

T. Explains the use of do and dont. andexplains the stress in these words.Ss. Practice the use of do and dont.T. explains and speaking and writing activityusing the text book exercises N. 1, 2, 3 and 4.Ss. Do the exercise using the text book exercise1, 2, 3 and 4.T. Explains ac activity using numbers andletters.Ss. Do a chart writing some numbers from

lowest to highest.T. Explains a short activity about somequestionsSs. Work in couple asking themselves somesimple questions.T. Explains how to say some numbers inEnglish.S. Practice says some phones numbers.T. explains about ID.Ss. Identify names and last names.

Asking students what isthe difference sayingsimple numbers andphones numbers.

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XXXVI Teaching Portfolio.



Tel. 2662-0406

Teacher: Gustavo Espinoza Time: 100 min. Topics: Friends and Families. Date: April, 12th2014.Objective: At the end of the class students will be to talk about family and use this and that.. Class 1.

Warm up :Activity.

LanguageStructure


Timing Resources

WordAssociationsA very simplegame wherestudents mustthink of wordsconnected to theword that comes

before. Forexample, theteacher says,"Fish", the nextperson thinks of aword theyassociate withfish, such as"water", the nextperson could say

"a glass" the next,"window" etc.

This, these andplural nouns.Possessives.

T. Explains the activity word associations.SS. Make a circle in the classroom where theyassociate names.T. Present the new topic through some picturesin the text-book.Ss. Students match the picture with thedescription and complete a chart about itUSING AN AUDIO.

T. Explains to students that they have toidentify who is speaking using some pictures.Ss. Identify who is speaking. And they answerthe same question by themselves.T. Asks some students about brother andsisters.Ss. Answer to the teacher and then they askeach other the same question.T. Explains about family members.Ss. Do the exercises 1, 2 from the text-book as

the teacher explained.T. Explains to student a matching activity usingthis and that.Ss. Do some exercises from the book.T. Explains the use of this that and countablenouns.Ss. Practice the use of this, that and countablenouns.T. Explain possessives pronouns.Ss. Practice Possessive pronouns.

Student write somesentences in thenotebook using thelanguage focus.

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Tel. 2662-0406

Teacher: Gustavo Espinoza Time: 100 min. Topics: A days work.Date: April 26th, 2014.Objective: At the end of the class students will be able to talk about job and occupations. Class 1.

Warm up :Activity.

LanguageStructure


Timing Resources

Students draw afamily tree in aconstructionpaper and theyexplain it.

Questions with doand does.

T. Introduce the topic job occupations.Ss. complete the phrases with a or an.T. Explains to students to work in pairusing some pictures in the text-book.Ss. Work in pair matching some pictureswith job occupations.T. Check what they have done.

Ss. pay attention to a listen activity.T. Plays the audio for students.Ss. Matching from the listen activity.T. Explains how to use do and does.Ss. Identifying when use do and does.T. Explains do strong and weak forms.Ss. Circle the right answer with do strong orweak.T. Explains a listen activity.

Ss. Listen an audio and they identify theright order of the questions.T. Explains an activity about do and does.Ss. Practice doing exercises in the text-bookusing do and does.

Choose some couples inthe classroom and they

ask question to theirpartner using do and

does.

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XXXVIII Teaching Portfolio.



Teacher: Gustavo Espinoza Time: 100 min. Topics: Good Morning!Date: April 26th, 2014.Objective: At the end of the class students will be able to talk about simple routines Class 2.

Warm up :Activity.

LanguageStructure


Timing Resources

Students play agame in groupsusing thecomputer findingthe correctcouples of words.

Present Simple.

T. Explains what are routines?Ss. Match some pictures with simpleroutines.T. Checks what students have done.Ss. identify what are the simple routinesthat they do in the morning.T. Explains a reading activity.

Ss. read a paragraph and they match thedescription with some pictures.T. Explains an activity of complementing.

Ss. Fill in the blanks using the descriptionthat they read before.T. Explains an activity about telling time.Ss. Set the correct time that jade does hissimple routines.T. Explains a listen activity.Ss. Listen an audio and at the same time

putting in the right order the time.T. Tells to students to write down thecommon routines that they do using time.Ss. write down their routines.T. Explains a listen activity about jaderoutines.Ss. Listen and putting the routines in theright order.

Students pass in frontand using the clockthey explain their

routines.

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XXXIX Teaching Portfolio.



Tel. 2662-0406

Teacher: Gustavo Espinoza Time: 100 min. Topics: Making the first move. Date. May 03, 2014.Objective: At the end of the class students will be able to ask simple questions in a first meet. Class 1.

Warm up :Activity.

LanguageStructure


Timing Resources

Using a clock inthe whiteboardwhere everystudent say theirdaily routinesusing time.

Would you like?

T. Introduce the new topic.Ss. Looking a picture and writing questionabout a first move.T. Explains the listen activity.Ss. Listen a conversation and check thequestions that they have and correct them.T. explains to students check some answer andwrite possible questions.

Ss. Looking some answers and write theirquestions.T. Explains this activity using the text-book.Ss. Scrambled words, put the words in thecorrect form about drinks and snacks.T. Explains about snack and drinks.Ss. Matching words with some pictures.T. Explains this activity about orders.Ss. Listen a conversation and match what is theorder that they hear.

T. Explains the use of would.Ss. In couple they write in the notebook someorders using would you.T. Explains them how to order.Ss. In couple they their do a conversationimagining that they are in a restaurant and theyorder drinks and food.

Asking students whatwe learn about the

lesson and if they haveunderstand it.

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Teacher: Gustavo Espinoza Time: 100 min. Topics: Drinks and snacks. Date. May 03rd, 2014.Objective: At the end of the class students will be able to ask something in a restaurant. Class 2.

Warm up :Activity.

LanguageStructure


Timing Resources

Whispers in theclassroom. Hereteacher gives awhispers to astudent and tellsthe same whisperto everyone andat the end we

check if it iscorrect.

Would you?

T. Teacher explains the sound of would.Ss. Identifying the pronunciation of somewords.T. Explains the correct form of answers.Ss. Work in pair and matching somequestion with some possible answers.T. Gives an example about the

conversation.Ss. Practice a dialog in couple.T. Explains the listen activity.Ss. Listen a conversation about prices.T. tells to students how to say prices.Ss. Matching some picture with prices.T. explains what stress is.Ss. Listen a conversation and identify thestress in the word.T. ask about food to students.

Ss. Checking a menu and identifying whatmost like and what not.T. Explains what kind of phrases we usein the restaurant.Ss. Identifying phrases from the counterand the customer.

Asking students what isthe correct form to ask

in a restaurant. Andhow to say prices.

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XLI Teaching Portfolio.



Teacher: Gustavo Espinoza Time: 100 min. Topics: Around the corner. Date. May 17th, 2014.Objective: At the end of the class students will be able to talk about places in a town. Class 1.

Warm up :Activity.

LanguageStructure


Timing Resources

Saying sometongue twisters.

There isThere are.

T. explains the tongue twister activity.T. Introduce the new topic.Ss. Work in pairs. Match the expression to the placeson the map.T. Explains the different words that in English isused.Ss. Listen to four short dialogs about places in atown. Correct the answers.T. Talks about where he lives.

Ss. Complete the sentence with students owninformation.T. asks to Ss. to create group of three and explainsthe activity.Ss. Asking classmates where they live. Activity toshare information.T. Explains a listen activity.Ss. Listen to a conversation, and answer twoquestions.Ss. Look at the list of places in vocabulary fromexercise one. Circle the ones Becky talks about.

T. Plays an audio for students and explains it.Ss. Listen to the conversation and match thequestions and answers.T. Explains the uses of there are and there is.Ss. Work in pairs. Look at the table and complete theexamples using: s, is, are, isnt, and arent.T. Explains the practice activity.Ss. Read the sentences. Are they true for where youlive?

Work in groups of

three. You are going to

play a guessing game.

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XLII Teaching Portfolio.



Tel. 2662-0406

Teacher: Gustavo Espinoza Time: 100 min. Topics: My house. Date. May 24th, 2014.Objective: At the end of the class students will be able to talk about house and apartment. Class 1.

Warm up :Activity.

LanguageStructure


Timing Resources

Students incouple makesomeconversationsome previoustopic seen inclasses and thenin couple they say

the conversationin front ofstudents.

There isThere are.

Have/ has.

T. Gives a little feedback about the last topicseen in class.Ss. Write some sentences using there is andthere are.T. Introduce the new topic My house.Ss. read some paragraph and match this with

some pictures.T. Explains some words and pronunciation ofnew words.S. Use the new words to label house and rooms.T. Explains the use of have and has.S. Do some exercises as the teacher explained.T. Plays an audio about houses and room.S. Checks who said the conversation.T. Explains the importance of the wordreally.

Ss. Write some sentences using the word really.T. Gives explains the use of do and have orhas.Ss. Complete some exercises using the languagestructure.T. Explains some phonetics pronunciation.Ss. listen and practice the pronunciation.

Asking students what is

the different use of have

and has and key words

seen in class.

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Tel. 2662-0406

Teacher: Gustavo Espinoza Time: 100 min. Topics: A room to live in. Date. May 24th, 2014.Objective: At the end of the class students will be able to talk about characteristics of a house. Class 2.

Warm up :Activity.

LanguageStructure


Timing Resources

Learningvocabularythrough a son andtongue twisters.

There isThere are.

+ Determiner.

T. Introduce the new topic colors andfurniture.Ss. Identify the furniture that they have inhouse.T. explains how to ask about something inhome.Ss. Write and ask some questions about it.

T. explains how to describe furniture.Ss. Using the book identify what colors andfurniture are in some photos.T. explains some adjectives to use to describethings.S. match adjectives with a picture and read adescription about a home.T. Explains determiner.S. do some exercises using determiner.T. play an audio and students have to do some

activities about it.S. do some exercises according to the audio.T. Explains what is a hotel reservation and thenew vocabulary.Ss. identify the thing that can find in a hotel.T. plays an audio about hotel reservation.Ss. Complete a short form of reservation andlearn some expressions used in hotels.

Students write a short

description about their

house.

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Documents

Gustavo Espinoza Teaching Portfolio