TEACHING PORTFOLIO

Action Research Amaya

TEACHING PRACTICE

June 5th, 2014
Every step that I take in the art of teaching, makes me
reflect that I still have a lot to learn.
Marvin Montoya
Teaching Portfolio

Introduction
The following document is to be considered as the cornerstone of my
professional development as an English Teacher. Many specific details regarding my
teaching experiences will be expressed throughout this document. From the definition
of this document itself, to the application of the different methodologies that are
planned to be used by the author. One by one they will be detailed and presented as
evidence by answering the following questions:
1. What is a Teaching Portfolio?
2. What is my Self-Evaluation and Reflection?
3. Why do I need a Teaching Portfolio?
4. How should I structure my Teaching Portfolio?
5. What are my Teaching Responsibilities?
6. What is my Statement of Teaching Philosophy?
7. What are my Teaching Methodology, Strategies and Objectives?

The modification of this document will be open to the disposition of changes that
may occur during the Teaching Practice Procedure. As it is focused not only as an
assessment task, where the teacher will be evaluating all these aspects, but also as a self-
reflective document that will provide information for my very own professional
development.







Teaching Portfolio

What is a Teaching
Portfolio?
In one sense you can see a Teaching Portfolio in one way and from another
perspective you can see it very differently. But from my point of view a Teaching
Portfolio is a document used to describe each and every tool that the Teacher uses in his
classes. It can describe all those materials used in a determined course, the methodology
used, and the way the techniques were used during that experience. It will define the
strengths and accomplishments that have been reached, it can help you demonstrate the
quality of your teaching and the areas that you need to improve in. It can be considered
as a showcase of your best work. Since teaching efforts cannot be solely captured by a
numerical unit, the portfolio becomes the reflective tool that will provide the essence of
your teaching principles, methods and techniques in action. It will become the reflection
of your inner vision as the great teacher that you are. (Mellon, 2012)
It becomes a factual description of the correct activities done by the teacher and
all of the positive things accomplished as well. You will be able to represent the main
purpose of each and every activity done, as well as the progress that your students live
through the great experience of your teaching philosophy. It can be compared to an
artists portfolio, where the artists leaves evidence of all the great artwork that he or she
has created during their lifetime. Or a designer leaving mark of each and every style
they have designed during their career, but not only to present their final masterpiece;
the thoughts and principles that guided you to get there must be there as well. The road
that took you to that state of reaching your goal must be showed, for others to use as a
guideline as well. (Goodwell, 2012)




Teaching Portfolio

Self-evaluation and
Reflection
Every step that I take in the art of teaching, makes me reflect that I still have a lot
to learn. I cannot deny that I have been moulding the teacher that I am since the first
day that I stood in front of a group of students. In fact I have changed so much since
that day, that I can hardly believe the way that my first class went. There was no actual
foundation to what I was doing, I can say with my head held high that everything I did
in my beginning days as a teacher came from empiric knowledge. These were the first
steps that I took in my teaching experience. I began teaching through different ages,
without even studying teaching methodologies. I just felt that there were differences
when I was teaching different ages, but I could not say what they were or why I felt that
way. I could not explain why I changed my tone of voice when teaching children, and
used childrens games and activities, where I even threw myself on the floor with them.
Then later on very seriously adopted the personality of a mature man when teaching
adults, using activities that were more appropriate for their age. Of course I had no idea
that what I was applying was different methodologies. Like I said before all this was
empiric knowledge.
Now a days, I have become a bit more methodical when it comes to teaching. I
have studied just enough to begin to apply some techniques into my classes. I look into
my teaching mirror and I can reflect that I am not a perfect teacher, and that I will never
be one. But I must never stop growing and learning to be a better teacher than I was
before. Every step taken on this road toward excellent teaching, is helping me shape my
teaching figure, according to the principles I have been guided by. They have been
modifying the way I think and the way my classes are driven. In fact I can assure that
in a few more years a new teaching method will be developed, and I will have to adapt
to it depending on the needs of my students at that time. Therefore I am preparing
myself for those moments, by adopting a sense of adaptation to different circumstances
in the teaching area. Because I believe that the future teachers will not be the ones who
best manage todays teaching methods, they will be the ones who most adapt their
Teaching Portfolio

methods to the needs of their students. I plan to be one of those teachers, but to get
there I must first go through a serious of systematic steps.
Why do I need a Teaching
Portfolio?
The reasons why someone would use a teaching portfolio could be: for
development purposes in which they need to reflect on their teaching methods in order
to improve them, or as an evaluative product in which a promotion or a teaching award
could be in the interest of the producer. Whatever the reason of why you are making a
Teaching Portfolio, there are plenty of advantages to see in them. In simple words they
provide information that is very useful not only to the teacher but also to anyone who is
interested in the teaching process. Because it makes teaching more visible, through the
Teaching Portfolio you can actually see how teaching is being developed through the
different evidence provided by the teacher. It also helps to make reflection on what is
being taught to our students, but it also helps to evaluate how our teaching methods are
functioning. Another advantage of having a Teaching Portfolio is that it allows
collaborative learning, as it may serve as a guideline to the peers that read your
Portfolio. (Labhrainn, 2002)
Now more specifically, why I need a Teaching Portfolio. I need it, for a mingle of
both options presented above. First of all I need it to provide demonstration and
evidence of my teaching principals and approach. This implies being evaluated in the
subject Teaching Practices but it will also leave proof of my thoughts as a teacher, of
how those thoughts will shape the learning of my students and help them on the long
run. It will serve as a tool for self-evaluation, reflection and improvement that will
foster discussions about teaching and provide evidence of my work quality. This
portfolio will be used as a cornerstone for the building of my professional development
as an English Teacher. (Richards)


Teaching Portfolio

How should I structure my
Teaching Portfolio?
The structure that you can adopt when creating a Teaching Portfolio may vary
depending on the purposes of why you are creating it in the first place. It can be
significantly inclining to the needs of the institution that you work for. Maybe
depending on the institution that you want to work for. Maybe you want to structure
your Portfolio just to evidence your work as a teacher and what you are doing to
improve your teaching abilities. You should highlight your strengths as a teacher, some
consider important to include your personal information, teaching experiences,
development of teaching, teaching and learning materials, teaching philosophy and
approach to teaching, pedagogical education and studies, experience in education
leadership, results in student and peer evaluations, describe and reflect on your
teaching merits, and other elements can be considered to structure your Teaching
Portfolio. (University, 2012)
However the way you structure your Teaching Portfolio will depend on the
reason for you creating it in the first place. Therefore the structure can be compared to
human beings, as there is no human being exactly like another one. Yet all human
beings are equal, we can realize the same functions. That is why the following aspects
are the essence of all Teaching Portfolios, you cannot have a Teaching Portfolio without
at least these aspects:
Your Teaching Philosophy.
Documentation for current teaching practices and plans for future
improvement.
Evidence of your performance as a Teacher.
With this base structure for a Teaching Portfolio, you have a door. How you design
the rest of the house completely depends on what purposes, needs and requirements
you have to meet in order to create an appropriate portfolio. (Clifton, 2005)

Teaching Portfolio


Teaching Responsibilities
Technically what a teacher needs to do is determined by the responsibilities
placed on his shoulders. Teacher have the responsibility to create a learning
environment which is able to ensure that their students acquire the skills and the
knowledge they need in a specific area. Teachers undertake this responsibility within
the framework of the law. In El Salvador it is established by the General Law of
Education, where teachers are required to meet a high standard of professional and
ethical behaviour required by the countries law. But to keep a General overview of the
teachers responsibilities we will incline towards four very specific responsibilities:
Face to Face Teaching: Here are included the times table classes in which
students and teacher are present in the classroom.
Other professional responsibilities: preparation of the classes, marking of the
tests, assessment, meetings, student supervision, reporting and organizational
duties.
Contextual factors: class size, curriculum mix, range of ability and age of
students, resources available and facilities.
Voluntary Effort: Excursions, activities with students before or after school.
These can be considered as the basic teacher responsibilities although we can go even
beyond these when we want to become exceptional teachers who inspire. (Education,
2012)






Teaching Portfolio


Statement of Teaching
Philosophy
The reason for teaching comes from an inner desire to share the knowledge that
you have acquired with the people who are interested in absorbing it. But I have never
believe to know it all, in fact I am a true believer that the more I learn, the more I realize
I know very few. I recognize that there is always something new to learn, and the best
way of learning is through teaching. I am proof that teaching has taught me so many
things. I have learned a great amount of things from my dear students who were
always there ready to absorb what I had to offer them. But more than just some
information I try to inspire them through example. As nothing that I have reached has
been alone, for I have had and still have teachers of my own, from who I absorb.
As an English teacher, not only do I have the responsibility to transfer
information on how the English language works, I have to teach my students on how to
be better learners. How they can use other means to learn even more than they can from
just being in a classroom with me in front of them. In the classroom and out of the
classroom I try to engage students in to the constant practice of the English language.
As a matter of fact, I do not stop with motivating only my English students, every single
person that I know that is trying to learn English is constantly being pushed and
motivated to practice English, by me. Deep inside we all have a teacher inside, it is just
that some of us accept it and allow that inner teacher to be exposed on the outside.
The way that I teach is focused on the student. A student centred approach
where it does not matter much what I want. What is really relevant for me are the needs
of my students. How they can learn in an easier way is what I believe will guide my
students to success. And if I am not mistaken, this will also lead to my success, as there
is no better award than the appreciation and the love of your students when they realize
all they have acquired form your classes. I try to have a positive impact on my students
learning, to inspire them to be even better than their teacher. While I try with each day
to be a better teacher myself.
Teaching Portfolio

The measuring of my effectiveness, will be assessed not only by my students, but
also by my colleagues. This is an important part of collaborative learning, because I am
well aware that perfection is never reached, but the sense of being effective is close
enough for anyone who is willing to accept that nobody is perfect. Therefore my
evaluation will be based on effectiveness rather than perfection. And my teaching
philosophy will be based on a continuous professional learning cycle: planning, practice,
implementation, analysis and modification of practice.

Teaching Methodology,
Strategies and Objectives
The methodology that I will be working on in my teaching practices is based on
the facts that I believe that learners learn the language by the process of communicating
with it. So the learner will have a better chance of learning it by using it rather than just
knowing the grammar rules and structures, but not being able to use the language itself.
With this methodology, students should be able to make real communication. Students
will be given the opportunity to try out what they have learned. Accuracy and Fluency
will be another aspect to focus on during my teaching practice and thorough out this
methodology. Another aspect of this methodology is that student will be motivated to
discover grammar rules. (Richards, 2006)
Next I will mention that the Ministry of Education requires me to use
Communicative Approach. Personally this approach is one that I am fonder of. To be
honest it perfectly fits in to the methodology that I have panned for my teaching
practices. Although I do plan to combine a few more methods into it and that is the real
art of teaching. Especially because the syllabus requires that students reach an
Intermediate B1 level by the end of their school year. Yet to reach that goal they must be
surrounded by English environment for about 300 to 350 hours. Therefore the use of the
Direct Method partially is required, as they begin to feel the need of understanding and
communicating. The Direct method requires no translation and the complete use of
English during class. You may ask yourself how I will manage situations where
Teaching Portfolio

students don not comprehend. Well the use of visual aids is the primary support in this
case, since students are highly visual. With the help of technological tools such as
computers and smart phones, easily an image can be found to help clear any doubts.
Although it is a Method that I would apply only to restrict the amount of L1 in the
Classroom, so I would have to set the example by minimizing the use of L1 in the class.
(Meza, 2008)
So far I have mentioned the Communicative Language Teaching and the Direct
Method, allow me to add to the body of methods the following; The Audio- Lingual
Method, Desuggestopedia and TPR. These will be the base Methods to the methodology
I will apply in my Teaching practices. And now I will explain some of the techniques
that will be used and to which method they are linked to. The syllabus requires
students to be able to use the language after the school year, there for CLT will be the
foundation of this Methodology. The use of warm ups and wrap ups as language games
will allow students to reproduce what they have learned or already know in a fun way
to keep them motivated to learn. Having them order sentences with scrambled
sentences will allow the growth of syntax abilities. The use of role plays instead of
memorizing dialogues will play an important role to meet this goal of developing
Communicative Competences by placing them in real life situations and presenting the
variety of options that occur in real life. From the Direct Method and English
environment will be necessary to embrace the students to the language. Reading aloud,
allowing them to auto correct themselves will produce not only personal learning but
also collaborative learning as well. Dictation is another technique that I plan on
applying to this great experience, it will help student develop their listening abilities to
a next level. Finally from Total Physical Response, I plan to take the techniques of action
sequence, role rehearsal and command to direct behavior as a bit of a complement to
the Direct Method Techniques. In the sense that all the instructions will be given in
English, and at some point students will give instructions in English as well. (Larsen-
Freeman, 2000)
These will be the foundations, these will be the guides by which my classes
will be directed in my Teaching Practices. They will follow the objective of the syllabus,
and yet have my very own signature stamped on the front of them. As I am sure we all
have to follow the same guideline, but each teacher gives his classes his specific
characteristics that will identify each methodology created by each and every one of
them.
Teaching Portfolio



Efforts to Improve
Teaching
From the moment you place yourself in front of a class, there is huge weight on
your shoulders. The education of the human beings in those seats is in your hands. That
is a huge responsibility that goes wider that just the classroom, it spreads wide all the
way to the society we live in. As an English teacher I have the responsibility to guide
my students to learning English in the best way. I cannot allow myself to slack on the
job or just be feeding students with the same old thing. I have the responsibility to keep
an updated profile on my teaching performance. Not for my personal profit, because I
will not get a raise for this, but because of the great satisfaction given when your
students demonstrate to others that they have learned with you as their teacher.
To improve my teaching skills, I have gone to different trainings. Some of them
include the use of Blended Learning. A course in which I learned how to use technology
in the classroom to make the students learning even easier. As it is known we are living
in a technological era, most of us are surrounded by the use of technology in our daily
lives. Since the learners have changed the way they learn, as a teacher I must change the
way I teach. Through this course I learned how to create a web quest, for students to
follow instruction based tasks and at the same time make learning meaningful and fun
for them. This has taught me that students do not have to be within the four walls of a
classroom, nor you have to be in front of them in order for them to learn. Students
know a days learn by doing, therefore they can complete tasks outside of the classroom
using technology to your advantage.
Another type of experience that I have faced is to be the trainer for a High Tech
Training at an English Academy. Most of the things that I have learned though
Teaching Portfolio

trainings, I had the opportunity to share with other teachers. This experience has helped
me because during my experience in teaching I have learned that through it I learn
myself. So this has been a wonderful experience for me. When you see how you have
helped other teachers to be able to make their classes easier and fun, you find out how
important it is to share what we know amongst our peers. I was reflecting the other day
on this, and I came to the thought that one excellent teacher will not make a big
difference in a huge society if he does not share what he knows with his peers. By
sharing this knowledge, more teachers will be induced to be better, and then many
good teachers can provide a wider range in changing a countries society and even
culture. There is the real value of teaching and never stop learning.
The latest training I am assisting to is a Diplomado on Teaching reading, thanks
to a scholarship provided by Richmond. The method used during this training is the
Blended learning, as I have some face-to face sessions and also an online platform
where I can interact with peers and turn in homework as well as participate in forums.
This is a new experience that will help me show my students to an easier way of
reading.

Students rating on
diagnostic questions
On the first day of class, I could notice that students had very poor knowledge
of English language. The process of learning this second language has not been given
the importance that it really deserves. It seems that students are not motivated to learn
English at all. Only those who are fond with the language, are the ones who manage
slightly at Instituto Nacional de Concepcion Batres. In fact, the overall knowledge could
be seen by just asking a simple question the air in the classroom and noticing hoe the
lack of understanding is represented in the expressions on their faces. I did not apply a
Teaching Portfolio

Diagnostic test to these students because the result was more than obvious, through
observation while trying to ask the basics, their level was significantly low.
It is a very satisfactory feeling, when you notice that the students at this
institution expect to learn so much from you. But it also puts and extra pressure on
you because you know that students do not expect that you take the typical information
and activities. They begin to adjust to your way of teaching, and they begin to adapt to
learning in a different way than what they are used to by their official teacher.
As I have had the opportunity to get to know and observe my students I can rate
them through observation that they have improve significantly since I went the first day
to the INCB. They show lots more respect and more interest toward the English class.
They dedicate more time to complete their English homeworks in the best way. Even
participation has been a lot more fluent than at the beginning. At first I had to beg them
and literally push them to participate in the different role plays and activities that
characterized my classes. I know that I have a lot to improve, and so do my students,
but I have seen some progress in the short amount of time I have been with them, of
course I am mentioning most of the students and not all of them.


Products of teaching
One of the biggest tasks a teacher has is to obtain the appropriate feedback
regarding the progress of your students. Through this teaching experience I have done
many activities, to try to make the classes less stressful and more entertaining for the
students. Underneath that purpose was for me to be able to witness their progress in the
English language learning process. They did not even notice that when they were doing
those different activities I was evaluating their progress and their learning, in a stress
less environment.
Teaching Portfolio

To mention the process of acquiring the feedback necessary to be able to obtain
the evidence of my students progress, I will explain the following. The students were
summited not only to written tests, they were also observed and tested through some
activities. Written tests were custom made and based of the topics covered in each class.
They were made with questions that will prove that the students know how to use and
write out in English. But it is necessary to also test their speaking and listening,
therefore some activities were prepared to evaluate such delicate elements. A rubric
was made to measure and evaluate the students progress in these areas. These are pre
made specifically to measure how much the students can produce of the topics covered
in the classes.

Teaching Goals
This complicated and lovely career is linked to keeping in mind what you want
to do. There is few purpose in a teacher who does not where he is going and has no
goals set. This is a very delicate part because it aims where you to the vision of where
you plan to be in the future. But if you go being just being a regular teacher, you have to
not only aim for your goal, but also the goals you believe your students will reach by
the end of the course. Therefore you have a double take shot at the goals that need to be
defined for each class that you have.
One of the goals I have as a teacher, is to provide with motivation to all my
students, so they will not lose interest in learning English. I have seen many good
students lose interest in learning English because the teacher is not active enough, or
dedicated to his class. There for to motivate my students to continue learning is very
important for me. This a long term goal that I have set, because I will only be able to
view the outcome until some years ahead, when I see how many of my students
continued to learn English, after taking my classes.
Teaching Portfolio

A short term goal of mine is to guide my students to where learning is, and allow
them the opportunity to find the answers by themselves. They will learn by doing, and
even more by making mistakes. For me its a short term goal because I need to apply
this toward their learning process. I am sure that I can help many students by making
this one the short term goal.
The students I may transmit to my students will be that they can do it. That is my
best wish. To have impacted their lives in such a way that what they learned from me
will help them overcome big obstacles in their lives. And that in the future they can
acknowledge how that changed their lives in a good way.
However a long term goal that I have is to become a Master in the English
Teaching area. As I have mentioned before, I am always willing to participate in each
training available, keeping myself updated is the key to good teaching. But my dream is
to one day be in the spot of the person who today trains me. This way I will have the
opportunity to share with teachers everything I have learned through all these years,
and help motivate the teachers into making teaching and learning a bit more fun and
enlightening for our dear students. This way I will also be helping in the development
of my beloved El Salvador in the English Teaching Area which will make me feel more
than proud of myself.







Teaching Portfolio




References
Clifton, P. (2005). Preparing and Presenting a Teaching Portfolio. National Tertiary
Education Union.
Education, D. o. (2012). Teacher Responsabilities. Northern Territory Government.
Goodwell, J. M. (2012). Developing a Teaching Portfolio. Center for Teaching Excellence.
Labhrainn, I. M. (2002). Teaching Portfolio. Centre for excellence in Learning and
Teaching.
Larsen-Freeman, D. (2000). Techniques and principles in Language Teaching. Oxford
University Press.
Mellon, C. (2012). Guidelines for Teaching Portfolios. Eberly Center for Teaching
Excellence.
Meza, D. (2008). English Syllabus. Ministerio de Educacion El Salvador.
Richards, J. (2006). Communicative Language Teaching Today. Cambridge University Press.
Richards, J. C. (s.f.). Proffesional Development for Language Teachers.
University, A. (16 de 10 de 2012). Obtenido de
http://www.aalto.fi/fi/about/careers/tenure_track/for_applicant/guidelines_for_co
mpiling_the_teaching_portfolio.pdf



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Appendice











Teaching Portfolio




Action Research



TEACHING
PORTFOLIO


Action Research
Teaching Portfolio

The following research project was conducted at Instituto Nacional de Usulutn,
El Salvador. During the teaching experience the issue of mother tongue interference in
EFL classes has been a great barrier to overcome. Therefore the researchers where
engaged into the process of revealing the elements that have repercussions on the
interference of L1 in the ESL classes. It is to say, how the mother tongue interferes in
English Language Learning and developing speaking skills. The teacher needs to
motivate students, not only by guiding them but also by being an example of what they
preach; which means that the use of L1 on the teachers side should be as much as the
teachers expect from their students. This way student will have a role model to follow
his/her footsteps, similar to a mold or a goal of being and even to surpass.
It is believed that through this action research, there will be presented many
different alternatives to solutions brought by the issue of the L1 interfering in English
language learning. The research will serve as a documentation of the issues and
different alternatives that teachers may have during their teaching experience. This will
be extremely useful for present teachers and even for future teacher who may encounter
a similar situation as a foundation to what has been done before them. Later they may
even provide even better alternatives to the situation expressed in this document, given
that these results will provide background information regarding this issue.
The research will be conducted through observing the students reaction to
specific guidelines given by the teacher. Teacher will have to limit the use of L1 in
his/her class, when a student tries to give his/her opinion in L1; teachers should act
like if they do not understand what the student is saying, by doing this, the student will
try to use L2 instead. When teaching new vocabulary, teacher will give the definition in
English; if students do not understand, teachers can try to use mimics and if that does
not work, the use of flash cards or electronic devices will help the student to
understand; the point is that the more students put effort into is the best.
Are the students capable to focus on their L1 learning processes without mixing
it up with their mother tongue? This research will lead to an exact answer to this very
important question; the study will focus on those students who have very serious
problems dealing with the L2 Learning process and also with all sense, make that these
students struggle in their ESL classes. English is not a very difficult language to learn,
but the problem comes when Language Learners begin to mix their mother tongue in
the learning process; these students are not able to think in the L2 because all they have
Teaching Portfolio

in mind is L1 and that makes it really hard for them. Students in the process of learning
a Foreign Language are usually committed with their mother tongue; these people
think in their mother tongue and try to speak in L2, which is really hard to begin with.
Instead of doing that, they should switch their brain into the L2 mode, so they could
think and speak in L2. Teachers have to identify when this issue is blocking their
students, and find a correct way to motivate them and support them so they may
overcome that barrier and begin to think and speak in English.
The key to learn is to adjust the brain to the target language this will help the
students to assimilate and understanding the same. Every effort has its own rewards, so
teachers play an enormous role in every students life, because, as it has been said,
teachers are students role model and by this, they should not disappoint them.
Teachers must never underestimate a student because sometimes the most teachers
push their students to their limits, the most capable the students become, and also this
kind of push gives the student a lot of confidence so by this they increase their self-
esteem.
English has begun to expand its borders leaving its nest which are United States
of America, United Kingdom, and Australia. It has become an international language
that is fairly adopted and accepted by many countries around the world as it offers
accessibility to communication in the areas of tourism and business that demands that
these two elements have brought upon the world have begun a revolution in the second
language learning, in this case English.
It is in this sense that English embodies multiculturalism. And it is in this sense that
English is a global language. The input to this multiculturalism, then, comes from three
types of users who constitute three Concentric Circle the Inner Circle, the Outer Circle,
and the Expanding Circle. (Alatis, 1994)
This has created a three layered circle in which the amount of native speakers
that exist is actually smaller than the ones wanting to learn the language. This leaves in
the Outer Circle the people that live in the countries that have already adopted English
a second language. Within the Expanding Circle the people in the countries that wish to
adopt English as a second language which are actually a lot more than the ones in the
Inner Circle.

Teaching Portfolio

In English, the Native Speaker term is often used to refer to a person who speaks
English since they developed communicative skills at a young age. At first sight this
terminology is correct, but in reality the term is too specific; it narrows the mother
tongue as English. But the fact of the matter is that when a person decides to learn
English as a second language he/she already has a native language, and they are native
speakers of that language.
The concept of a native speaker seems clear enough, doesnt it? Its surely a common
sense idea referring to people who have a special control over a language, insider
knowledge about their language. (Davies, 2003)
This research will refer to native speakers as those people who have special
control over a language. And not using the term for those people who speak English
since they were very young. Because the existing of a native speaker becomes extremely
relevant to the issue that its brought up within this action research.
It is important to highlight that this action research does not segregated the
knowledge of the mother tongue. It actually considers that being a Bilingual involves
expanding the limits of vocabulary and syntactical structures in their native tongue and
in their target language. Developing competences in both languages requires an extra
effort on behalf of the learner.
Bilinguals and multi-linguals have a unique competence that Cook (1991a, 1992) called
multi-competence, which in some respects contains state of L1 knowledge different
from that of monolinguals. (Kecskes, 2000)
The knowledge of the mother tongue is not considered as a negative element in
this action research. It is important for the student to know a lot about their mother
tongue, but in the learning process it can become an interfering factor that will block
and obstruct the language learning process. When it interferes, it becomes a relevant
part in this action research.
Code switching is when a person alternates between two or more languages in
the context of a single conversation. Some bilinguals have the ability to switch between
languages when speaking, but code switching requires that the idea does not lose its
sense. But can code switching be a problem in the classroom only for students? Or is
there an effect that may also involve the teacher in using this?
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Is code-switching contentious as classroom behavior just for the teacher or also for the
learners? (Alatis, 1994)
Code switching is not to be confused with the interferences of L1 in the second
language learning process, they are miles apart from being the same. They do involve
similar things like the use and control of both languages, but in code switching, it does
not interfere with the message trying to be sent. It is now considered by most scholar as
something normal in bilingual and multilingual use.
Now that the core of the topic and issue, it is found that it may not be as thought
before. There is not a specific bad side or good side to the use of a mother tongue for
bilinguals. Whether they are teachers or students, it all depends on the perspective and
how that mother tongues is really used to benefit the learning process.
Code choice in classroom communication is admittedly a frequent and central concern
for teachers and students. For teachers, it usually has to do with preventing students
from using their first language L1; for students it is often about how to use the L1 and
still function and succeed in the language classroom. (Levine, 2011)
So it is believed that under some circumstances the code choice can be optional,
but according to this action research it is interfering with the learning process of the
student under observation. The reason may be in the fact that these students do not
know how to succeed in learning L2 while still using L1. What they intend to do is use
L1 to make the process easier but not to actually learn the use of L2.
This action research paper is been based on all the data recollected from the
teaching experiences that some teachers, including ourselves, had gone through at a
certain point of our teaching development. Some students are not only not completely
satisfied with their teachers, but also, they are not interested in learning a second
language. Therefore, one and the most important key that teachers must emphasizes on
their students is that in order to learn a second language they have to fall in love with it.
By saying this does not mean that people should forget about their roots but need to
learn the differences that L1 and L2 have in their lives and try the best to not mix them
up.
Some of the things that it had been observed during this action research
investigation are that the students and teachers also, are really attached to their L1 and
that keeps them caught in the fossilization of the second language. It is such a big
Teaching Portfolio

problem because the more that these people is focused on their mother tongue, the
harder it is to learn a second language. This problem has raised a very important
question; how does the teacher expect his/her students to learn a second language if
he/she does not separate L1 from L2? Sometimes English teachers try to focus more on
the memorization of the new vocabulary from their students instead of their natural
learning of this, when this happens, students try to speak the L2 but in a robotic way.
Sometimes students do not know how to express something in L2 and they are forced to
ask the teacher about the correct way to say something, and the teacher answers to them
in their mother tongue. This is not correct because teacher must focus on the L2 learning
all the time; No exceptions. This is going to help the students to be able to learn the L2
in a more naturally and easy way. The only way that we, as teachers can solve this
problem is by stopping to use L1 as a reference in order to learn L2, there is one thing
that must be clear in the minds of every English teacher around the world though, and
that thing is to really know that the best and more appropriate way to learn a second
language is to forget that everyone that is in the same room as they are, speak the same
mother tongue language as them; by doing this, the brain will automatically switch
itself into the L2. And consequently that will make them start thinking in L2 instead of
being translating every thought they have in L1 into L2.
This action research paper has turned very important because now there are the
tools needed in order to improve the learning process and accomplish the goal of every
student and teacher in every English classroom around the world, and even though this
document is based on the study of a certain amount of students at one singular point,
the same behavior is seem in most people who wants to learn a second language.
Therefore, the one and only recommendation that this action research paper gives is
that second language learners have to focus their learning of the L2 into not mix it up
with their mother tongue. And that is going to help these people in order to them
learning a second language in the proper way. Teachers are obligated to motivate those
students who have lost faith in themselves, because that will make these students want
to be much better and therefore they will learn the L2. It is very important to be very
clear at that mother tongue is really important in the lives of every person but they have
to separated it from L2 in order to success in their learning process.
To achieve a high level of accuracy to give an exact answer to this issue, there is
obviously more time needed, but in just a couple of sessions with this students from
Instituto Nacional de Usulutn, the issue came along and it was pretty noticeable. Just
Teaching Portfolio

by giving a close look to every students behavior and development were enough to see
where they were struggling with, and all of their difficulties were suddenly uncovered
and unleashed. Some of them were scared to talk at one point, but as teachers we
managed to make them lose their fright and see how they were dealing with the
learning of a second language. This action research paper has recollected students
English learning process and their struggles with the L2 learning. As it has been said in
this document, the only way to try to make students forget their L1 while learning L2 is
to keep them motivated and also try to keep L1 away from L2 classrooms.
The implementation plan is to train the teacher in extrinsic motivation and how
important is his/her role as a teacher. Once the teacher has been convinced that he/she
plays an important role in the English learning process it up to the action to be
proceeded. The teacher will not answer when students use L1, provoking a need for the
students to communicate in L2. This way students will begin to feel engaged in the
English language learning process. They will begin to feel motivated towards the use of
the language and throughout time they will begin to use more and more the L2 until
they have learn it completely. Through observation we noticed that the teacher began to
apply extrinsic motivation to the students. Every time they try to speak in their mother
tongue the teacher look for a way to motivated into speaking English. Constantly the
teacher provokes the use of L2 in the classroom, by setting an example and reminding
his/her students that the objective of the class was to not only learn the use of the
second language but also to use it in the context.
In the beginning some of the students responded to the teachers actions as a
little bit skeptical; they still do not feel the need to express their ideas in L2. Once these
skeptical students begin to notice the change in some of other students they begin to
feel motivated to use the language, for example: the student Erika demonstrated a lack
of interest of using the L2 when she asked the teacher como se dice no entiendo en
Ingles. The teacher answered the following: how do you say no entiendo in engish.
She answered si eso quiero saber. Later on in the class, Juan asked teacher, puedo ir
al bao and the teacher answered: may I go to the restroom, then Juan asked:
Teacher, may I go to the restroom?. That was a great progress. Then other students
like Erika began to understand what the teacher was asking from them. So next time
Erika has a doubt she asks: Teacher, como se dice como se dice en ingls then the
teacher answers, how do you say __ in english? that implies that our development
Teaching Portfolio

plan was beginning to show improvement. There for we observed that one by one
students began to change their attitude toward the English use in the classroom.
Two months later, we entered the classroom and observed a great difference was
observed in comparison to the classes in action about two months ago. Most of the
students were using the language to learn more of the language. Erika asked another
student: how do you say preguntame in English then carlos answered: I dont
know, so they decided to ask the teacher: Teacher how do you say preguntame in
English. Easily the teacher answered ask me and the students repeated without
instruction to do so. This is great progress in the elimination of the interference of the
mother tongue in the English language classroom. So this improvement is very relevant
in this action research paper because it shows that the action plan that we decided to
implement to overcome the issue of the interference of the mother tongue in the
learning process of a second language actually worked out perfectly.















Teaching Portfolio



References
Alatis, J. E. (1994). Educational Linguistics, Crosscultural Communication, and Global
Interdependence. Georgetown University Press.
Davies, A. (2003). The Native Speaker: Myth and Reality. United Kingdom: Cromwell Press
Ltd.
Kecskes, I. (2000). Foreign Language and Mother Tongue. Psychology Press.
Levine, G. S. (2011). Code Choice in the Language Classroom. Multilingual Matters.










Teaching Portfolio




Planning
Instituto Nacional De Concepcin Batres
Tenth Graders
Teaching Practice Days: Mondays and Thursdays
WEEK DATE TOPICS
DAY MONTH
UNIT #2 My country
10 March Jobs
13 March Interviews
17 March Weather-seasons
20 March Geography
24 March Regional/ local food
27 March Health
31 March Transportation
3 April Lifestyle.
7 April Be supposed to
10 April Passive voice in present tense
UNIT # 3 Feeling Homesick
14 April Personal biographical information
17 April Family ties( adjectives) descriptions
5 May Customs and traditions
8 may Postal services
12 May Telephone conversations
15 May Yes- no questions with present perfect
19 May Questions with how long
22 June Present perfect with for and since
26 June Used to versus would
29 June Direct and indirect object
Teaching Portfolio




Program
Unit 2
My Country
Objectives:
Interpret oral and written English language discourse related to jobs, interviews, geography, weather,
means of transportation and life style, by listening to and reading authentic sources in order to fulfill
intended communication needs in the target language.
Produce spoken and written English language discourse related to appointments, job interviews, issues
related to weather, geography, regional food, transportation, health and life style in El Salvador by using
specific vocabulary and structures in order to communicate in the target language.
Value the importance of learning English to communicate with others and share information about places in
El Salvador.

Contents Achievement Indicator
Concepts Procedures Attitudes

2.1 Successfully identies specic
information and key words related to job
interviews.

2.2 Recognizes and correctly reproduces the
reduced sound of be supposed to.

2.3 Discriminates comparative and
Contents:
- Jobs/interview
- Current issues
dealing with:
weather,
geography,
local/regional
food,
transportations,
Listening
- Identifying
information
and
- Key words
related to job
interviews.
- Recognizing
the reduced
sound of be
-Showing interest in
developing listening
skills.
-Being tolerant and
patient during
communication
breakdowns.
-Showing tolerance to
pronunciation and
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health, life style
Grammar in context: -
- comparative and
superlative of
adjectives

San Salvador is
hotter and more
humid than
Chalatenango.

The bus is the
cheapest means
of transportation.

- Be supposed to
December is
supposed to be
cool.
Youre supposed
to wear warm
clothes in winter.
- Passive voice in
the present tense.

Pupusas are made with
corn flour
supposed to.
- Identifying
comparatives
and
superlatives in
different
sources.
Speaking
- Using polite
expressions
and vocabulary
in interviews.
- Describing and
comparing
places.
- Talking about
traditions and
life styles.
- Talking about
different means
of transportation.
Talking about seasons
and weather.
Reading
Scanning an article for
specic vocabulary
and expressions.
Inferring meanings of
words from the
syntax mistakes.
-Being courteous while
conversing with peers
and adults.
-Performing oral and
written tasks with
condence.
-Doing research work
with interest and
enthusiasm.
-Working
cooperatively with
peers or work teams
inside and outside the
classroom.
-Valuing the
importance of knowing
the history and folklore
of El Salvador.
-Applying
organizational skills in
academic tasks.
-Acquiring the habit of
writing with clarity
and neatness.
superlative
forms of adjectives in diverse audio material.

2.4 Uses polite expressions and vocabulary
when making appointments and
participating in an interview.

2.5 Compares life style, transportation, and
health of cities or towns with grammatical
accuracy.

2.6 Uses be supposed to correctly in
conversations related to seasons and weather.
2.7 Discusses current issues in El Salvador
with condence and correct grammar
structure.

2.8 Successfully scans an article for specic
information.

2.9 Infers meaning of words from different
texts.

2.10 Identies main ideas and supporting
information in diverse written texts.

2.11 Uses pre-writing strategies before a
Teaching Portfolio


El Salvador is visited by
many tourists every
year.

Vocabulary:

Seasons and weather:
summer, winter, spring,
fall, cold, hot, rainy,
windy, cool, cloudy,
foggy, dry, and humid.

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

Useful expressions:
Nice to meet you. Are
you interested in? Are
you willing to.?
Thank you for coming.
Thank you, sir/maam.
Have a seat. Its been a
pleasure. Well be
calling you.
context.
- Scanning a text
for main ideas
and supporting
information.
Writing
- Using pre-
writing
strategies
(making a word map,
developing a focus
and creating an
outline).
- Developing a
topic sentence
and supporting
information.
- Writing a
descriptive
paragraph.
writing task.

2.12 Writes descriptive paragraphs around
topic sentences with coherence and clarity.
Teaching Portfolio















Unit 3
Feeling Homesick
Objectives:
Interpret oral and written English language related to personal biographical information, family ties,
customs, traditions, postal services and telephone conversations by reading and listening to diverse sources
to communicate with others in the target language.
Teaching Portfolio

Produce spoken and written language by using acquired vocabulary and structures related to personal
biographical information, family ties, and customs, traditions, postal services and telephone conversations
in order to exchange ideas about the value of family and traditions.

Contents Achievement Indicator
Concepts Procedures Attitudes

3.1 Successfully identies personal
biographical information in audio sources.

3.2 Clearly recognizes vocabulary related
to family ties in audio sources.

3.3 Identifies and explains the gust of a
telephone conversation with conciseness.

3.4 Succesfully recognizes polite request
in oral conversations

3.5 reports personal biographical
information with grammatical accuracy

3.6 Talks about customs and traditions
with respect, using adequate vocabulary
and grammatical accuracy.

3.7 talks about habits in the past with the
Contents:
- Personal biographical
information.
- Family ties
- Customs/traditions
- Postal services
- Telephone
conversations.
Grammar in context:
- Yes-no questions with
the present perfect.
Have you visited
Mexico before?
Has she ever traveled?
- Questions with how
long
How long has she
been away?
How long have you
lied with your
grandparents?
- The present perfect
with for and since.
Listening
-identifying personal
biographical
information
- recognizing
vocabulary related to
family ties
- Picking out
vocabulary used to
talk about customs
and traditions
- Identifying the gist
of a telephone
conversation.
- Recognizing polite
request.

Speaking
- Reporting
personal
biographical
- developing respect
for individual
differences in peers.
- being aware of the
importance of family
ties.
- Showing respect for
the family
- Developing a habit
for writing clearly
and neatly
- Showing
appreciation and
tolerance for cultural
diversity.



Teaching Portfolio

Ive been here since
August.
Shes been on the
phone for two hours.
- Uses to versus would.
We used to celebrate
that day
We would give each
offer presents
- Can and could for
polite requests.
Could I speak to
Tony?
Can I have a stamp for
this letter?
- Direct and indirect
objects
Ill call my sister next
week
I want to send a
postcard to my aunt.
.

Vocabulary:
- Nuclear and extended
family members:
physical appearance
and personality
- Christmas dinner,
holiday desserts:
pastrie, candy,
information
- Describing
customs and
traditions.
- Talking about
habits in the
past
- Making polite
request

Reading
- Scanning
specific
personal data
- Identifying
unfinished
actions.
- Using
contextual
clues for text
comprehensio
n.

Writing
- Writing mail
(letters,
postcards,
cards.)
- Developing a
narrative
paragraph.
correct usage of used to and would

3.8 Carries on a telephone conversations
with confidence and politeness..

3.9 successfully scans a text for a specific
biographical data

3.10 Infers meaning of words with
contextual clues in an article.

3.11 Writes different tyoes of mail with
grammatical accuracy.

3.12 Writes a narrative paragraph with
correct use of tenses and coherence

3.13 Performs written task with neatness
and clarity.


Teaching Portfolio

preserves, beverage.
- Mail, letter, stamp,
postcard.

Useful expressions:
How are you related? My
family used to get together
for Christmas. How much is
a stamp for .? How long
does it take to get there?
Could I speak to? Is
there? Shes not here now.
Do you want to leave a
message? Ill call her
tomorrow. Do you youre
your family? I feel homesick.


Syllabus
TOPIC LISTENING SPEAKING READING WRITING

LANGUAGE
FOCUS

VOCABULARY
Jobs Recognize
information
related to
occupation

Describing jobs Describing and
comparing
jobs

Writing jobs
descriptions
Simple
present.

Jobs.
Interviews Identifying
vocabulary
related to
Conversations
using polite
expressions
Look for
information in
a lecture
Writing an
interview
Simple
present
Profession
Polite
expressions
Teaching Portfolio

interviews
Current
issues
dealing
with:
Weather-
seasons
Avoid
distraction
sound from
audio
Discussing
about different
seasons and
weather.
Identifying
vocabulary in
an magazine
article
Describe the
types of
weather and
season
Simple
present
Comparative
and
superlatives
Weather and
season
Geography Recognizing
area
vocabulary
and accent
Describing
countries
Look for
different
meaning of
words.
Describe a
city around
the world
Geography
vocabulary
expression
Slangs
Idioms
Regional
/local food
Identifying
information
and
key words
related to
regional and
local food
Interviewing
about food
preferences.
identifies main
ideas and
supporting
information in
magazines.
Writing a
magazine
article about
food
preferences.
Simple
present
Food

Transporta
tion
Infer sounds
in audio about
transportation
Talking about
different means
of
transportation.
Discuss the
most
convenient
mean of
transportation.
Describe
means of
transportation
Descriptive
adjectives
Means of
transportation
Health Infers
meaning of
words from
different
speech
Interviewing
about health
habits.
Identifying
information
about health
habits.
Write a short
dialogue
advising good
diets.
Simple
present.

illness
Life style Identifying
comparatives
Describe
personal and
Discriminate
superlatives
Write a
descriptive
Comparatives
and
Lifestyles.
Teaching Portfolio

and
superlatives
friends
lifestyles.
and
comparative in
readings.
short
paragraph
superlatives
Be
supposed
to
Recognizing
the reduced
sound of be
supposed to.
Discuss
costumes.
Inferring
meanings of
words from the
context
Write a
narrative
paragraph
referring to
past costumes.
Simple past Clothes costumes
and habits.
Passive
voice in
present
tense
Recognize
passive voice
in speech.
Using indirect
speech to talk
about habits.
Recognize
passive voice in
readings
Writes topic
sentences and
supporting
information.
Passive voice.
Past participle
verbs
Passive voice.
UNIT 3
Personal
biographic
al
informatio
n
Identifying
personal
biographical
information
Discuss
personal
information.
Look for
specific
biographical
data in forms.
Write legal
forms
Simple
present
Personal
information
Family
ties(
adjectives)
decryption
s
Recognizing
vocabulary
related to
family ties.
Describing
family ties
Recognize
family
information in
short
paragraph.
Write
descriptions
about family
ties.
Descriptive
adjectives
Family members.
Customs
and
traditions
Recognize
slangs and
vocabulary in
different
regions.
Describing
customs and
traditions.
Compare
different
traditions in
your country.
A blog
posting
Simple past. Religious.
Popular tradition
Local customs
Postal
services
People talking
about the
Discussing
about postal
Reading about
the different
Writing letters
to friends.
Simple past.
Teaching Portfolio

postal service. services and
email messages.
types of
interchanging
messages.
Telephone
conversati
ons
Understand
conversation
through
telephone.
Perform a
telephone
conversation.
Look for
specific data
about use of
telephones in
an article.
Report survey
of telephone
use.
Simple
present.
Passive voice.
Polite
expressions.
Greetings and
farewells.
Yes- no
questions
with
present
perfect
Understand
questions.
Ask yes- no
question in
present perfect
Identify present
perfect from
passive voice.
Write surveys
about
costumes.
Present
perfect tense
Yes- no
questions.
Country
costumes
Questions
with how
long
Recognizing
polite
requests.
Asking
questions with
how long
Scanning an
article for
specific
vocabulary
Writing
questions
with how
long
Wh-questions Traditions.
Present
perfect
with for
and since
Recognize
timelines in
conversations.
Talking about
habits in the
present.
Reading with
adequate
fluency a short
speech
Writes a
narrative
paragraph
with correct
use of tenses
and
coherence.
Present
perfect tense

Habits
Used to
versus
would
Identify the
use of would
and used to in
oral speech
Express
sentences using
used to or
would
Contrast the
use of would an
used to.
Write a letter
to a future
generation
describing
past costumes
Auxiliary verb
Would
Used to

Costumes.
Direct and
indirect
object
Recognizing
the direct or
indirect object
Ask questions
using direct
and indirect
Recognize
passive and
active objects.
Write an
article for a
website.
Participle verb
Passive and
active voice.
Holydays.
Teaching Portfolio

from the audio object








Outline
DATE TOPIC ACTIVITY
UNIT #2 My country
10March Jobs Role play for jobs/ Description of jobs
13 March Interviews Perform a job interview
17 March Weather-seasons Written description about the weather
20 March Geography Drawing of a world map
24 March Regional/ local food Built a magazine promoting the regional
and local food
27 March Health Write a full diet and procedures for being
healthy.
31 March Transportation Debate about the means of transportation.
3 April Lifestyle. Description of present lifestyle
7 April Be supposed to Written description of past habits.
UNIT # 3 Feeling Homesick
10 April Personal biographical
information
Sign up for a club.
14 April Family ties Written description about family members
17 April Customs and traditions Create a post in a blog about customs and
traditions.
5 may Postal services Write a letter to a friend abroad.
8 May Telephone
conversations
Role play a telephone conversation.
12 May Yes- no questions with
present perfect
Do a survey to the classmates about
different customs.
15 May Questions with how
long
Write a paragraph describing habits.
19 May Present perfect with for
and since
Built a box and fill with letter for further
reading
22 May Used to versus would Write an article in a website about the
celebration of holydays in your






LESSON PLAN

TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH

UNIT: 3 DATE: 5/12
TH
/ 2014 TIME: 45
MIN


TOPIC


WARM-UP

LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE


ACTIVITIES FOR PRODUCTION


WRAP-UP

TIMING

RESOURCES


Yes no
questions
with
present
perfect

Find someone
who.
Ss are going
to use a list
given by the
teacher to ask
other students
a question
using the
structure:
Have you
ever


To ask people
if they have
ever done
something.



Have you ever


Grammar activity:
T is going to explain to ss the uses of the
present perfect and set some examples.

Speaking activity:
Ss will make couples and without the use
of the list, ask their classmates questions
using have you ever. And answering yes
or no.

Ss will write some sentences using
present perfect



Ss will write
down a small
dialogue
using the
sentences they
made before
but making
sense.



15 min




10 min



15 min


Dictionary
Copies
Pictures
Marker




OBSERVATIONS:____________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________
_
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
Tel. (503) 2627-0222

Teaching Portfolio




LESSON PLAN

TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH

UNIT: 3 DATE:5/12
TH
/ 2014 TIME: 45
MIN


TOPIC


WARM-UP

LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE


ACTIVITIES FOR PRODUCTION


WRAP-UP

TIMING

RESOURCES


Yes no
questions
with
present
perfect

Students will
present the
conversations
they made
from last class
in front of
everyone




To recall
information
about last
class


Have you
Have you
ever
Yes I have
No I havent


Reading activity:
T presents some conversations that
include the use of present perfect,
students will read aloud.

Listening activity:
Students will hear an audio about what
they have read aloud.

T will replay the audio and students will
try to write down as much as they can


Students will
reproduce as
much as they
can by making
short
conversations
using the
structure.




15 min




15 min



10 min


Dictionary
Copies
Pictures
Marker




OBSERVATIONS:____________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________
_
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
Tel. (503) 2627-0222
Teaching Portfolio




LESSON PLAN

TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH

UNIT: 3 DATE: 5/15
TH
/ 2014 TIME: 45
MIN


TOPIC


WARM-UP

LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE


ACTIVITIES FOR PRODUCTION


WRAP-UP

TIMING

RESOURCES


Questions
with how
long

Teacher will
present the
song
(otherside) by
the red hot
chilli peppers,
students will
sing along




To ask how
long someone
has done
something


How long have
you

For

since


Reading activity:
T presents the diferent uses of the
structure how long to make questions
and give answers.

writing activity:
Students will write some questions using
howl long and make some posters to put
on the walls.



Students will
share the
posters they
have made
with the class
by reading
them to their
classmates
and showing
them off.




15 min




30 min




Dictionary
Copies
Pictures
Marker





OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
Tel. (503) 2627-0222
Teaching Portfolio





LESSON PLAN

TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH

UNIT: 3 DATE: 5/15
TH
/ 2014 TIME: 45
MIN


TOPIC


WARM-UP

LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE


ACTIVITIES FOR PRODUCTION


WRAP-UP

TIMING

RESOURCES


Questions
with how
long

Teacher will
play how
long
hangman, by
placing a
sentence
using how
long and
students
guess letter
by letter



To ask
question
regarding
how much
time people
have done
something


Have you
Have you
ever
Yes I have
No I havent


Listening activity:
T present a worksheet to the students,
then play an audio, students will
complete the worksheet according to
what they listen to in the audio.

speaking activity:
Students will be given a role, they will
practice what they can ask for that role.




Role Play
Students will
role-play their
roles, using
have you ever
questions in
pairs in front
of the class.




15 min




15 min



10 min


Dictionary
Copies
Pictures
Marker



OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
Tel. (503) 2627-0222
Teaching Portfolio




LESSON PLAN

TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH

UNIT: 3 DATE: 5/19
TH
/ 2014 TIME: 45 MIN

TOPIC WARM-UP
LESSON
OBJECTIVES
LANGUAGE &
STRUCTURE
ACTIVITIES FOR
PRODUCTION WRAP-UP TIMING RESOURCES


Present
perfect
with for
and since
The teacher gives a
word and asks a
student to spell it,
and then a second
student should say a
word beginning with
the last letter of the
word given. The
game continues until
someone makes a
mistake, that is, to
pronounce the word
incorrectly, misspell
it or come up with a
word that has been
said already, then
he/she is out.



To express
how long they
have been
doing
something


I have been
working for

I have been
working since

I havent yet-




speaking activity:
Teacher will ask questions
regarding job opportunities in
their city. Is it easy to get a job?
What sre the most important
factors to get a job?
.

Reading activity:
Ss will read the information
about the photographers and
the DJ.
Then teacher will present the
uses of present perfect + for or
since. Later present perfect +
yet.

Students will
take as
homework to
bring 10
sentences
using each
structure




15 min




15 min



10 min





Dictionary
Copies
Pictures
Marker



OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
Tel. (503) 2627-0222
Teaching Portfolio




LESSON PLAN

TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH

UNIT: 3 DATE: 5/19
TH
/ 2014 TIME: 45 MIN


TOPIC


WARM-UP

LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE


ACTIVITIES FOR PRODUCTION


WRAP-UP

TIMING

RESOURCES


Present
perfect
with for
and since

Students will
read the
sentences
they brought
as homework
aloud.




To express since
when they have
been doing
something

Have you
Have you
ever
Yes I have
No I havent


writing activity:
T will hand out some worksheets and
students will complete according to what
they did in the homework, if they didnt
do the homework they are in trouble.

Listening activity:
Students will hear an audio about worker
and how long and since when they have
been working, students will write like
dictation



Students will
compare the
answers of the
dictation with
each other, the
teacher will
present the
text so they ca
check the
answer.




15 min




15 min



10 min



Dictionary
Copies
Pictures
Marker





OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
Tel. (503) 2627-0222
Teaching Portfolio




LESSON PLAN

TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH

UNIT: 3 DATE: 5/22
ND
/ 2014 TIME: 45 MIN


TOPIC


WARM-UP

LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE


ACTIVITIES FOR PRODUCTION


WRAP-UP

TIMING

RESOURCES


Used to
Versus
would

Will present
some power
point slides
with images
of what he
used to do
when he was
young



To express
the things
they used to
do but not
any more


I used to
We used to
They used to



Listening activity:
Students will listen to a conversation and
complete the worksheet about things the
people used to do.

Writing activity:
Students will write about the things that
they did when they were in school, that
they dont do anymore.

T will present the lyrics of the song
somebody that I used to know
students will only listen and read


Students will
sing
somebody
that I used to
know




15 min




15 min



10 min



Dictionary
Copies
Pictures
Marker
Laptop




OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
Tel. (503) 2627-0222
Teaching Portfolio




LESSON PLAN

TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH

UNIT: 3 DATE: 5/22
ND
/ 2014 TIME: 45 MIN


TOPIC


WARM-UP

LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE


ACTIVITIES FOR PRODUCTION


WRAP-UP

TIMING

RESOURCES


Used to
Versus
would

Students will
sing
somebody
that I used to
know in
karaoke this
time only
their vices




To express
the thing they
would like to
do


I would like to
I would have
I wouldnt like
to


Reading activity:
T presents a short reading about the
wishes of one person to do in the futures.
Students will answer the questions
regarding the reading

Writing: students will make a list of thing
they would like to do when they
graduate.

Speaking activity:
Students will share with their neighbor
the things they would like to do when
they graduate.


Students will
be chosen
randomly to
pass to the
front and
present what
they would
like to do in
the future




15 min




15 min



10 min




Dictionary
Copies
Pictures
Marker



OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
Tel. (503) 2627-0222
Teaching Portfolio




LESSON PLAN

TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH

UNIT: 3 DATE: 5/28
TH
/ 2014 TIME: 45 MIN


TOPIC


WARM-UP

LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE


ACTIVITIES FOR PRODUCTION


WRAP-UP

TIMING

RESOURCES


Direct and
indirect
object

The cookie
Student will
learn and sing
the cookie
song, which
makes
reference to
direct object




To able to
express what
happened
with direct
objects


I repaired
I worked
I loved .


Reading activity:
T will hand out a worksheet for students
to complete without explaining anything.
If students can complete it they will tell
the teacher what is direct object function
if not, T will explain.

writing activity:
Students will write about the things they
did during the week.

Students will compare their answers and
check for any mistakes



Students will
be asked to
create an
dairy of the
activities they
do every day




15 min




15 min



10 min



Dictionary
Copies
Pictures
Marker




OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
Tel. (503) 2627-0222
Teaching Portfolio




LESSON PLAN

TEACHERS NAME: MARVIN MONTOYA GRADE: TENTH

UNIT: 3 DATE: 5/28
TH
/ 2014 TIME: 45 MIN


TOPIC


WARM-UP

LESSON
OBJECTIVES
LANGUAGE
&
STRUCTURE


ACTIVITIES FOR PRODUCTION


WRAP-UP

TIMING

RESOURCES


Direct and
Indirect
object

Students will
play who
stole the
cookie jar by
blaming
another
student, this
will help
understand
indirect
objects




To express to
whom an
action was
done by


They sent him
He wrote..
They went


Reading activity:
Students will switch dairies, and read
each others diaries silently.

Writing activity:
Students will what their classmates did
according to their diaries on a note they
will add to the diaries



Students will
pass to the
front of the
class to say
what their
classmates did
according to
the diary




15 min




15 min



10 min


Dictionary
Copies
Pictures
Marker





OBSERVATIONS:____________________________________________________________________________________________________________________________
___________________________________________________________________________
Instituto Nacional de Concepcin Batres
Pje. Lic. Vicente Reyes, Barrio El Calvario,
Concepcin Batres, Depto. de Usulutn,
Tel. (503) 2627-0222
Teaching Portfolio

Training Evidence