Noe Coreas

Teaching portfolio
the life of a teacher





Teaching
practice 1

March 04th, 2014

This Teaching Portfolio t has been developed taking into account the following
components of the Portfolio:
a) Introduction
b) What is a teaching portfolio?
c) Self-Evaluation and reflection
d) Why do I need a teaching portfolio
e) How should I structure my teaching portfolio?
f) Teaching responsibility
g) Statement of teaching philosophy
h) Teaching methodology, strategies, objectives
i) Description of course material (syllabi, handouts, assignments)
j) Effort to improve teaching
Conferences/workshops attended
Curricular revisions
Innovations in teaching
k) Students ratings in diagnostics questions
l) Products of teachings (evidence of students learning)
m) Teaching goals: short-and-long terms
n) Appendices








Teaching Portfolio.
This paper contains all the elements a teaching portfolio needs. First of all, it
has an introduction about it, and then in order to get the idea of what a portfolio is,
I am going to give a definition.
a) Introduction
Excellence in teaching has become a stock phrase in most faculty job
descriptions; yet how does one demonstrate this to current colleagues and/or
future employers? One answer is a Teaching Portfolio which is a description of an
instructors major strengths and teaching achievements. It describes documents
and materials which collectively suggest the scope and quality of an instructors
teaching proficiency. Over 400 institutions nationwide use Teaching Portfolios in
personnel decisions regarding faculty appointments. Demonstrating an effective
teaching philosophy is becoming more important at all institutions of higher
education; thus, you will revise and update your Teaching Portfolio throughout
your career as an instructor.
In many cases, creating your Teaching Portfolio enables you, the instructor,
to think more critically about your teaching, to create new methods of assessing it
and to discuss pedagogy with colleagues, advisors, students and others.
Fundamentally, a Teaching Portfolio is similar to an artists portfolio: a sampling of
the breadth and depth of an artists works in order to display to the viewer the
artists abilities, strengths and styles. But, unlike artists portfolios, the main body
of your portfolio guides and informs the reader through this sampling of your
teaching introduction. These objects are very individual and personal, and no one
portfolio is more correct than another.
It took me some months in order to finish my portfolio, but now that I have
accomplished my goal, I can realize how important portfolios are in order teachers

can keep improving their teaching. In a portfolio a teacher recollects some of
his/her works during a period of time.
b) What is a teaching portfolio?
It is a factual description of a professors teaching strengths and
accomplishments. It includes documents and materials, which collectively
represents the scope, development and quality of a professors teaching
performance. Think of the function behind portfolios kept by architects, designers,
artists, etc. -to display their best work and the thought process behind their work
(Marolla & Goodell, 2013).
The teaching portfolio is a description of a professors major strengths and
teaching achievements. It describes documents and materials which collectively
suggest the scope and quality of a professors teaching performance. Because
teaching efforts and accomplishments are difficult to capture solely by means of
numerical summaries, the concept of a portfolio becomes useful in this arena. A
teaching portfolio goes beyond a list to include elaborations and reflections. In this
sense it is similar to an artists portfolio, because it showcases your best work and
conveys a sense of yourself and your vision. (University, 2012)
c) Self-Evaluation and Reflection
I would evaluate myself as a teacher who is growing up, well; I would say
that I need more experience, which is going to help me up in order to keep
improving my teaching. So, I know that I will be better if I do the right things, I
mean; I need to create a good methodology, create lesson plans with active
learning.
First of all, I want to give a reflection about how importance teachers are,
well, teachers are people who change other peoples lives, I mean teachers
influence the way you live, the way you though, therefore; teachers must be

consider as one of the most important part of the society. Nevertheless, in order to
become into a good teacher there are certain characteristics you must have,
teachers are always prepared, are good listeners, and so on; sometimes I ask myself
this question, how the world would be without any teachers? I think that it would
be a completely disaster, because without any teacher; people would learn nothing.
d) Why do I need a teaching portfolio?
I need a teaching portfolio in order to show all what I have done in my
teaching process, the portfolio has its purposes, I can include a reflective statement
that cover the approach that I use for the learning and teaching process, a reflective
statement would help you in order that you can see all you have done, and you can
realize about in which areas you need to work on in order to improve them. The
comparison I can make between the ideal and real is the first step in the process of
improving my teaching, besides I can realize about how effective my teaching is,
and all the resources I can use in order to improve.
Some advantages of the portfolio are:
1- Capturing the complexity of teaching
Portfolios contain evidence and reflection in the context of what is
being taught to whom under what conditions.
The portfolio can present a view of a teachers development over
time.
Entries in the portfolio can be annotated to explain their significance
for the faculty members teaching.
2- Placing responsibility for evaluation in the hands of faculty
Faculty is involved in presenting their own teaching accomplishment
so that evaluation is not something done to them.
Portfolios extend evaluation beyond student ratings and encourage
peer review and collaboration.

The need to evaluate portfolios can lead to discussions on standards
for effective teaching.
3- Encouraging improvement and reflection.
Assembling a portfolio involves reflection.
Because they involve reflection, portfolio allows faculty to compare
their ideals with their actions, a first step in effort to improve.
4- Fostering a culture of teaching
Portfolios can provide a rich and contextualized sources of evidence
about teaching achievements that can be used for a variety of
purposes, including evaluation, improvement, summary of faculty
careers, and defining good teaching in a department. (Kaplan,
2012).
So, there are many reasons why portfolios are needed, besides, some
advantages of it can help teachers in the improvement of their teaching, because
you have the evidence of all you have done, and you can make a comparison,
make a reflection on everything you have done, and look for new ways to be better
than you were. A portfolio is one of the requirements that all teachers need in
order to be evaluate by themselves or for other teachers.
e) How should I structure my teaching portfolio?
The structure of your teaching portfolio might differ significantly depending
upon the purpose for which you intend to use it. In some circumstances the
structure of your portfolio might be dictated by institutional policy.
You should also structure your portfolio to highlight what you consider to
be your relative strengths in teaching and learning. If you have been heavily
involved in scholarship and research into your teaching and used the results to be
innovative in the course or curricula design or in the way you prepare materials or

deliver your courses you may want to emphasize these aspects. If on the other
hand, you have a long tradition of teaching with positive student feedback this is
an aspect you may wish to make prominent.
There is no correct structure for a teaching portfolio, but most of the
literature indicates that it should at least address the following aspects of your
teaching:
Your philosophy on teaching and learning.
Documentation for current teaching practices, self-reflection on
current practices and plans for future improvement.
Evidence of your performance as a teacher.
How exactly you address each of these issues and what weight you assign
to each will be very much an individual decision. To help you think about how
you go about structuring your teaching portfolio provides a number of examples
of possible structures.
The institution you teach in might make a difference to the way you compile
your teaching portfolio. Firstly, institutional policies and procedures in relation to
probation, promotion and performance management might prescribe the form in
which your portfolio statement is structured. Secondly, the mission or values of the
institution might also influence your teaching philosophy and practice. In some
circumstances, such as applying for promotion, your institution may have
restrictions in terms of the length and content of teaching portfolio statements.
Some institutions use a standardized pro-forma which staff are expected to follow.
Before starting to prepare a teaching portfolio statement, you should first check
with the particular institution to determine their policies and procedures in
relation to teaching portfolios.
Your teaching portfolio should emphasize your own particular philosophy
and practice toward teaching, as well as demonstrate that you are aware of the

institutions goals and objectives in relation to teaching and learning. Teaching
philosophy, teaching practice and the way your teaching is evaluated may well
vary considerably between disciplines. Check whether your discipline or teaching
area has its own standards, in addition to those articulated by your institution
(Univesity, 2005).
There are some items that you cannot avoid within your teaching portfolio,
some contents that have to include in your portfolio, first of all, you have to create
an introduction, you must include some artifacts like your lesson plans, course
outline, and other typical items, besides; explanations, you explain each artifact
that you have included in your portfolio. Reflections, reflect on how you are going
to improve your teaching, through the usage of the artifacts, and a conclusion to
end with your portfolio.
f) Teaching responsibilities
The responsibilities of a teacher vary, I mean a teacher has the responsibility
of taking care of his/her students, besides, the teacher has a great responsibility of
what he/she is going to teach his/her students, teachers must to be careful, the
way they teach, the way they express, the way they treat their students.
There are some aspect teacher must care about like;
Preparing of teaching materials: all the things the teacher is going to need in
order to develop a class, in my case when I was doing my social service, I
used to look for information on the web, and then prepare what I was going
to use. Other teachers use computers, postcard, internet, all the resources
you use to develop the lesson, but first you need to plan, and prepare
everything.
Choose the right methodology: it is one of the main teaching
responsibilities; due to a teacher needs to figure out what the best way to
teach his/her students is.

Innovation: a teacher must to find out how he/she could do in order to
teach not the same way he/she was taught, teachers need to develop their
teaching philosophy.
Develop meaningful learning: this part is so important, we have got two
different kind of vocabularies, active and passive vocabulary, the one a
teacher needs to convey his/her students is active vocabulary because it is
the one which use in conversations. In addition; meaningful learning must
be taught by the teacher due to it will help students during their lives,
meaningful learning is what the learning that it will be useful for you in
your entire life.
g) Statement of teaching philosophy
Many people look the profession of being a teacher as one that is not really
good, but that is because of our culture. However, the goal of education should be
to encourage students to look for answers, as it is in this way that we advance.
Whether in the classroom teachers become or behave different than meeting
groups of the general public, their goal is to encourage thinking in rational ways,
so that this can be applied at school. I particular emphasize learning in a natural
way rather than rote memorization of facts.
The teachers I have had who stand out in my memory have some attributes
in common: they presented their subjects in a way that caught my interest, clarified
difficult topics and led me through complex areas, and put knowledge into context
so that its relevance was apparent. These role models have influenced my
approach to teaching or my teaching philosophy: now, I view myself primarily as a
facilitator of learning, rather than as an expert who simply delivers information to
students. When I have to do my planning, my lesson plans, I have to take in
consideration students different learning styles and rates, what they have already
learned and what they will need to learn in the future. In addition, I will ask
feedback from the students in order to grow up, I would to teach the same way I

was taught, nevertheless, that is not possible, what I can do is try to use everything
teacher have taught me, and use it in order to be a better teacher.
I have to bring enthusiasm to the classroom, if I do not do it, who would do
it?, besides I have to encourage students to learn by their own, I mean students can
learn by themselves, searching information on the web, reading books, writing
whatever they want, they might do that without waiting the teacher to tell them to
do that.
h) Teaching methodology, strategies, objectives
Methodology
Methodology is a body of methods and rules followed in a science or
disciple. It is the study of the principles or procedures of inquiry in a particular
field. On my TP I would use a methodology based on some methods, I mean a
mixes of methods, there are some methods you can use in order to teach English
like Grammar Translation Method, Direct Method, Audio-lingual Method, so, each
method has its own principles and techniques, what you can do is create a lesson
plan by using some techniques of some methods. Therefore, you will be using a
methodology based on mixes of methods. Besides, that kind of methodology can
help you due to the diversity of students, and the ways each of them learn, so,
some activities based on one method can be useful for some of them, and other
activities based on other methods can be useful and meaningful for the rest.

Strategies
A strategy is a careful plan or method for achieving an end. Besides, a
strategy is best practices designed to increase student achievement in all content
classes. So, it means that the strategic is what you are going to use in order to
achieve your goal, in addition, the strategic is very helpful due to is the plan that

you have elaborated, the planning of the contents you are going to teach to the
students. In simple words, strategic is the way you think, the way you have
organized everything that you are going to develop during the course. I would
apply the strategic in my teaching practice by planning each lesson that I am going
to develop.
Objectives
Create a good methodology
The usage of technology
Change my behavior
Update my knowledge
To conclude this paper, I would like to say that is just the beginning of my
portfolio, there are some contents that are missing, but I will add them soon,
besides, it is really difficult to create a portfolio, on the other hand you have the
opportunity to see you work, and reflect on it, and think about what you can do in
order to keep improving your teaching.
i) Description of the course material
JORNALIZACION DE LA ASIGNATURA
AO 2014
PRIMER AO DE BACHILLERATO TECNICO AGROPECUARIO
DIAS: LUNES Y MIERCOLES
SEMANAS FECHAS CONTENIDOS TEMTICOS
DIA MES
UNIDAD # 3 Feeling Homesick
31 Marzo Personal biographical information
02 Abril Describing and comparing places
07 Abril Passive voice in the present tense
09 Abril Talking about means of transportation
21 Abril
23 Abril Talking about seasons and weather
28 Abril
30 Abril
05 Mayo Scanning a text for main ideas and supporting
information
07 Mayo Developing a topic sentence and supporting
information
UNIDAD # 4 EATING OUT
12 Mayo Family ties
14 Mayo Customs and traditions
19 Mayo Telephone conversation
21 Mayo Polite requests
26 Mayo Reporting personal biographical information
28 Mayo
02 Junio
UNIDAD # 5 VACATIONS IN EL SALVADOR
04 Junio
09 Junio
11 Junio


SYLLABUS
Topic Grammar

Vocabulary

Reading Speaking

Listening writing
Personal
bibliographical
information.
I live in
I am years
old
I graduated
from
Physical
appearance
and
personality
Scanning for
specific personal
data.
Reporting
personal
biographical
information.
Identifying
personal
biographical
information.
Writing
information
based on
his/her
biography
Describing
and
comparing
places
Comparative
and
superlative
Country
Region
Island

Reading about
different places in
El Salvador
Reporting
information
of a specific
place.
Recognizing
vocabulary
related to
places
Writing about
objects related
to specific
member of
the family
Passive voice
in the present
tense
Pupusas are
made with
corn floor.
El Salvador is
visited by
many tourists
every year.
Pupasas
Tamales
Traditional
food
Reading articles
about
customs/traditions
of El Salvador
Describing
customs and
traditions.
Picking out
vocabulary
used to talk
about
customs and
traditions.
Writing about
the traditions
of the
country, or
place students
live in.
Talking about
means of
transportation
The bus
leaves at
How much is
the ticket to
Bus, track,
train,
plane,

Reading about
means of
transportation
Describing
the different
means of
transportation
Listening to
vocabulary
related to
means of
transportation
Writing about
means of
transportation


Talking about
seasons and
weather
Comparatives
and
superlatives
Summer,
winter,
spring, fall,
cold, hot
Scanning for
information about
seasons in El
Salvador
Describing
the weather
of a place or
country
Identifying
vocabulary
about
weather

Writing
statements
Scanning a
text for main
ideas and
supporting
information
Simple
present
Places,
food,
animals,
weather
Scanning for main
ideas
Reporting the
information
Identifying
for
supporting
information
Writing
questions by
using yes/no
questions
Developing a
topic sentence
and
supporting
information
Simple
present
Scanning for topic
sentences
Reporting
topic
sentences of
paragraphs
Picking out
vocabulary to
create topic
sentences
Writing topic
sentences
Recognizing
vocabulary
related to
family ties
Simple
present
Nuclear and
extended
family
members.
Scanning for
nuclear and
extended family
members
Reading about
different
families.
Identifying
vocabulary
related to
family ties.
Writing about
family
members.
Customs and
traditions
Simple
present
Christmas
dinner,
holiday
desserts:
pastries,
candy,
Preserves,
Identifying
different customs
and traditions.
Describing
customs and
traditions.
Picking out
vocabulary
used to talk
about customs
and traditions.
Writing about
some
traditions, and
customs.

beverages.
Telephone
conversation
Could, would Could I
speak to?
Im afraid
Reading some
telephone
conversations.
Reporting
telephone
conversation
Identifying
vocabulary
used in
telephone
conversations
Writing some
telephone
conversation
Polite requests Could and can Mail, letter,
postcard
Scanning for polite
request
Describing
polite request
Picking out
vocabulary
used to make
polite requests
Writing mail,
letters,
postcard
Reporting
personal
biographical
information.
Where did
you born?
What is your
birth date?
I was born
in
I am
Scanning for
personal
information
Reporting
personal
information
Recognizing
vocabulary
used to report
personal
information
Writing
personal
information

Teaching practice Outline
List of activities that I am going to develop during my teaching practice.
Topic: personal biographical information march 31
st
, 2014
Activities
Give vocabulary related to the topic
Chain drill
Present a conversation
Explain the usage of present perfect
Topic: describing and comparing places April 02
nd
, 2014
Activities
Give a list of vocabulary
Questions and answers exercise
Conversation practice
Topic: Passive voice in the present tense April 07
th
, 2014
Activities
Writing sentences by using the passive voice
Fill in the blank
Resolving problems
Group work

Topic: talking about means of transportation April 09
th
, 2014
Activities
Listening and repeat
Useful travel expressions
Conversation practice
Topic: talking about seasons and weather April 23
rd
, 2014
Activities
Pronunciation
Questions and answers
Conversation practice
Topic: scanning a text for main ideas and supporting information May 05
th
, 2014
Activities
Giving examples
Scanning for main idea of a paragraph
Reading aloud
Writing supporting information
Topic: developing a topic sentence and supporting information May 07
th
, 2014
Activities

Feedback
Explanation of the topic
Create examples with students help
Group work
Topic: family ties May 12
th
, 2014
Activities:
Power point presentation
Family tree

Topic: customs and traditions
Activities:
Vocabulary
Examples
Dialogue
Topic: telephone conversation
Activities:
Video
Examples of telephone conversations
Topic: polite requests
Activities:
Fill in the blank
Dialogue
Topic: reporting personal biographical information.
Activities:
explanation

Vocabulary
Examples of reporting personal information.

Instituto Nacional Canton Tierra Blanca
Final Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.
Tel. 2630-8253
LESSON PLAN
Teachers name: Noe Antonio Coreas. Date: Mach 31
st
, 2014 Time: 8:45 am - 10:15 am
Grade: 1 ao Tcnico Agropecuario

Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________


Topics

Objectives

Warm- up
Activity

Language
structured

Activities for production and
practice

Wrap up activity

Timing

Resources
Personal
biographi
cal
informati
on
To describe
facts that
have taken
place in the
past.
Chain drill,
students are
going to be
asked to tell
some
information
about them,
like: my
name isI
am years
old, I live
in, I have
been in
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 lived with your
grandparents?
T. will give a list of vocabulary
related to personal biographical
information.
T. will use a postcard, in order
present a conversation using
useful expressions.
Ss. Will write the vocabulary and
the conversation, and then
practice the pronunciation of the
words.
T. will explain the usage of the
present perfect and will give some
examples of it.
Ss. Will past in front and make
some examples.
T. will give write some questions
by using yes/no questions, and
questions with how long?
Ss. Will answer the questions.
Students are going
to work in pairs,
they are going to
be asked to write a
conversation
including personal
biographical
information of
his/her classmate,
they have to
include questions
such as, have you
ever been in
another country?
After finishing the
conversation, they
have to pass in
front to read it.
10 min

10 min

20 min

20 min

20 min

20 min



Marker

White board

Postcard



J) Efforts to improve teaching
Me as a teacher must to keep improving my teaching. There are some way
throughout I can achieve that. First of all, here is a definition of teaching We may define
good teaching as instruction that leads to effective learning, which in turn means
thorough and lasting acquisition of the knowledge, skills, and values the instructor or the
institution, has set out to impart (Felder Brent, 2010). So, we as teachers have to keep
improving everything in order we can lead students to a very good education. Effective
learning has to do with; teachers need to teach something, in which students feel hooked
up, something that brings them meaningful learning, something that is going to be useful
for the rest of their lives.
Other ways to improve teaching can be; conferences. Conferences are important
because you can listen up other teachers or persons ideas; at the conferences you can
share some ideas, points of views about the way you teach. In addition, other teachers
can give some pieces of advice in order you can improve, because remember one
important part of being a teacher is sharing. Sharing helps teachers equally, because they
benefit from each other.
I have attended to two English congress, and I have realize of English has become
so important in people lives in order to be better, to get a better job, to communicate whit
people all over the world. One of my favorite was when a person from Guatemala shared
a lot of information with us. I learn a lot from those congresses.
Another way can be innovations in teaching. Innovations in teaching is really
important in order to have a better teaching-learning process, the usage of technology
plays an important role in this part due to by using technology students feel more
interested in the lesson rather than using the whiteboard only. In addition, through the
usage of technology you can show students images, pictures, or even websites in which
they can work on. Realia also plays an important role; the usage of real objects is really
help students to understand better a lesson. One innovation that I really like is, well, in
fact is a method that I love, that is Direct Method in which the main rule is that
translation is not allowed, in addition, you cannot use the mother tongue to
communicate with the students, you must use the target language in this case English, I
believe that through direct method, students learn better.
Regardless, everything I have written, those are the efforts I have made in order to
improve my teaching, however, time will let me know if what I am doing is working out
or is not, but something that we have keep in mind is that experience and practice make
perfection, so, we need to be aware of everything we do. Nevertheless, it is up to teachers
decide what efforts they will make in order to improve their teaching.




k) Students Ratings on Diagnostic Questions
During this semester a classmate and I did an Action Research, it is my first time,
and we made a lot of mistakes. However, we made some diagnostic questions; those
questions helped us to do our action research. The thing was we had to identify an issue,
a problem our students face in classes; then, we had collect and analyzed the
information, and finally, we had to look for a possible solution to the issue, we made our
decision, we decided to research about false cognates with suffix-tion. This is a topic that
students take in a wrong way
When I went to the high school the first time, I made a diagnostic, in order to
check how students English was, so, I introduced myself, and then, I asked them to tell
me their names, each of them responded me in English, they told me hello, my name
is and then, they said their names. Then, I explain them the topic, the topic was
personal biographical information, I spoke them in English, and, at the beginning it
was hard for them to understand me, because it was the first time they listened my
voice, they were used to hear the teachers voice.
Something that really called my attention was, there are some the students,
mostly understand a lot, when I speak to them in English, they understand and they say
what I am saying in Spanish, they translate, but, the main point is that they catch the
ideas of the topic that I am developing. So, the diagnostic that I made was good because
I realized about the level of the students.
l) Products of teaching (Evidence of students learning)
Within my teaching practice I have realized that many of the students
understand, and participate during the class, just a few of them do not like to
participate, and that is one of my challenges, make those students to talk, to participate
in class. I believe that all my classmates who are doing their teaching practice too, have
some evidence like tests they have designed, and they are allow to grades students.
Unfortunately, that is not my case, I spoke to the teacher in charge of the subject, but he
did not allow me to grade students, so, I have no evidence of that. Nevertheless, I have
some instruments or information that I used in order to develop the class. Information
that I used to develop the class; vocabulary related to the topic. The way how I find out
if they have learned what I have taught is when they participate, I think about, hey they
understood the topic, they participated. That is the way I can see students learning.
m) Teaching goals: short and long terms
Short term

My teaching goals are, in short term I would say that I want my students learn at
least a little big English, because the time I have in order to do my teaching practices are
40 hours only, and I believe is not enough, so, when I go to high school, I feel happy if
my students learn at least a few words. So, that would be my teaching goal during these
months, finish my teaching practice, and create an environment in which students
continue learning English.
In addition, I want to help my students anytime they have a doubt or a problem
with English, I like when a student tells me, hey teacher can you help me? How I can
say this word? Is this ok? So, that is one of my teaching goals, be there when they need
me.
Long term
Long term, I would say that my goals are; work as many years as possible as a
teacher, besides, through the experience earned, I hope I can become into a better
teacher, try to implement new learning strategies, and continue innovating my classes
with the usage of technology, and realia. A definition of realia is a term for real things,
concrete-objects that are used in the classroom to build background knowledge and
vocabulary. Realia is used to provide experience on which to build and to provide
students with opportunities to use all sense in learning (University of California, 2013).
So, as we can see realia is something that cannot be omitted if you want to improve
your teaching.
One of my dreams is to help people, in order they can learn a language that
nowadays is so important because it has its advantages and benefits. So, that is why I
am fighting, and pushing myself, doing efforts, in order to finish my career. I want to be
an English teacher, and I know that I need to improve a lot, because, now that I am
doing my practices, I can realize that being a teacher is not that easy, but, teachers teach
not because it is their job, they do it because they love this profession.
So, basically those are some of long teaching goals, I believe that the practice
makes perfection, however, the experience plays an important role too, due to through
the experience we as teachers earn a lot, we can try one way, and if it does not works
out, you can try other. Something that is important as well as is rapport, the way how
you treat your students and vice-versa, or better said, the relationship between the
teacher and the students, in order to have a good teaching and learning process, the
relationship has to be good, teacher must to get along with the students, believe in
them.






Kaplan, M. (26 de Agosto de 2012). The Center for Research on Learning and Teaching. Recuperado el 1 de Marzo de
2014, de The Center for Research on Learning and Teaching:
http://www.google.com.sv/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CD0QFjAD&url=http%3A%2F
%2Fwww.crlt.umich.edu%2Fpublinks%2FCRLT_no11.pdf&ei=ojESU6DAN4bGkQev1oHACA&usg=AFQjCNGXa2hJ4
TUS6uuK-8BBWHRbkllX2A&bvm=bv.62286460,d.eW0
Marolla, J., & Goodell, Z. (20 de Junio de 2013). vcu.edu. Recuperado el 27 de Febrero de 2014, de vcu.edu:
http://www.google.com.sv/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&sqi=2&ved=0CCMQFjAA&url=http%
3A%2F%2Fwww.vcu.edu%2Fcte%2Fresources%2Fnfrg%2FDevelopingaTeachingPortfolio.pdf&ei=xbMPU-
OwB4TZ2AX8nYDoAQ&usg=AFQjCNFx0MwqtvfgtCa-ubr1b-VtyVjyLg
University, C. M. (14 de Agosto de 2012). cmu.edu. Recuperado el 27 de Febrero de 2014, de cmu.edu:
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3A%2F%2Fwww.cmu.edu%2Fteaching%2Fresources%2FDocumentingYourTeaching%2FTeachingPortfolios%2FTe
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Univesity, M. (14 de Septiembre de 2005). staff.mq.edu.au. Recuperado el 3 de Marzo de 2014, de staff.mq.edu.au:
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2Fstaff.mq.edu.au%2Fpublic%2Fdownload.jsp%3Fid%3D102870&ei=pLkUU6vSDI-
kkQe634DADg&usg=AFQjCNHuL7nV-4JypKyVwua1Wz3KqCeH6Q&bvm=bv.61965928,d.eW0










n) Appendices

Instituto Nacional Cantn Tierra Blanca
Final Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.
Tel. 2630-8253
LESSON PLAN
Teachers name: Noe Antonio Coreas. Date: April 07
th
, 2014 Time: 8:30 am 10:15 am
Grade: 1 ao Tcnico Agropecuario

Observations: _______________________________________________________________________________________________________
___________________________________________________________________________________________________________

Topics

Objectives

Warm- up
Activity

Language
structured

Activities for production and
practice

Wrap up activity

Timing

Resources
Passive
voice in the
present
tense.
To learn
how to use
the passive
voice
Cant say
yes or not
Students in
pairs will
ask each
other
questions,
but anytime
they answer
they cannot
say yes nor
no.
Present tense

- is/are
-Pupusas are made
with corn
-El Salvador is
visited by many
people.
T will explain the topic, and will
write some examples of it on the
white board.
Ss will take notes.
T will explain how to form the
passive voice; and will explain
how to change sentences from
active voice into the passive
voice.
Ss will take notes, and then each
student will write a sentence and
will change it into passive voice,
and then they will write them on
the whiteboard.
T will use the technique fill in
the blank. T will give a page
which contains some sentences.
Ss are going to change the
sentences into passive voice.

Students are going
to be asked to
work in group of
five, then they will
write some
examples by using
the passive voice,
and then they will
pass in front and
will write their
examples on the
white board.
15 min

20 min

20 min

20 min

15 min
Marker

White
board

Copies

Eraser

Instituto Nacional Cantn Tierra Blanca
Final Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.
Tel. 2630-8253
LESSON PLAN
Teachers name: Noe Antonio Coreas. Date: April 02
nd
, 2014 Time: 7:00 am 8:30 am
Grade: 1 ao Tcnico Agropecuario


Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

Topics

Objectives

Warm- up
Activity

Language
structured

Activities for production and
practice

Wrap up activity

Timing

Resources
Describing
and
comparing
places
To learn
how to
describe
and
compare
two
different
places
Describing
appearances
and
characteristi
cs of
people.
Comparative and
superlatives.
T. will explain the topic, and will
give a page which contains a list
of vocabulary related to the topic.
Ss. Will give take notes, and pay
attention, and will ask something
they have any doubt.
T. will use a technique, which is
called question and answer
exercise, T. will ask questions
about a comparison between two
different places.
Ss. Will answer the questions by
using the target language.
T. will present a conversation
which contains the description of
two places (conversation practice)
Ss. Will pass in front and will
perform the conversation. (pair
work)

Students are going
to be asked to
write a little
description of the
place where they
live in, and then
each student is
going to pass in
front and will say
what they have
written.
15 min

20 min

20 min

20 min

15 min
Marker

White
board

Photocopi
es



Instituto Nacional Cantn Tierra Blanca
Final Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.
Tel. 2630-8253
LESSON PLAN
Teachers name: Noe Antonio Coreas. Date: April 09
th
, 2014 Time: 7:00 am 8:30 am
Grade: 1 ao Tcnico Agropecuario


Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

Topics

Objectives

Warm- up
Activity

Language
structured

Activities for production and
practice

Wrap up activity

Timing

Resources
Means of
transportati
on
To know
the different
means of
transportati
on
Scrambles
words.
Ss are going
to be asked
to work in
group of
five, and
they will
form as
many words
as possible.

To catch
To get on
To drive
To ride
How much
Where is

T will explain the topic, and will
give vocabulary related to means
of transportation.
Ss will take notes, and will
practice the pronunciation.
T will give a page which contains
useful travel expressions.
Ss will be asked to work in pairs,
and they will have to write some
other useful expressions.
T will present a new dialogue.
Ss will work in pairs, and practice
the pronunciation, and then they
will pass in front, and will
perform the dialogue.
Students will
choose their
favorite mean of
transportation, and
they will talk
about it.
15 min

20 min

20 min

20 min

15 min
Marker

White
board

Copies

Eraser

Instituto Nacional Cantn Tierra Blanca
Final Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.
Tel. 2630-8253
LESSON PLAN
Teachers name: Noe Antonio Coreas. Date: April 23
rd
, 2014 Time: 7:00 am 8:30
Grade: 1 ao Tcnico Agropecuario



Observations: ___________________________________________________________________________________________________________
__________________________________________________________________________________________________________

Topics

Objectives

Warm- up
Activity

Language
structured

Activities for production and
practice

Wrap up activity

Timing

Resources
Talking
about
seasons and
weather
To know
the different
seasons, and
weather.
Ask to
students
about their
vacations,
and how
was the
weather in
the places
where they
spent their
holidays.
How is the
weather in?

Is it hot or cold?

What season do
you like the most?

I like
T will explain the topic, and will
give a list of vocabulary, and will
make the pronunciation the
words.
Ss will take notes, and will repeat
the pronunciation of the
vocabulary.
T will give a copy which contains
some questions about seasons and
weather.
Ss will respond the questions.
T will present a dialogue, and will
pronounce it.
Ss will pronounce the dialogue,
and then are going to pass in front
and perform it.

Students are going
to be asked to talk
about their
favorite season
and weather.
15 min

20 min

20 min

20 min

15 min
Marker

White
board

Copies

Eraser

Instituto Nacional Cantn Tierra Blanca
Final Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.
Tel. 2630-8253
LESSON PLAN
Teachers name: Noe Antonio Coreas. Date: April 30
th
, 2014
Time: 7:00 am 8:30 amGrade: 1 ao Tcnico Agropecuario

Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

Topics

Objectives

Warm- up
Activity

Language
structured

Activities for production and
practice

Wrap up activity

Timing

Resources
Scanning a
text for
main ideas
and
supporting
information
To learn
how find
main ideas
in written
texts.
Teacher
will write a
sentence,
students
will scan for
the main
idea of the
example.
Looking for

Pupusas are made
with

Tamales are made
with
T will present the topic to the
students, and will explain what
the topic is about by using some
examples.
Ss will take notes, and are going
to be asked to do an example by
following the previous examples
given by the teacher.
T will give them a page which
contains information about
pupusas.
Ss will read the information and
will scan the main idea of the
paragraph.
T will present a short paragraph
that contains information about
tamales.
Ss are going to read that
information in front of their
classmates (reading aloud)
Students are going
to be asked to
choose a specific
word from the
paragraph, and
will write
information
supporting the
paragraph
15 min

20 min

20 min

20 min

15 min
Marker

White
board

Photocopi
es



Instituto Nacional Cantn Tierra Blanca
Final Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.
Tel. 2630-8253
LESSON PLAN
Teachers name: Noe Antonio Coreas. Date: May 07
th
, 2014 Time: 7:00 am 8:30 am
Grade: 1 ao Tcnico Agropecuario


Observations: ___________________________________________________________________________________________________________
__________________________________________________________________________________________________________

Topic

Objective

Warm- up
Activity

Language
structured

Activities for production and
practice

Wrap up activity

Timing

Resources
Developing
a topic
sentence
and
supporting
information
To know
how to find
or to create
a topic
sentence
Looking for
the correct
word. T will
write some
words on
the
whiteboard,
one would
be the
correct, the
other ones
would not,
so, students
must
identify the
correct
word.
Present tense

T will ask about previous class,
and will make a relationship
between the topics, and will give
an explanation of the topic to
develop.
Ss will give their opinions about
previous lesson, and will take
notes of the example given by the
teacher.
T will ask for students help in
order to write an example, and
create the topic sentence.
Ss will help the teacher with the
example and will give the topic
sentence of that example.
T will present a page with 3
examples.
Ss will find the topic sentence of
those examples, and then, they
will read what they have done.
Students are going
to be asked to
work in group of
five, then, they
will write a short
paragraph of about
3 or 4 lines, and
they have to pass
in front and say
what the topic
sentence of the
paragraph they
have written is.

15 min

20 min

20 min

20 min

15 min
Marker

White
board

Copies

Eraser

Instituto Nacional Cantn Tierra Blanca
Final Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.
Tel. 2630-8253
LESSON PLAN
Teachers name: Noe Antonio Coreas. Date: May 12
th
, 2014 Time: 8:45 am 10:15 am
Grade: 1 ao Tcnico Agropecuario


Observations: ___________________________________________________________________________________________________________



Topic

Objectives

Warm-
up
Activity

Language
structured

Activities for production and
practice

Wrap up activity

Timing

Resources
Recognizing
vocabulary
related to
family ties.
To
recognize
vocabulary
related to
family.
T. will
show a
video
about
family
members.
Simple present

My father name
is

T. will explain the topic, and then,
will present a power point
presentation, and will pronounce
the vocabulary.
Ss. will take notes, and will repeat
the vocabulary.
T. will ask for students family
trees.
Ss will draw their own family
tree, and then, pass in front show
it to their classmates.
Students are going
to be asked write
some sentences
using the family
vocabulary.
15 min

30 min

30 min

15 min
Computer

Projector

Marker

White
board






Instituto Nacional Cantn Tierra Blanca
Final Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.
Tel. 2630-8253
LESSON PLAN
Teachers name: Noe Antonio Coreas. Date: May 14
th
, 2014 Time: 7:00 am 8:30 am
Grade: 1 ao Tcnico Agropecuario


Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

Topic

Objectives

Warm-
up
Activity

Language
structured

Activities for production and
practice

Wrap up activity

Timing

Resources
Picking out
vocabulary
used to talk
about
customs and
traditions.
To know
the different
customs and
traditions of
El Salvador.
Ss are
going to
be asked if
they know
something
about
traditions
and
customs of
other
countries
Simple present

New years eve
is
Independence day
is celebrated on

T. will explain the topic, and then,
will present vocabulary related to
the topic.
Ss. will take notes, and will
pronounce the vocabulary.
T. will write some examples on
the whiteboard, and will explain
them.
Ss will take notes, and then, they
will ask to pass in front and write
one example.
T. will present a new dialogue.
Ss. will practice the pronunciation
in pairs, and then, they perform
the dialogue in front of the class.

Students are going
to be asked to talk
about their
favorite custom or
tradition.
15 min

20 min

20 min

20 min

15 min
Computer

Projector

Marker

White
board





Instituto Nacional Cantn Tierra Blanca
Final Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.
Tel. 2630-8253 LESSON PLAN
Teachers name: Noe Antonio Coreas. Date: May 19
th
, 2014 Time: 8:45 am 10:15 am
Grade: 1 ao Tcnico Agropecuario


Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________


Topic

Objectives

Warm- up
Activity

Language
structured

Activities for production and
practice

Wrap up activity

Timing

Resources
Identifying
the gist of a
telephone
conversation.
To learn
vocabulary
related to
conversations
T. will show
a video about
telephone
conversation.
Could I
speak to?

Do you
want to
leave a
message?

T. will explain the topic, and will
present a list of vocabulary, and will
write some examples on the
whiteboard.
Ss. will take notes, and will practice
the pronunciation of the vocabulary.
T. will
Students are going
to be asked to
write a
conversation using
the vocabulary
given by the
teacher, and they
will pass in front,
and perform the
conversation.
15 min

30 min

30 min

15 min
Computer

Projector

Marker

White
board





Instituto Nacional Cantn Tierra Blanca
Final Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.
Tel. 2630-8253
LESSON PLAN
Teachers name: Noe Antonio Coreas. Date: May 21
th
, 2014 Time: 7:00 am 8:30 am
Grade: 1 ao Tcnico Agropecuario


Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________


Topic

Objectives

Warm-
up
Activity

Language
structured

Activities for production and
practice

Wrap up activity

Timing

Resources
Recognizing
polite
request.
To
recognize
polite
request in
oral
conversatio
ns.
T. will ask
about last
lesson.
Could and can T. will explain the topic, and will
present some examples.
Ss. will take notes, and participate
to form some sentences.

T. will present a new dialogue,
and will pronounce the dialogue.
Ss. will repeat the pronunciation,
and then, they will pass in front to
perform the dialogue.


Students are going
to be asked to
solve some
exercises using
polite request.

15 min

30 min

30 min

15 min
Marker

White
board

Copy





Instituto Nacional Cantn Tierra Blanca
Final Calle Israel Ayala Tierra Blanca,
Jiquilisco, Usulutn.
Tel. 2630-8253
LESSON PLAN
Teachers name: Noe Antonio Coreas. Date: May 26
th
, 2014 Time: 8:45 am 10:15 am
Grade: 1 ao Tcnico Agropecuario


Observations: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________


Topic

Objectives

Warm-
up
Activity

Language
structured

Activities for production and
practice

Wrap up activity

Timing

Resources
Reporting
personal
biographical
information-
To learn
how report
personal
biographical
information
T. will do
a feedback
about last
topic.
Simple present

I live in
I study at

T. will explain the topic, and then,
will write an example on the
whiteboard.
Ss. will take notes, and will help
the teacher to fill up the example.
T. will ask the student to write
their own example by using their
own information.
Ss. will report their personal
biographical information.

Students are going
to be asked to pass
in front and read
the example they
have done.
15 min

30 min

30 min

15 min
Marker

White
board