Gustavo Espinoza Teaching Portfolio.

I Teaching Portfolio.
Teaching Portfolio.
JOSE GUSTAVO
ESPINOZA MORALES

Universidad Gerardo Barrios.
Teaching Practice I
Elmer Jorge Guardado.
June 05
th
, 2014.
II Teaching Portfolio.

My Teaching Portfolio.
The job as a teacher is fundamental and important for a whole society, because
teachers educate societies. Nowadays exist many schools, college where teachers are
working for people in order to educate and teach them. Every year the population is
growing up and here is where we can see the importance of a teacher in the real life.
Without teachers could be impossible to educate or do something good for people
because this is way how a mind could be change. In the following you are going to
see some elements that a teacher uses in the teaching performing, this will serve to
reflect in how a teacher works inside and out of the classroom. The importance of
this is to notice that teachers not just spend time in the classroom and they spend
more time that we usually think in this profession. Maybe you have heard that:
being a teacher is easy because they just spend time in the classroom as it is said
before and they got a salary just for repeating something that already exist, but this
is not correct and it is a lie. You will see in this teaching portfolio other thing that as
a teacher we need to use and design in order to have a good teaching performing.
This paper will be divided in different steps, so in this way we can know more
about a teaching portfolio. This is not an easy process because a portfolio needs
much time because this includes many elements that a teacher does.
What is a Teaching Portfolio?
Self-Evaluation and Reflection.
Why do I need a Teaching Portfolio?
How should I structure my Teaching Portfolio?
Teaching Responsibilities.
Statement of Teaching Philosophy.
Teaching Methodology, Strategies, Objectives.
Description of Course Material (Syllabi, Handouts, Assignments)
Efforts to Improve Teaching
Student Ratings on Diagnostic Questions.
Products of Teaching (Evidence of Student Learning)
Teaching Goals: Short-and Long Term.
Appendices
The development above aspects it will be important and interesting for everyone
that wants to know how a teaching portfolio is designed. And for knowing in a
deeper way how a teacher works.
III Teaching Portfolio.

What is a Teaching Portfolio?
First of all, in order to understand the term of teaching portfolio we need to know
what it is. According to: (Marolla, 2010) A teaching portfolio It is a factual
description of a professors teaching strengths and accomplishments. It includes
documents and materials, which collectively represents the scope, development and
quality of a professors teaching performance. Think of the function behind
portfolios kept by architects, designers, artists, etc.-to display their best work and
the thought process behind their work. As it is mentioned a teaching portfolio is
back up that a teacher has in order to show evidence what he or she has done. This
is the importance of a teaching portfolio because without this is really impossible to
show up what he does and avoid bad critics about his/her work as a teacher. Every
evidence has information about his work and this is the form how a teacher can
demonstrate the things that he uses inside and out of the classroom.
Self-Evaluation and Reflection.

One of the purposes of a teaching portfolio is that the teacher can make a
reflection about his work and to know how he can change the way he teaches,
knowing what methods, strategies, technique he needs to improve or change his
performing. The teaching portfolio has two important functions one is as a mirror,
because the teacher can see how he works, and the second function is as a map,
everyone knows that the map serves as a guide in order to get a place, but in this
case it serves as a map because every teachers can see what is the road that they are
taking in the teaching and learning process. (Lockhart, 1994). According to this
author we can see those functions in the chapter seven called Teaching Portfolio.
Other thing, in self-evaluation we can write how we have worked and the
expectations that we want to achieve in our teaching process.

Being a good teacher is not easy because maybe some students are going to see
you as the best one and other not, remember that we are working with people and
not all time we are going to be special as they want. As you read this paper you will
conclude in what kind of teacher I am. Maybe at the beginning I was an unprepared
teacher because I did not know everything about being a teacher. Sometimes I tend
to make many mistakes with different student or even in my teaching process. The
main problem that I have found is that I am not a good listener but I will try to
improve this. The kind of teacher that I want to be is a friendly teacher, always
IV Teaching Portfolio.

prepared and with a professional style. I know that this is not easy, but I am in the
way and I want to give my best for a good change as a teacher. Now the challenge is
hard as I mentioned before being a good teacher is not easy.

Why do I need a Teaching Portfolio?
As it is mentioned before, the teaching portfolio are evidences that you have as a
teacher and this one can help you to be better in your professionalism and not just as
a tool in the classroom, a teaching portfolio can help you to move forward into
another position in any educational place: colleges, private and public schools. As a
teacher we experience many problems not just in the class but also out of the class.
Just one example, maybe we have heard that someone says something about a
teacher, for instance just one comment: that teacher does not work in the class.
Now that you are inside of my example you can see why you and I as teachers need
a teaching portfolio.

Now I write some benefits having a teaching portfolio.
Balance evidence of your teaching and researches.
Prepare for job talk.
Teaching philosophy is required for most faculty positions.
Reflect on and improve teaching. (Abney, 2012).

How should I structure my Teaching Portfolio?
In order to create a teaching portfolio one of the important things that we need to
know is the structure of it, because it is not just to save something in a folder or a
paper that you have to design. (Center., 2013) As it is approached at the beginning, a
teaching portfolio has two functions one is: Summative portfolios these are created
for the purpose of applying for an academic job or for promotion and tenure within
a department. And the other one: Formative portfolios, unlike these are created for
the purpose of personal and professional development. So, knowing these kinds of
portfolio you can start the structure of the teaching portfolio. In some points you are
going to know that you will need both portfolio because as teachers we are changing
not just our method, but also students and all of this has to do with the teaching
process.
A structured portfolio should be organized, complete and creative in its
presentation. Some questions for you to think about it might be: Is my portfolio
V Teaching Portfolio.

neat? Are the contents displayed in an organized fashion? Are the contents
representative for the purpose that it is intended? (Center., 2013) Answering those
question you can structure the TP. I write some examples that the contents that TP
has to have according some authors:
Evidence of your understanding of subject matter and current developments in
language teaching. (Lockhart, 1994) Here there are some things that are included in
this part.
A copy of your qualifications.
A list of courses you have taken related to the areas you teach.
Written comments from a supervisor.

Evidence of your skills and competency as a language teacher. Here some
examples of contents.
Student evaluations.
Lesson Plans.
Self-evaluations of a lesson you have taught.
Example of students work. (Lockhart, 1994)
Your approach to classroom management and organization.
A description of your philosophy.
Written comments on your management and organizational skills by a
supervisor. (Lockhart, 1994)
Documents showing your commitment to professional development.
A professional development plan for yourself.
A report on other teachers classes that you have observed.
A list of courses and workshops you have taken in recent years. (Lockhart,
1994)
Here I just presented some parts that a teaching portfolio includes, but there are
more things that a teacher does inside of this process. Now here we will see the
organization of this paper, as it is mentioned before it is not just to recollect
information about your work or just to present things that shows that you work and
nobody could tell you something about it. This first thing that you will include is
introduction, artifacts: those are things mentioned before. Explanation.
VI Teaching Portfolio.

Teaching Responsibilities.
Teaching responsibilities are the whole things that you need to develop in a class
or out, but always related with teaching. In this case I put some responsibilities that
I have to develop as professional in language teaching.
Classroom teaching. In the next course I will develop eighty hours with
teenager their level are basic.
Preparation of teaching materials. Activities, lesson plans. Methodologies,
teaching notes etc.
Teaching about teaching. In this one I will take opportunities to help and
ask help to my colleges as teachers.
Supervising students. Their homework, activities, to evaluate them and so
on.
Statement of Teaching Philosophy
The work as teacher is not just to teach but also to educate. If I focus my work
jut to teach I will be lost because I think if we do our best in educating we are going
to have a better success, in this way I can be visible for my students, If I teach they
are going to forget, but if I educate, this will be in them for the rest of their lives.
Learning is my principle. This is my principle because learning is not focused in
to read something or memorize. Learning is beyond of that, Learning is a change in
a person. How can I see if my students have learnt? Through a change in their
behavior. So this is my weapon to cooperate in my society.
My goal as a teacher is to inspire life not to kill it. As a teacher this is my
fundament if I inspire a life I will see my result not now, but I know that I will see it
in the future.
My philosophy is center in an active approach. Where my students can take an
active role in their learning process. Using active techniques with active activities.
Students need a meaningful learning with not passive vocabulary, but rather all in
an active form, where they can participate and discuss using active vocabulary.

VII Teaching Portfolio.

Methods, Methodology and Techniques.
As I was studying the last year about teaching Method I will apply the method
that I have been learning there are many methods that I can apply and this depends
of students, purpose and what I want to achieve, remember that the techniques are
inside of the methods, for example, this does not say that I will apply it but just for
example: I could use the traditional method, and this depends in a brief explanation
about an issue in grammar and as a technique I use the translation of this sentences
into the native language. Other important factor is the methodology, this is a set of
method that I can use in a class.
In my methodology I will guide me through English as foreign language because
we live in a country where English is not spoken, but also I will guide me through
Communicative approach. In this way I will apply one of the teaching principles
that is known for the name of: Good practice used active learning techniques where
students can live an experience in a real situation with active vocabulary and so on.
Some of the methods that I will use are:
The direct method: this consists without translation maybe with the strategy of
reading and the technique of reading loud, questions and answers etc. (Larsen, 2004)
The audio Lingual Method: In this we can teach vocabulary through the
technique of repletion drill. (Larsen, 2004)
Desuggestopedia: This is one of the most used here in this country because there
are many people that think that they are not capable to learn other language, the
work of this method is to show that they can and take the limits away. (Larsen, 2004)
Community Language Learning. Humanistic technique where they say what
they want to learn and other things. Other technique question and self-reflection.
(Larsen, 2004)
Total Physical response: This is more physical where students learn vocabulary
through movement gestures and pictures. Techniques: The use of pictures, videos
etc.
I am not going to write more about methods because there are many and this is
not just focused in methods. Now I show you more about my methodology that I
will use:
VIII Teaching Portfolio.

I will use the audio lingual method because I can use the technique of repetition
and they can learn many word through it, and then, total physical response because
after they have learnt they can perform what the vocabulary says, and finally
Desuggestopedia and in this way I can encourage students to learn without fear.
Strategies.
Strategies are action that we use in order to achieve a goal with our students I
just punt some strategies here because my teaching practice is short:
Lectures: In this I will use book, short paragraph, presentation where my student
can develop the reading skill.
Discussions: where they can share what they think and at the same time
developing the speaking skill.
Writing: With this my students will develop their writing skill with the use or
grammar, exercises, and so on.
Group Projects: Working in group they are going to share knowledge each other
and at the same time they are going to improve their speaking skill.
Independent Student Projects: We say in other word individually.

Objective.
Learning is the major objective. This sound obviously, but as a teacher
sometimes in the class we forget this, and we fail in this objective.

At the end of the course students will be able to communicate in some
conversations using the target language.

Students will be capable to write some simples sentences using the target
language.

IX Teaching Portfolio.

Description of Course Material (Syllabi, Handouts, Assignments)

English Course Program.
Instituto Nacional de Usulutan.
Final 7
a
, Calle Ote, Y calle el Molino Usulutan.
UNITY CONTENTS
0
Welcome
First things first
Numbers.
The alphabet.
Days and months.
1
Hello, good-bye
First meeting.
Greetings.
The verb be.
Be: short forms.
Making friends
Work.
Indefinite article.
Questions with be and do.
A Wed message.
World languages.
Countries and languages.
Join the club.
Personal information.
2
Friends and families
Family photos
Family members
This, these and plural nouns
Possessives
A days work
Job and occupations
Do: strong and weak forms
Present simple
Good morning
Morning routines
Making the first move
Drink and snack
Would you like?

3
Home sweet home
Around the corner
Places in a town
There is and there are
My house
Rooms and facilitites
Have and has
A room to live in
Colors and furniture
Ideal homes
Ideal homes catalogue
X Teaching Portfolio.

(Goldstein.,
2011)

FLASHBACK/WORLD ENGLISH DVD
4
Whats happening
Time out
Free time activities
Go, like, love + ing

Going out
Present continuous
At the movies
Telling time
About town
Tourist attractions
A city guide
5
A weekend away
Tennis anyone
Can for ability
Backpacking
Countable and uncountable
nouns
What a weekend!
Present continuous or future
plans
Past simple1: frequently
used verbs
An amazing experience
Past simple: regular verbs
Ed endings
The Emerald isle
An e-mail about bike ride
6
That was then
Childhood memories
Past simple and irregular
verbs
Physical descriptions
Chance meetings
Time expressions in the past
A romantic story
Modern homes
Household objects
Comparative adjectives
Superlative adjectives
Living without a TV
A TV review
FLASHBACK/ENGLSIH WORLD DVD
XII Teaching Portfolio.

English Course Sillabus.
Final 7
a

Unit. Language
Focus.
Vocabular
y.
Pronunciati
on.
Reading. Speaking. Listening
.
Writing.
0.
Welcome
.
Whats
your
name?
Im (Mary)
My names
(John).
Preview:
Subject
pronouns.
Question
words.
Numbers.
1- 100.
Days and
months.
The
alphabet.
The real
thing:
Excuse
me,
whats
your
name?
/i/ Days and
months.
Numbers
and letters.
Numbers
and
letters.
A brief
note
introducin
g yourself.
Unit 1.
Hello,
good-
bye.
The verb
be.
Indefinite
article: a,
an.
Questions
with be
and do.
Preview:
Present
Simple 1.
Greetings.
Work.
Countries
and
Language
s.
Personal
informati
on.
The real
thing:
See you!
Be: short
forms.
Word
stress: yes I
do. / No, I
dont.
Web page
with
personal
informati
on.
Members
hip forms.
Introducin
g yourself
and giving
personal
informatio
n.
People
introduci
ng
themselv
es.
Talking
about
language
s and
countries
.
Song:
Hello
good
bye. By
the
A web
message
introductio
ns.
Workbook:
Writing
and Email.
(Punctuatio
n).
XIII Teaching Portfolio.

Beatles.
2.
Friends
and
Families.
This, these
and plural
nouns.
Possessives
.
Questions
with do
and does.
Present
simple 2.
Preview:
How
much?
Would you
like?
Do you
have?
Family
members.
Jobs and
occupatio
ns.
Morning
routines.
Drinks
and
snacks.
The real
thing:
Thanks.
Do: strong
/du/ and
weak /d/
forms.
Would you
like?
/dyu/.
Short job
descriptio
ns.
Descriptio
ns of
morning
routines.
A simple
menu.

Workboo
k:
Descriptio
ns of
family.
Talking
about
family, jobs
and
morning
routines.
Ordering
food and
drink.
People
introduci
ng their
family.
Describin
g jobs.
Talking
about
morning
routines.
Paying
the check
at a
restauran
t.
A short
description
of your
morning
routine.

Workbook:
Describing
your
family.

(Linking
words 1)
3. Home
Sweet
Home.
There is/
there are.
Have /
has.
Determiner
.
Recycling:
A, an.
Would you
like?
Preview:
The verb
like.
Places in a
town.
Rooms
and
facilities.
Colors
and
furniture.
The real
thing:
Really.

/ / and /
r/.
Descriptio
n of
homes.
Describing
your home
and area.
People
talking
about
where
they live.
A short
description
of an ideal
home.

Workbook:
Describing
where you
live (there
is / are,
has/ have.

XIV Teaching Portfolio.

Unit 4.
Whats
happenin
g?
Go, like,
love + -ing.
Present
continuous
.
Free time
activities.
Talking
about
habits.
Tourist
attraction
s.
The real
thing:
Hello.
Telling
time:
Schwa //.
Easy quiz.
Short
movie
reviews.
Cyber
guide to a
city.
Workboo
k:
Tourism
brochure.
Describing
what you
are doing
at the
moment
and what
you do in
your free
time.
Making
arrangeme
nts.
People
talking
about
their free
time,
what
they are
doing
and their
plans for
the day.
A simple
tourist
guide to
your town
or city.
Workbook:
Writing a
postcard.
(time
expressions
)
5. A
weekend
Away.
Can for
ability.
Countable
and
uncountabl
e nouns a
pair of.
Present
continuous
for future
plans.
Past simple
1 and 2.
Recycling:
a, an,
some.
Present use
of the
present
continuous
.
Skills.
Items for
a
weekend
away.
The real
thing:
The usual,
nothing
special.
-ed
endings:
/d/, /t/
and
/ d /.

Workbook:
Can, cant.
Informal
e-mail
describing
an
excursion.
Simple
directions.
Talking
about what
you can do.
Describing
plans.
People
discussin
g abilities
and
plans for
the
weekend.
Informal e-
mail.
Describing
what you
did last
weekend.

Workbook:
Answering
an
advertisem
ent (linking
words 2).
XV Teaching Portfolio.

(Goldstein., 2011)
Preview:
Irregular
past verbs.

Unit 6.
That was
them.
Past simple
3.
Comparati
ves and
superlative
s.
Recycling:
Past simple
of regular
verbs.
Physical
descriptio
ns.
Time
expressio
ns in the
past.
Househol
d objects.
The real
thing:
Fillers:
well I
mean.
Vowels
sounds in
irregular
past verbs:

/b/, / /,
// and /
o/.
Stress in
word
groups.
Short
stories
about the
past TV
review.

Workboo
k:

Descriptio
n of a
television
house.

Describing
childhood
memories.
Telling
simple
stories
about the
past.
Role-
playing a
radio
interview.
Listening
to short
radio
interview
s.
Song:
His latest
flame, by
Elvis
Presley.
A story in
the past.
A short TV
review.
Workbook:
Describing
an
interview.
(Linking
words 3).
XVI Teaching Portfolio.

English Course Outline.
Final 7
a
Unit. 0. Welcome.
Introducing everyone.
Look some picture and reorganize some sentences.
Work in pair and compare answers.
Listen a dialog about meeting someone.
Work in pair and match the numbers with their proper form of writing.
Listen and repeat the numbers.
Know the different pronunciation of numbers.
Listen and organizing numbers in a correct way.
Practicing saying the numbers.
Reading some numbers.
Working in reorganizing letters in the correct form about days of the week and
months.
Completing the calendars months.
Listen the months in English.
Working in pair answering some questions about date.
Take out English. Knowing some important verbs.
Reading the alphabet in English
Listen and repeat the alphabet.
Spelling activity.
Working in pair spelling names.
Unit 1.Hello, good-bye.
Looking some pictures and identify what kind of greeting use.
Identifying the common greetings.
Listen a short conversation identifying greetings.
Listen a repeat a conversation.
Working in couple practicing the conversation.
Listen and identify some mistakes in a conversation.
Working in pairs. Looking some pictures and answering some questions.
Activity of missing words in a conversation.
Listen the conversation above.
Match some phrases with some pictures.
Fill in the blank space with verb be.
Listen a short conversation about short answers.
Work in pair and write about some people that appear in a photo.
Listen and check the correct answer.
Looking a photo and writing something about someone.
Matching occupations in some pictures.
Practicing about indefinite article.
Work in pairs. Practice introducing six people using indefinite article.
XVII Teaching Portfolio.

Introduce yourself using indefinite article.
Reading a webpage in the textbook.
Matching some pictures.
Completing a chart using occupations.
Question with be and do.
Practicing exercises with be and do.
Writing a web message.
Matching countries in the map.
Listen and know the stress of the words about countries.
Unit. 2. Friends and Families.
Knowing the family members.
Work in pairs, match the family members.
Drawing a family three.
Asking about family between each other.
Completing the family three with your family members.
Listening a conversation about the family.
Working in pairs. Match the questions and answers to form dialogs.
Writing texts using correct possessive adjectives.
Work in pairs. Use of articles
Listening activity about prices.
Role plays.
Practicing conversations

Unit 3: Home Sweet Home.
Work in pairs. Match the expression to the places on the map.
Listen to four short dialogs about places in a town. Correct the answers.
Complete the sentence with students own information.
Asking classmates where they live. Activity to share information.
Listen to a conversation, and answer two questions.
Look at the list of places in vocabulary from exercise one. Circle the ones Becky
talks about.
Listen to the conversation and match the questions and answers.
Work in pairs. Look at the table and complete the examples using: s, is, are, isnt,
and arent.
Read the sentences. Are they true for where you live? If not, correct them.
Work in groups of three. You are going to play a guessing game.
Match the texts and the photos.
Underline words in the reading texts to label the diagrams.

Unit 4: Whats Happening?
XVIII Teaching Portfolio.

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

Unit 5: A Weekend Away
Activities:
Listen to the short conversations on the book
Make pairs and discuss upcoming plans
Practice short conversations
Make a schedule with the upcoming plans
Watch a video
Write a short report with the upcoming plans
Present these reports in front of the class
Discuss those reports
Write a report with every students dream plans
Make a list with the dream vacation for each student
Unit 6: That Was Then
Activities:
Sing a song
Make pairs and sing that song by pairs
Discuss their childhood dreams
Practice conversations
Repetition drills
Watch a video
Make pairs and discuss physical description about the other mate
Make groups and get to know each other
Do small conversation between these groups
Read a romantic story
Discuss about that romantic story
(Goldstein., 2011)
XIX Teaching Portfolio.

English Course Planning.
Final 7
a
N Months/
Date
Unit Topics
1 March
22
nd

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

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

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

5 April 19
th
Holly week.
6 April 26
th
Do: strong
and weak
forms.
Present
simple

Good morning
Morning
routines.
7 May 3
rd
Making the
first move.
Would you
Drink and
snack.
XX Teaching Portfolio.

like?
8 May 10
th
3. Home
sweet
home.

Marthers day.

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

Going out
Present
continuous

13 June 14
th
At the movies
Telling time.

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

Countable
and
uncountable
nouns

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

Past
simple1:
frequently
used verbs

XXI Teaching Portfolio.

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

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

Physical
descriptions
.

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

Modern homes
Household
objects
Comparativ
e adjectives

19 July 26
th

(Goldstein., 2011)

XXII Teaching Portfolio.

INSTITUTO NACIONAL DE USULUTAN
Final 7 Calle Ote. Y Calle el Molino, Usulutn.
Tel. 2662-0406
Teacher: Gustavo Espinoza Time: 100 min. Topic: welcome, and numbers.
Objective: At the end of the class students will be able to introduce themselves in English. And say the numbers in English.

Warm up :
Activity.
Language
Structure
Activities for Production and Practice. Wrap-up.
Activity.
Timing Resources
An activity called
the toilet paper
where every
student takes
some pieces of the
paper and after
they have to say
their name and
other things.

What is your
name?
Im Mary.
My names JOHN.
T. Give the indications about the process of
toilet paper.
T Give some instruction and present some
vocabulary of introducing someone..
SS. First activity they have to look a picture and
reorganize some sentences about meeting
someone. And they have to listen and audio
and do some exercises in the text book..
T. Explains about the vocabulary activity of
numbers
Ss. Work in pairs, matching the number in the
text book.. And listening the audio about
numbers.
T. Explanation about the pronunciation activity.
SS. Pronunciation activity
T. Explanation about similar sounds in the
number.
Ss. Listen and repeat the numbers.
T. ask the whole group the pronunciation of
some numbers.

To ask some students
about numbers and say
them in English.

20 min.

20.
Min.

15.
Min.

10.
Min.

15.
Min.

10.
Min.

10.
min.
Text book.
White board.
Dictionary.
Marker.
Audio.
XXIII Teaching Portfolio.

Efforts to Improve Teaching.

Collecting Feedback.

This course is designed in six units and in order to have a better comprehension
and understanding about the topics I collect feedback every two units, to evaluate
what is helping the students learn in my course and what could be improved to
better their learning. In this way I can notice what is more meaningful for my
students, and they let me know what they have learned and in what way they learn
better. This is one of the best process that I choose in my classroom because in this
teaching process is not just involved the teacher but also students and they are the
main factor of this process.

Innovations in Teaching.

To break down the traditional teaching has not been easy but in order to
innovate in my teaching I have implemented a different methodology where
students are the center of this, and teacher and students learn together. In this
methodology are used different resources as technology: radio, videos, song and
flashcards. This is used in order to innovate the teaching, another resources used in
the classroom are software as dictionary in computer or cellphone and internet. One
of the most used in the classroom is the social network FACEBOOK in this way we
are in contact through the week. And in the middle of the week we have some
homeworks that we check every Saturday.

Student Ratings on Diagnostic Questions

In the place where I am teaching, the students present different kind of problems
in their learning process, most of them are lexical, or grammatical, but one of the
most important in which teachers have to be focused on is the lack of self-confidence
in speaking English, that in this case the target one is English. The students attend
English classes one day per week, which can bring disadvantages because this
become an isolated learning; they do not practice the language during the week until
Saturday, so the lack of confidence maybe could be because they just see their
teacher and classmates one day a week. Confidence is one of the factor in which
both students and teachers have to be aware and create a friendly and comfortable
atmosphere.
XXIV Teaching Portfolio.

To be more specific with the issue that we, as teachers have detected in our
students, we can say that the lack of self-confidence at the time to speak in front of
the rest of the students is becoming one of the causes that students are affected in
the process of learning the English language, this problem make the students to stop
producing the language, maybe they know what they want to say they are not sure
whether they will do it right.
Self-confidence is about trusting your own judgment and feeling comfortable
with your abilities and powers. It is the means to realize your full potential and be
the person you want to be. Self-confidence allows you to feel secure in the world
and allows others to feel safe that they know what to expect of you. It is made up of
a variety of factors, including how you present yourself physically to the world and
how you relate to other people. (Couselling Directory, 2014)

XXV Teaching Portfolio.

Products of Teaching (Evidence of Student Learning).

XXVI Teaching Portfolio.

English Course.
Teacher Name: Gustavo Espinoza.
Student__________________________________________________________Score__________
Indication: Listen to the conversation. Match the headings and the information.

You want to make new friends on a website. Write a web message.
Use this information to write your message:
Say hi!
What's your name?
Where are you from?
Where do you live?
What do you do?
Match the questions and the answers.
1. Are you a doctor? a. Yes, they are
2. What is her name? b. No, he isn't
3. Is he from Boston? c. Yes, I am.
4. Are they at the office? d. It is Sarah.
5. Are you both Australian? e. Yes, we are.

Match the numbers.
1. 73 a. fifty
2. 15 b. seventy-three
3. 27 c. twenty-seven
4. 50 d. fifteen
5. 7 e. seven
1. Last Name. A. hanson@yap.com
2. First Name. B. 580-440-2982.
3. Cell phone number. C. Hanson.
4. E-mail address. D. Hampton.
5. Town. E. Harry.
XXVII Teaching Portfolio.

Rubric Evaluation.
Oral quiz. Unit 2.
Name: ___________________________________________________________________

XXVIII Teaching Portfolio.

XXVIII Teaching Portfolio.

Teaching Goals: Short-and Long Term.

My short-term teaching goals involve being a good teacher I can be. I will aim to
be an understanding teacher by paying close attention to my students in this way I
can notice what my students think and taking in consideration that they are humans
with feeling emotions, no robots.

I must aim to be a prepared teacher and have my lesson already every weekend,
in this forms I will have the resources that I will need in my class. And in case that
the aim will not be achieved of every lesson I should have a second plan in case the
first will not ok. I will also want to encourage my students to be an independent
learner in this way they can find the solution and answers by themselves.

I will use technology in my classroom in this form my student can have more
resources and learn in better way, using internet, software and many other thing
related with technology.

I will also be a reflective teacher, because I want to reflect after of every class
what was ok and what was not. Another thing that I want to reflect is in how my
students can learn better and what I can change in my teaching performing.

Teaching Goals Long Term.

To obtain my teaching degree.

To observe some teachers in the teaching language to obtain experiences.

To obtain a teaching job in Usulutn.

XXIX Teaching Portfolio.

References:

Abney, N. (25 de April de 2012). SlideShare. Obtenido de SlideShare:
http://www.slideshare.net/nancyabney/what-is-a-teaching-portfolio-amp-why-do-
you-need-one
Center., U. (20 de December de 2013). UCAT. Obtenido de UCAT:
http://ucat.osu.edu/read/teaching-portfolio
Goldstein., C. J. (2011). New American Framework. United Kindom.: Richmond.
Larsen, D. (2004). Techinique and Principles of Language Teaching. New York: OXFORD.
Lockhart, B. C. (1994). Reflective Teaching in Second Language Classrooms. EE.UU.: Cambridge
University Press.
Marolla, D. J. (24 de JUNE de 2010). Developing a Teaching Portfolio . Obtenido de Developing a
Teaching Portfolio :
http://www.vcu.edu/cte/resources/nfrg/DevelopingaTeachingPortfolio.pdf

XXX Teaching Portfolio.

Appendices.

XXXI Teaching Portfolio.

Tel. 2662-0406
Teacher: Gustavo Espinoza Time: 100 min. Topic: welcome, and numbers.
Objective: At the end of the class students will be able to introduce themselves in English. And say numbers in English.
Warm up :
Activity.
Language
Structure
Activity.
Timing Resources
An activity called
the toilet paper
where every
student takes
some pieces of the
paper and after
they have to say
their name and
other things.

What is your
name?
Im Mary.
My names JOHN.
T. Give the indications about the process of
toilet paper.
T Give some instruction and present some
vocabulary of introducing someone..
SS. First activity they have to look a picture and
reorganize some sentences about meeting
someone. And they have to listen and audio
and do some exercises in the text book..
T. Explains about the vocabulary activity of
numbers
Ss. Work in pairs, matching the number in the
text book.. And listening the audio about
numbers.
T. Explanation about the pronunciation activity.
SS. Pronunciation activity
T. Explanation about similar sounds in the
number.
Ss. Listen and repeat the numbers.
T. ask the whole group the pronunciation of
some numbers.

To ask some students
about numbers and say
them in English.

20 min.

20.
Min.

15.
Min.

10.
Min.

15.
Min.

10.
Min.

10.
min.
Text book.
White board.
Dictionary.
Marker.
Audio.
XXXII Teaching Portfolio.

INSTITUTO NACIONAL DE USULUTAN.
Teacher: Gustavo Espinoza Time: 100 min. Topics: First meeting. (Greetings, the verb be, be short forms.
Objective: At the end of the class students will be able to us common greetings in English. Class 1.
Warm up :
Activity.
Language
Structure
Activity.
Timing Resources
The first activity
is about spelling
names of people
and things. The
whole class
participate in two
groups.

The verb be...
T. Explains the spelling activity.
T. Explaining how to identify the greetings.
Looking some pictures and identify what
kind of greeting use them.
T. Teacher explains what kind of greeting
we use.
Identifying the common greetings.
T. Plays the track in the radio. 1.1. And
work explain them some this greetings.
Listen a short conversation identifying
greetings.
T. Plays the audio number 1.2 about
greetings
Listen a repeat a conversation. Working in
couple practicing the conversation.
T. plays and audio with some mistakes in
the conversation.
Listen and identify some mistakes in a
conversation.
T. Catch the student s attention in some
pictures.
Ss. Working in pairs. Looking some
pictures and answering some questions
about it.
T. Explains short forms of be with
examples.
Activity of missing words in the text book
according a conversation.

SS. Write some
sentences in the
notebook using short
form of be.
20.
min.

10.
min.

5. min.

10.
min.

10.
min.

15.
min.

20.
min.

10.
min.

Text book.
White board.
Marker.
Audio.
Eraser.

XXXIII Teaching Portfolio.

Teacher: Gustavo Espinoza Time: 100 min. Topics: Making friends.
Objective: At the end of the class students will be able to introduce himself and a friend. Class 2.
Warm up :
Activity.
Language
Structure
Activity.
Timing Resources
Bang bang
activity where we
create two group
and they have to
say what is the
translation of
some word about
work.

The verb be...
Indefinite Article.
T. Explains the bang bang activity.
T. A brief explanation about jobs.
ss. Matching occupations in some pictures.
T. EXPLAINS OTHER OCCUPATIONS.
SS. Do a little task in the notebook using
occupations.
T. Explains about indefinite article.
ss. Practicing about indefinite article.
T. Explains the activity with the occupations before
used.
ss. Work in pairs. Practice introducing six
people using indefinite article.
T. Introduces himself as a teacher as example and
them every students.
ss. Introduce yourself using indefinite article.
T. Explains the reading activity.
ss. Reading a webpage in the textbook.
T. Explains the activity using pictures.
ss. Matching some pictures.
T. Explains the activity of complete the table.
ss. Completing a chart using occupations.

Asking students what
they learnt and if was
understood.
10.
min.

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

10.
min.
10. m
5 min.

Text book.
White board.
Marker.
Eraser.

XXXIV Teaching Portfolio.

Teacher: Gustavo Espinoza Time: 100 min. Topics: Verb be and web message. Date: April 5
th
, 2014.
Objective: At the end of this class students will be able to ask questions using be and do. Class 1.
Warm up :
Activity.
Language
Structure
Activity.
Timing Resources
Scrambled
sentences using
some materials in
group.

Questions with be
and do.
T. Says the activity about word order.
Ss. work in pair in organizing some sentences.
T. Explains the use of be and do using the
textbook
Ss. Practice the use of be and do using the
textbook.
T. Checks the students answers.
Ss. Do an exercise using the short for of be.
T. Gives the task to write a short web message.
Ss. Writing a short web message using be and
do.
T. Encourages students to speak about famous
people in English.
Ss. Complete a table about famous people.
T. Presents material in the screen about verb
be. Using Power point.
Ss. Do some exercises that are used in the
explanation of the teacher.

Questions and answers
using language
structure and a brief
feedback.

20.
min.

10.
min.

15.
min.

15.
min.

15.
min.

5. min.

10.
min.

10.
min.

Text book.
White board.
Marker.
Eraser.
Proyector.
XXXV Teaching Portfolio.

Tel. 2662-0406
Teacher: Gustavo Espinoza Time: 100 min. Topics: World Languages. And Join the club. Date: April 5
th
, 2014.
Objective: At the end of the class students will be able to say some countries names and use do and dont. Class 2.
Warm up :
Activity.
Language
Structure
Activity.
Timing Resources
Starting the class
with a video
about countries of
the world.

The auxiliary do
and dont in
negatives,
questions and
short answers.
T. Starts the class with a video introduction
about countries.
Ss. Work is pairs identifying some countries
and languages.
T. Explains the tress in some name of countries.
Ss. Listen an audio about countries. And work
in group writing in the notebook at least five
countries how to say hello.
T. Explains the use of do and dont. and
explains the stress in these words.
Ss. Practice the use of do and dont.
T. explains and speaking and writing activity
using the text book exercises N. 1, 2, 3 and 4.
Ss. Do the exercise using the text book exercise
1, 2, 3 and 4.
T. Explains ac activity using numbers and
letters.
Ss. Do a chart writing some numbers from
lowest to highest.
T. Explains a short activity about some
questions
Ss. Work in couple asking themselves some
simple questions.
T. Explains how to say some numbers in
English.
S. Practice says some phones numbers.
T. explains about ID.
Ss. Identify names and last names.

Asking students what is
the difference saying
simple numbers and
phones numbers.
10.
min.

15.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10. m

5 min.

Text book.
White board.
Marker.
Eraser.

XXXVI Teaching Portfolio.

Tel. 2662-0406
Teacher: Gustavo Espinoza Time: 100 min. Topics: Friends and Families. Date: April, 12
th
2014.
Objective: At the end of the class students will be to talk about family and use this and that.. Class 1.
Warm up :
Activity.
Language
Structure
Activity.
Timing Resources
Word
Associations
A very simple
game where
students must
think of words
connected to the
word that comes
before. For
example, the
teacher says,
"Fish", the next
person thinks of a
word they
associate with
fish, such as
"water", the next
person could say
"a glass" the next,
"window" etc.

This, these and
plural nouns.
Possessives.
T. Explains the activity word associations.
SS. Make a circle in the classroom where they
associate names.
T. Present the new topic through some pictures
in the text-book.
Ss. Students match the picture with the
description and complete a chart about it
USING AN AUDIO.
T. Explains to students that they have to
identify who is speaking using some pictures.
Ss. Identify who is speaking. And they answer
the same question by themselves.
T. Asks some students about brother and
sisters.
Ss. Answer to the teacher and then they ask
each other the same question.
T. Explains about family members.
Ss. Do the exercises 1, 2 from the text-book as
the teacher explained.
T. Explains to student a matching activity using
this and that.
Ss. Do some exercises from the book.
T. Explains the use of this that and countable
nouns.
Ss. Practice the use of this, that and countable
nouns.
T. Explain possessives pronouns.
Ss. Practice Possessive pronouns.

Student write some
sentences in the
notebook using the
language focus.
10.
min.

15.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.
10. m
5 min.

Text book.
White board.
Marker.
Eraser.
Notebook.

XXXVII Teaching Portfolio.

Tel. 2662-0406
Teacher: Gustavo Espinoza Time: 100 min. Topics: A days work. Date: April 26
th
, 2014.
Objective: At the end of the class students will be able to talk about job and occupations. Class 1.
Warm up :
Activity.
Language
Structure
Activity.
Timing Resources
Students draw a
family tree in a
construction
paper and they
explain it.

Questions with do
and does.
T. Introduce the topic job occupations.
Ss. complete the phrases with a or an.
T. Explains to students to work in pair
using some pictures in the text-book.
Ss. Work in pair matching some pictures
with job occupations.
T. Check what they have done.
Ss. pay attention to a listen activity.
T. Plays the audio for students.
Ss. Matching from the listen activity.
T. Explains how to use do and does.
Ss. Identifying when use do and does.
T. Explains do strong and weak forms.
Ss. Circle the right answer with do strong or
weak.
T. Explains a listen activity.
Ss. Listen an audio and they identify the
right order of the questions.
T. Explains an activity about do and does.
Ss. Practice doing exercises in the text-book
using do and does.

Choose some couples in
the classroom and they
ask question to their
partner using do and
does.
10.
min.

15.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.
10. m
5 min.

Text book.
White board.
Marker.
Eraser.
Construction
paper.
XXXVIII Teaching Portfolio.

Teacher: Gustavo Espinoza Time: 100 min. Topics: Good Morning! Date: April 26
th
, 2014.
Objective: At the end of the class students will be able to talk about simple routines Class 2.
Warm up :
Activity.
Language
Structure
Activity.
Timing Resources
Students play a
game in groups
using the
computer finding
the correct
couples of words.

Present Simple.
T. Explains what are routines?
Ss. Match some pictures with simple
routines.
T. Checks what students have done.
Ss. identify what are the simple routines
that they do in the morning.
T. Explains a reading activity.
Ss. read a paragraph and they match the
description with some pictures.
T. Explains an activity of complementing.
Ss. Fill in the blanks using the description
that they read before.
T. Explains an activity about telling time.
Ss. Set the correct time that jade does his
simple routines.
Ss. Listen an audio and at the same time
putting in the right order the time.
T. Tells to students to write down the
common routines that they do using time.
Ss. write down their routines.
T. Explains a listen activity about jade
routines.
Ss. Listen and putting the routines in the
right order.

Students pass in front
and using the clock
they explain their
routines.
10.
min.

15.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.
10. m
5 min.

Text book.
White board.
Marker.
Eraser.
Construction
paper.
XXXIX Teaching Portfolio.

Tel. 2662-0406
Teacher: Gustavo Espinoza Time: 100 min. Topics: Making the first move. Date. May 03, 2014.
Objective: At the end of the class students will be able to ask simple questions in a first meet. Class 1.
Warm up :
Activity.
Language
Structure
Activity.
Timing Resources
Using a clock in
the whiteboard
where every
student say their
daily routines
using time.

Would you like?
T. Introduce the new topic.
Ss. Looking a picture and writing question
about a first move.
T. Explains the listen activity.
Ss. Listen a conversation and check the
questions that they have and correct them.
T. explains to students check some answer and
write possible questions.
Ss. Looking some answers and write their
questions.
T. Explains this activity using the text-book.
Ss. Scrambled words, put the words in the
correct form about drinks and snacks.
T. Explains about snack and drinks.
Ss. Matching words with some pictures.
T. Explains this activity about orders.
Ss. Listen a conversation and match what is the
order that they hear.
T. Explains the use of would.
Ss. In couple they write in the notebook some
orders using would you.
T. Explains them how to order.
Ss. In couple they their do a conversation
imagining that they are in a restaurant and they
order drinks and food.

Asking students what
we learn about the
lesson and if they have
understand it.
10.
min.

15.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.
10. m
5 min.

Text book.
White board.
Marker.
Eraser.
Construction
paper.
XL Teaching Portfolio.

Teacher: Gustavo Espinoza Time: 100 min. Topics: Drinks and snacks. Date. May 03
rd
, 2014.
Objective: At the end of the class students will be able to ask something in a restaurant. Class 2.
Warm up :
Activity.
Language
Structure
Activity.
Timing Resources
Whispers in the
classroom. Here
teacher gives a
whispers to a
student and tells
the same whisper
to everyone and
at the end we
check if it is
correct.

Would you?
T. Teacher explains the sound of would.
Ss. Identifying the pronunciation of some
words.
T. Explains the correct form of answers.
Ss. Work in pair and matching some
question with some possible answers.
T. Gives an example about the
conversation.
Ss. Practice a dialog in couple.
T. Explains the listen activity.
Ss. Listen a conversation about prices.
T. tells to students how to say prices.
Ss. Matching some picture with prices.
T. explains what stress is.
Ss. Listen a conversation and identify the
stress in the word.
T. ask about food to students.
Ss. Checking a menu and identifying what
most like and what not.
T. Explains what kind of phrases we use
in the restaurant.
Ss. Identifying phrases from the counter
and the customer.

the correct form to ask
in a restaurant. And
how to say prices.
10.
min.

15.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.
10. m
5 min.

Text book.
White board.
Marker.
Eraser.

XLI Teaching Portfolio.

Teacher: Gustavo Espinoza Time: 100 min. Topics: Around the corner. Date. May 17
th
, 2014.
Objective: At the end of the class students will be able to talk about places in a town. Class 1.
Warm up :
Activity.
Language
Structure
Activity.
Timing Resources
Saying some
tongue twisters.

There is
There are.
T. explains the tongue twister activity.
T. Introduce the new topic.
Ss. Work in pairs. Match the expression to the places
on the map.
T. Explains the different words that in English is
used.
Ss. Listen to four short dialogs about places in a
town. Correct the answers.
T. Talks about where he lives.
Ss. Complete the sentence with students own
information.
T. asks to Ss. to create group of three and explains
the activity.
Ss. Asking classmates where they live. Activity to
share information.
Ss. Listen to a conversation, and answer two
questions.
Ss. Look at the list of places in vocabulary from
exercise one. Circle the ones Becky talks about.
T. Plays an audio for students and explains it.
Ss. Listen to the conversation and match the
questions and answers.
T. Explains the uses of there are and there is.
Ss. Work in pairs. Look at the table and complete the
examples using: s, is, are, isnt, and arent.
T. Explains the practice activity.
Ss. Read the sentences. Are they true for where you
live?

Work in groups of
three. You are going to
play a guessing game.
10.
min.

15.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.
10. m
5 min.
Text book.
White board.
Marker.
Eraser.
Pens.
XLII Teaching Portfolio.

Tel. 2662-0406
Teacher: Gustavo Espinoza Time: 100 min. Topics: My house. Date. May 24
th
, 2014.
Objective: At the end of the class students will be able to talk about house and apartment. Class 1.
Warm up :
Activity.
Language
Structure
Activity.
Timing Resources
Students in
couple make
some
conversation
some previous
topic seen in
classes and then
in couple they say
the conversation
in front of
students.

There is
There are.

Have/ has.

T. Gives a little feedback about the last topic
seen in class.
Ss. Write some sentences using there is and
there are.
T. Introduce the new topic My house.
Ss. read some paragraph and match this with
some pictures.
T. Explains some words and pronunciation of
new words.
S. Use the new words to label house and rooms.
T. Explains the use of have and has.
S. Do some exercises as the teacher explained.
T. Plays an audio about houses and room.
S. Checks who said the conversation.
T. Explains the importance of the word
really.
Ss. Write some sentences using the word really.
T. Gives explains the use of do and have or
has.
Ss. Complete some exercises using the language
structure.
T. Explains some phonetics pronunciation.
Ss. listen and practice the pronunciation.

the different use of have
and has and key words
seen in class.
10.
min.

15.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.
10. m
5 min.

Text book.
White board.
Marker.
Eraser.
Pens.
Notebook.
XLIII Teaching Portfolio.

Tel. 2662-0406
Teacher: Gustavo Espinoza Time: 100 min. Topics: A room to live in. Date. May 24
th
, 2014.
Objective: At the end of the class students will be able to talk about characteristics of a house. Class 2.
Warm up :
Activity.
Language
Structure
Activity.
Timing Resources
Learning
vocabulary
through a son and
tongue twisters.

There is
There are.
+ Determiner.

T. Introduce the new topic colors and
furniture.
Ss. Identify the furniture that they have in
house.
T. explains how to ask about something in
home.
Ss. Write and ask some questions about it.
T. explains how to describe furniture.
Ss. Using the book identify what colors and
furniture are in some photos.
T. explains some adjectives to use to describe
things.
S. match adjectives with a picture and read a
description about a home.
T. Explains determiner.
S. do some exercises using determiner.
T. play an audio and students have to do some
activities about it.
S. do some exercises according to the audio.
T. Explains what is a hotel reservation and the
new vocabulary.
Ss. identify the thing that can find in a hotel.
T. plays an audio about hotel reservation.
Ss. Complete a short form of reservation and
learn some expressions used in hotels.

Students write a short
description about their
house.
10.
min.

15.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.

10.
min.
10. m
5 min.
Text book.
White board.
Marker.
Eraser.
Pens.
Notebook.
XLIV Teaching Portfolio.

Gustavo Espinoza Teaching Portfolio.

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