PORTFOLIO

Angelo V. Medina Panduro

TEACHING TYPES POSITIVE (PROS) NEGATIVE (CONS)

 Knows how to keep learner’s attention.  It is difficult to take the teacher

seriously.
 Get easily understand.
 Takes to long to advance into different
 Enhance creativity in students. topics.
 Improves and helps to the teacher to  Students get distracted with the jokes
ENTERTEINER interact with students. and then, it’s difficult for them to take
things seriously.
 Make activities to be develop in groups.
 

 Large amounts of information.  Learners usually get bored.

 The topics are advance in order  It’s difficult for the learner to study

 They don’t spend much time in things  Students don’t interact with the
that are not necessarily for students. teacher.

 The teacher is organized when he wants  Some students, when they have doubts,
to give information to students. don’t want to let the teacher know
TRADITIONAL
about that.
 
 Only the teacher speaks.
By:
   Use the board a lot with few or no • Angelo Vinizio Medina Panduro
graphic examples. • Graciela Eliana Alavena Castro
• Milagros Livimoro Haro
 Experiential learning cycle

The learners prepare their own ideas about In this step learners do or participate into
the knowledge they achieve, to make them something new, giving them new experiences that
useful in a real situation or practical future make learners modified and compere with their
experience previous knowledge.

In this step learners make their own

Here the learner retraces what happened
conclusions from their reflections, making
in the previous step, how could use it and
corrections or adding some new
compare it with their previous knowledge.
information about they knew, improving
their knowledge

In this step, learners make their own

assumptions about the new experience or
situation they face.
 Language systems
Knowing Language skills
Is when it sounds, it help us to know the Doing
sounds also to improve our
Phonology pronunciation. Speaking
Ej. When students practice listen Giving a lecture or your final project.
activities Productive
It refers about vocabulary words Is when we
Lexis Ej. The vocabulary for kinder is not the produce the Writing
same for college information Write an essay about what you like to
It help us to make a sentence do on summers
Grammar Ej. Present simple show us the way to
talk correctly. Reading
It refers when to use the right words Recognize and understand a paragraph
depending on the situation. Receptive
Function Is when we
Ej. When the teacher uses synonyms to
explain new words receive the Listening
information Understand the main idea about a topic
It refers to talk or express using more
than one sentence being connected each or a speech
Discourse other to the same topic.
Ej. When the exhibitor has giving a
lecture in the university
Method & Approach
Grammar translation We believe that it is grammar translation because they
are focusing in the topic of simple past

We believe that it is audio lingual method because we

Lingual method can find in the sentence, two words that are important
like listening and repeating.

We believe that it is communicative approach because

Communicative approach students are taking notes and that will help in order to
understand the topic.

We believe that it is total physical response because they

Total Physical response are listening an instruction and they have to do response
by doing what the teacher ask them to do

We believe that it is the person-centred Approach method

Person-Centred Approach because the students are following a model or an
example to develop the activity

We think of it as a Lexical Approach model mainly

Lexical Approach because it says the word lexical chunks

We believe that it is the Dogme method because the

Dogme teacher is doing a dynamic in which he ask his students
questions and his students ask each others as well
Method & Approach
For us is the Community Language
Community Learning method because the students
language learning are in groups and can speak in Spanish if
they don’t know any word
We believe that it is the natural approach
The natural because is the first time they talk in
approach English
We believe that it is the silent way
because the teacher led students
The silent way identify parts of the sentence with
Cuisenaire rods
method

We believe that it is task based learning

Task based learning because students practice a conversation
with their previous knowledge.
Mind mapping
 DOCUMENT 6
What are the objectives of the class?
To exchange personal information by using fixed vocabulary
What kind of teacher is she?
She is the enabler kind
What aspect of the class can be improved?
The graphic aspect, I guess it would help use more pictures for
explain
How did the teacher conducted the lead-in at the start?
It did good making students answer the questions
What was the post-activity?
It was a conversation in pairs
What is your overall thought of this class?
I think it is a good class
DOCUMENT 7
 DOCUMENT 8
What are the similarities can you find between them?

Both are in order,

also have separate
spaces for the
information

How was the information organized in each one of them? Check the items you can identify
• In the first one, it has the objective and vocabulary with
Date: Definitions: 
headings to make easy to recognize
• In the second it show the objectives but does not have Explanations:  Headings: 
vocabulary Expressions for communication: 
What activities are the students engaged in? Grammar examples: 
• In the first students listening and writing Objective of the activity/class: 
• In the second just writing Prompts for speaking
DOCUMENT 8

If you had been a student in those classes, would you have found these boards useful?

• Yes, because is organize for a easy reading.

What would you change?

• I would add more pictures so attract students’ attention.

DOCUMENT 9
DOCUMENT 10
DRAW ALL THE ITEMS FROM TASK 3.14 ON PAGE 73
BY HAND.
PRESENT YOUR DRAWINGS ON AN A4 PAPER, AS IF IT WERE A WHITEBOARD. TAKE A
PICTURE OF IT.
 Document 11: “Eliciting”
1) Topic of the activity Tattoo and personalities

To write about the different personalities

and how it can be express depending on
2) Objective the person.
Give additional information about
someone or something.

Starting whit a picture them ask: Do you

like tattoos? What do you think about it?
3) Lead-in question
Do you know someone who have tattoos?
How he is
 Document 12: “Classroom Management”.
It refers to the variety of skills and techniques that a teacher
Classroom management uses
It refers to the respond of the students to the teacher, drawing
-Eliciting out information, ideas, etc., from students.
This is when the teacher do some things that make
-How to Prevent Learning uncomfortable the learning for the students making him or her
loss his learning whish
Is what you feel, is an spontaneous skills that help teachers to
-Intuition respond depending on the students he or she has.
-Using the Board Know hoe to organize the main resource that is the board

-Gestures Is to use the body for explaining and facial expressions

-Monitoring Is to supervise the activity or develop of the students

How a teacher can give instructions in a bilingual class,
-Giving Instructions planning simple instructions and improving them over the
time
Is how the teacher can organize student for work in the
-Seating different activities
It refers the way that teachers made possible the participation
-Classroom Interaction of students. It may be in groups, in pairs, or alone.
 DOCUMENT 13 Individually, select one multiple intelligence
and write down a big paragraph, explaining the definition
and how you can implement this to teach in a class.

Visual intelligence is the ability of someone to perceive, analyze and

understand visual information in the world around them such as pictures, a
video, or even reality making it possible that learning can be work with
some videos or pictures making it easy for them to understand the new
topic or emphasizes and complement the previous information they have.
To use this in class, you can show a video or pictures related to the topic.
DOCUMENT 14
 UNIT
8

BASI
C 7
TEAC
H E RS
- - Diaz,
Gisel
Annet - Villac
o r t a,
- - Medin
a, Ange
lo
UNIT 8 December 16th, 2020

Speaking:
Inviting and offering with “Do you
want”

Objective:
Inviting and offering your partner by
Using Useful Expressions.

19
UNIT 8

You are going to watch a video about sport. Read and answer the questions

What are the people doing?

Can you do what they are doing?

What sports do you like to do?

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21
UNIT 8

Now answer the questions

What are the people doing?

Can you do what they are doing?

What sports do you like to do?

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 UNIT 8 A. Listen to the conversation. Underline Connie’s offe
Circle Gina’s invitation.
ng A c tivity
Sp eak i
CONNIE: Hey Gina. Do you want some ice cream?
GINA: No, thanks. I’m going out.
CONNIE: Really? Where are you going?
GINA: I’m going to play tennis. Do you want to come?
CONNIE: Sorry, I can’t. I need to study
GINA: Well, come later then. We’re playing all afternoon.
CONNIE: It sounds nice… but I’m not very good at tennis.
GINA: Don’t worry about that. You don’t have to play. You can just watch.
Come on, it’ll be fun.
CONNIE: Well, OK. I ‘ll see you in an hour. 23

GINA: OK, see you later… and maybe we can have some ice cream afterwards!
 UNIT 8

B. Practice the conversation with a

Ac ti v ity
Speaking partner

CONNIE: Hey Gina. Do you want some ice cream?

GINA: No, thanks. I’m going out.
CONNIE: Really? Where are you going?
GINA: I’m going to play tennis. Do you want to come?
CONNIE: Sorry, I can’t. I need to study
GINA: Well, come later then. We’re playing all afternoon.
CONNIE: It sounds nice… but I’m not very good at tennis.
GINA: Don’t worry about that. You don’t have to play. You can just watch.
Come on, it’ll be fun.
CONNIE: Well, OK. I ‘ll see you in an hour. 24

GINA: OK, see you later… and maybe we can have some ice cream afterwards!
UNIT 8

CONNIE: Hey Gina. Do you want some ice cream?

GINA: No, thanks. I’m going out.
CONNIE: Really? Where are you going?
GINA: I’m going to play tennis. Do you want to come?
CONNIE: Sorry, I can’t. I need to study
GINA: Well, come later then. We’re playing all afternoon.
CONNIE: It sounds nice… but I’m not very good at tennis.
GINA: Don’t worry about that. You don’t have to play. You can just watch. Come on,
it’ll be fun.
CONNIE: Well, OK. I ‘ll see you in an hour.
GINA: OK, see you later… and maybe we can have some ice cream afterwards!

25
UNIT 8

SPEAKING

INVITE = OFFER?

INVITE = OFFER?
26
UNIT 8

27
UNIT 8
Speaking
Now we learn how to accept and refuse properly Strategy

28
 UNIT 8

Speaking
Strategy

Let’s practice….

29
UNIT 8
OFFER VS
INVITATION

Read in pairs. Identify “INVITATION and OFFER”

A: Hey ….., do you have plans for tonight?

B: Not really.
A: Do you want to see a movie? INVITATION

B: Yes, I’d love to.

A: Do you want an Apple? OFFER

B: No, thank you. I’m not hungry

30
UNIT 8

Have a conversation with your partner about the sports

you like and dont like

Invite your partner to do/ play a sport.

Accept the invitation.
Offer your partner something to drink and eat
Reject or decline the offering and explain why.

USE:
- Want + to + verb
- Want + noun Share the conversation with the class
- Useful Expression
CLAPS FOR EVERYONE

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