Subject: Didactics of the English Language Il– Group 9
Students: Elmer Ernesto Rodríguez Méndez
Luis Alonso Herrera Gonzalez
René Mauricio Bonilla Sosa
Luis Alonso Herrera Gonzalez
René Mauricio Bonilla Sosa
Teacher: Roxana Trigueros
viernes, 16 de junio de 2017
INTRODUCTION
This portfolio will guide you through the amazing world of teaching English. It represents our experience in teaching English to Junior High School students.And, here you will find teacher made material that was used in every class as well as a description of what that meant to the practitioners. This portfolio contains some lesson plans, and also the teacher's´ philosophy about the process of teaching to young learners and teenegers.
TEACHERS´ PHILOSOPHY
TEACHING PHILOSOPHY
“LEARNING BY PRACTICING”
I believe that all children and youngers are individual and they are to be learn in a fashion that address their individual learning styles and passions as frequently as there is opportunity. Consequently, I believe that education is transmitting knowledge generation by generation for that reason futures teacher must change the methods for the teaching and learning process.If you allow the student´s natural curiosity to lead their voyage into the unknown, not only will they more interested in the topic, but it then becomes personal to them and for more important.
I also believe in varied instruction for different skill levels, and extra time for struggling students and allowing more challenging opportunities for beginners, intermediate and advanced students. I am able to teach children/ youngers to better fulfill his/ her potential.
BY: LUIS ALONSO HERRERA GONZALEZ
Teaching philosophy:
“The best teacher teaches from the heart, not from the book”.
We as teachers should to teach with our heart, we must love our job, we need to enjoy every class. If you teach with passion, the learning process will be better for students and enjoyable. We not only teach English, math, science, etc, we change lives.
By: René Mauricio Bonilla Sosa
To teach is to learn again. Teachers learning process never ends; it follow its pupil till the last moment. So, as students are a big world of different ways of thinking, the teacher might learn from them at every moment and be prepared to any eventuality. The teachers learn when they teach; they learn students behavior, way of thinking, and even their most intimate needs. And by doing so, they do a better job; moreover, the students needs are completely fulfilled.
By: Elmer Ernesto Rodriguez Mendez
TEACHERS MADE DOCUMENTS
This the book I used to teach. It helped me a lot because it has many activities to do in the classroom. I made some exercises from the book, and the students had fun with.
By: Elmer Ernesto Rodríguez
SOME OF THE LESSON PLANS
CENTRO ESCOLAR Crío Texis Junction
YEAR: 2017
Grade: 8 °
LESSSON PLAN: #4
TEACHER: ELMER ERNESTO RODRIGUEZ
Topic: LESSON 1: COUNTABLES AND UNCOUNTABLE NOUNS
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Unit 2: TALKING ABOUT CLOTHING, SHOPPING AND PREFERENCES.
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Target Structure: “how much/how many”
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Objectives:
At the end of the class SWABT:
1- Identify the usage of how much/ how many in countable and uncountable nouns.
2- Communicate their own ideas using how much and how many
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Materials: markers, a whiteboard, eraser, photocopies, projector, laptop, speakers, teacher´s lesson plan, students´ photocopies, balloons, lighter, wicks.
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5 mins.
15 min
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PRESENTATION
Video about “countable and uncountable nouns” explanation and examples
· Students will watch a video where the structure “how much/ how many” is used.
· The teacher will explain what the people in the video are doing.
Grammar Structure
We use how much when:
ü We want to talk about uncountable nouns
· How much money do you have?
· How much milk do you want?
· How much angry is she?
We use how many when:
We want to talk about countable nouns
How many apples are there?
How many coins do you have?
How many pair of shoes do you have?
ü
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10 mins.
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controlled -PRACTICE
The teacher will show the students how to use the structure in some sentences by drilling.
- I three delicious green apples
D She has many dresses.
They have two cars.
Then, the students will have to practice by completing some exercises:
1- Complete the sentences with the phrases from the box.
 Marvin has three pets. Yet he does not have________much money to support them, he want to adopt one more. And las Saturday he spent_______ in food to his pets. Marvin´s mom does not want him to continue wasting his money because he has________ money. |
5 mins.
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free practice activity
Developing a game called ¨The Sharks are coming¨. The teacher will say “ the sharks are coming,”so the students will ask “ what do they want?.”When the teacher mentions them what the sharks WANT, they have have to look for another sit.
They are going to talk for one minute with the persons next to them, but the last persons that sits down is going to share what he or she talked with his or her classmate.
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THE WORST LESSON PLAN
CENTRO ESCOLAR CANTON LOS MAGUEYES
ENGLISH CLASS
YEAR: 2017
Grade: 8 A I/8 B I
LESSSON PLAN: # 02
TEACHER: LUIS ALONSO HERRERA GONZALEZ
Date:
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Monday, March 06rd,2017
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Topic:
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Simple Presente Tense
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Time:
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08:15am- 9:00 am
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Materials:
Markers, photocopies, whiteboard, eraser, paper sheets, etc.
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General objectives: At the end of the class students will be able to:
ü Talk in simple present tense using the structure of the do/does.
ü Write sentences in simple presente tense.
TIME
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STAGE
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DESCRIPTION
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MATERIAL
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08:15-08:20
05 minutes
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Warm-up activity
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Review of last topic by usnig some sentences negative and affirmative form
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Paper
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Target content
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Talking in simple present tense, using basic words for communicating,
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teacher
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08:20- 08:40
20 minutes
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Target structure
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Simple present tense using DO/DOES
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students
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PRESENTATION
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Grammar
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The teacher will explain the simple present tense orally in a correct way, after some minutes the professor will continue to explain on the board as follows:
I walk to school everyday.
You ride your bike to school.
He works near here.
She takes the bus to work.
We live with our parents.
They use public transporation.
The teacher will expalin some examples of each grammatical structure.
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students
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08:40-08:55
05 minutes
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Controlled practice
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COMPLETE THE SENTENCES WITH THE CORRECT VERB FORMS. THEN COMPARE AND PRACTICE FOR FIVE MINUTES THE CONVERSATION WITH A PARTNER.
1. My family and I___________(live/lives) in the United States. My wife and I__________(work/works) near here, so we_________(walk/walks) to work every day. Our daughter Emily_________(work/works) downtown every day, so she___________(drive/drives) to work. Our son________(do not/does not) drive to work. He _________(ride/rides) his bike once in a while.
2. My parents_________(live/lives) in the city. My mother________(take/takes the bus to work only on Saturday morning. My father is retired, so he________(do not/does not) work now. He also__________(use/uses) public transportation, they________(do not/does not) need a car.
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Students
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08:55-09:00
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Evaluation
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Giving feedback about the last practice they had.
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Whiteboard/marker
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THE BETTER LESSON PLAN
CENTRO ESCOLAR CANTON LOS MAGUEYES
ENGLISH CLASS
YEAR: 2017
Grade: 9 A I/9 C I
LESSSON PLAN: # 02
TEACHER: LUIS ALONSO HERRERA GONZALEZ
Date:
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Monday, March 06th,2017
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Topic:
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Simple future
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Time:
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10:05 am-10:50am
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Materials:
Markers, photocopies, whiteboard, eraser, paper sheets, etc.
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General objectives: At the end of the class students will be able to:
ü Talk in simple future using WLL/ going to
TIME
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STAGE
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DESCRIPTION
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MATERIAL
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10:05-10:10
05 minutes
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Warm-up activity
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The teacher will explain the verb tense in order to know if they have a previous knowledge about the topic.
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Paper/Teacher
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Target content
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Talking in simple future , using basic words for communicating,
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teacher
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10:10-10:30
20 minutes
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Target structure
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Simple future using WILL
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Teacher/students
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PRESENTATION
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Grammar
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The teacher will explain the future simple using will orally in a correct way, after some minutes the professor will continue to explain on the board as follows:
We use the simple future WILL for:
1. Things that you did not plan.
I think I will visit my father next week.
I will go to the church next Saturday.
She will study in the university next year.
2. You are not sure that something will happen in the future.
I will visit my friends next month.
We will study together next Monday.
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Teacher/students
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10:30-10:40
10 minutes
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Controlled practice
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Fill in the blanks the correct form of the verb tense
MORE PRACTICE USING “WILL/ GOING TO”
A) Complete the sentences with the correct form of will or going to.
A:I have to do something, or the problem_____________ get worse.
B:What__________ you___________do for that?
A: I do not have any idea.
A: This is really heavy for me!
B:I__________ help you.
B:I__________ talk with my boss about it, and he __________ tell me something for solving your problem.
A: I__________ take it easy.
A:I________ need to return this book to the library, because I’m late!
B:I________ do it for you.
A: Thank you for helping me.
A: Now, I am happy about it.
B:Really?
B) Complete the sentences with will or going to and the correct form of the verb in brackets.
1. A:This summer, I___________ (work) in my uncle’s shop to earn money.
2.B: I think the weather____________ (be) nice this weekend. Let’s go to the beach!
3 A:What__________ you __________(buy) Hazell for her birthday?
4: B: I haven’t thought about it… Wait, I know! I____________ (get) her that book she was talking about.
5:A: Do you think we_____________ (live) longer in the future?
6:B: I don’t think so. I actually think that we______________ (have) lots more health problems than we do now.
7:B:I’ve thought a lot about it and this year, I_____________ (try) to meditate more often.
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Students
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10:40am-10:50am
10 minutes
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Evaluation
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A: Now with your classmate write a short conversation using Will/ Going to
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Students/paper
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