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Teaching Portfolio

The importance of teaching Portfolio

01/03/2014

Herson Asmel Castro Rivas

5



My Teaching Portfolio







Herson Asmel Castro Rivas








Teaching Practice
IX Semester
Professor: Elmer Jorge Guardado
6

Index
Introduction 8
What is a Teaching Portfolio? ..............................................................8
Self - Evaluation and Reflection..8
Why do I need a Teaching Portfolio? .....................................................9
How should I structure my Teaching Portfolio? .9
Teaching Responsibilities10
Statement of Teaching Philosophy.12
Teaching Methodology, Strategies, Objectives....13
Description of Course Material (Syllabi, Handouts, and Assignments)15
Efforts to Improve Teaching40
Student Ratings on Diagnostic Questions..41
Products of Teaching (Evidence of Student Learning)43
Teaching Goals: Short- and Long Term.44
References...45
Appendices.46






7

PREPARING AND PRESENTING A TEACHIN G PORTFOLIO
When Preparing a Teaching Portfolio 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 Responsibilities
g) Statement of Teaching Philosophy
h) Teaching Methodology, Strategies, Objectives
i) Description of Course Material (Syllabi, Handouts, Assignments)
j) Efforts to Improve Teaching
Conferences/Workshops Attended
Curricular Re visions
nnovations in Teaching
k) Student Ratings on Diagnostic Questions
l) Products of Teaching (Evidence of Student Learning)
m) Teaching Goals: Short- and Long Term
n) Appendices


8

Introduction
The importance of the teaching portfolio, for teachers it is important to create a
teaching portfolio which give them feedback about what they had done in the past in
order to improve their practices, because of that here you have my own teaching
portfolio which I built during my practice in forty hours, this teaching portfolio contains
all I had done in my practice but also best describe how the teaching portfolio is
structured; first, this portfolio describe what teaching portfolio mean and the
importance of it as well how should you structured the teaching portfolio, secondly, I
have reflected on my own teaching practice, what I have reflected about this harder
work it is included in this portfolio because it is a part of my own practice experienced.
Furthermore, this portfolio contains the teaching responsibilities when practice because
teachers are models to follow and that is why teacher have to be able to manage every
educational situation in this process because it is their own responsibility to transmit
knowledge. Finally my teaching portfolio is my evidence about all I have done because
support everything what I did in practice like the program, the planning of forty hours
in my practice and also the lesson plans which are the head of every class.
In addiction, this portfolio it is the evidence of the practice I had done, and
supported my own teaching practices where I lay off my teaching goals to be achieved
at the end of the practice in a short as well in a long term. Besides the goals, I have the
efforts to improve my practice based in my teaching portfolio because there I will find
what I need to do in order to be effective and efficient in teaching.
.
What is a Teaching Portfolio?
A teaching portfolio (or dossier) is a collection of materials that represent your
teaching and your students' learning. Portfolios are structured deliberately to highlight
particular aspects of teaching and learning they are not exhaustive collections of
teaching artifacts and memorabilia. Ideally, a portfolio describes and documents your
approach to teaching by combining reflective descriptions with evidence of specific
instructional strategies and measures of effectiveness in a way that represents your
teaching's intellectual substance and complexity. (kill, 2008).The importance of teaching
portfolio; it is for teacher to built up their own teaching portfolio because this document
reflect what teacher have done, what goals have they achieved within the teaching
process but, the other side of the coin, the teaching portfolio reflect what teacher need to
improve in the teaching process, the way they teach as well as recognized what
activities, strategies, and methodology best work in the classroom and also which of
that activities do not work well in the classroom because a portfolio is a compilation of
documents with information that provided teachers a brief description about their on
9

performances in the classroom. For instance, we teacher need to create a teaching
portfolio in order to know what we have done in past, whether we teacher need to
change methodology and even the techniques and strategies in order to be effective as a
teacher.
Self - Evaluation and Reflection TP
I have reflected in my teaching practice that I have done in forty hours and I
came up whit my own reflection and I can grade myself whit my experience that I
acquired during that time. I see teaching from a different perspective because what I see
it is two forces involved in it; knowledge and ignorance where the teacher has the
knowledge and the student the ignorance but both of them are important in the
teaching process and as a teacher we are the one who have the knowledge and the best
way to fight the ignorance of students it is the knowledge of the teacher, that is why the
teacher has to be a consumer of knowledge in order to transmit good things to our
students. I can say teaching is not easy as I thought it was because of that I evaluated
my own teaching practice and I conclude that I have to improved a lot of thing in my
lesson because in order to move things forward it is to be innovated, maybe there in the
classroom is not any technological instruments to use but I have be in search how can I
implement a good strategy which call the students attentions as well the motivation for
learn English.
In addition, I have learned many interesting thing how to improve teaching by
using the technology and active learning in the classroom because students best learn
when they are in touch with the language and also with the interaction whit the whole
class and I know that I need to change the way they had been taught in pass because I
have to be in advanced with the used of the technology and as I mentioned before we
have the knowledge to combat the students ignorance and make them change in
behavior and perception of life.
Why do I need a Teaching Portfolio?
A teaching portfolio can be used for two important purposes. Firstly, it is a
summative statement of what you have achieved, that is, a document that presents your
teaching achievements. This information will be necessary when you apply for new
positions, probation and promotion or when applying for grants, consultancies or
teaching awards. Secondly, a teaching portfolio can be used as part of the formative
assessment of my own performance, that is, to reflect on what you are trying to achieve
and how you might improve upon it. A well balanced teaching portfolio statement will
incorporate both summative and formative analysis of your learning and teaching
activities.
- Self-evaluation, reflection and improvement
10

-Fostering discussion about teaching
-Evidence of work quality (Clifton, 2005)
A teaching portfolio is an essential part of your professional development. It is a
document that records your achievements, allows you to reflect on your teaching and
supports your applications for tenure and promotion. A teaching portfolio is a living
document; it will change over time as you evaluate your teaching, reflect and act on the
results, and develop different approaches to teaching process.
The portfolio is usually written as a scholarly reflection of your teaching and the
principles that you have used to inform your approach to academic work. The
document will highlight any changes you have made to your teaching on the basis of
reading the educational work, student and peer evaluations, research you have
conducted on learning and teaching and participation in professional development
programs. It is quite acceptable to reflect on teaching activities that did not have the
desired effect of improving student learning, as well as those activities that were
successful. Portfolios usually develop in stages, from the collection of information, to
exploring new methods of teaching through to scholarly reflection and informed action.
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 prepared material, because of that when creating a teaching portfolio it has to
include the following parts:
Your philosophy on teaching and learning: What you as a teacher belief in
teaching process, how do you perceive the environment and how are you
dealing with your teaching style.

Documentation for current teaching practices, self-reflection on current
practices and plans for future improvement: one you have started with
your own teaching portfolio the documentation will provide the teaching
performance, and reflection about the last practice as well as future
improvement into the teaching style.
Evidence of your performance as a teacher: that is why, the importance of
a teaching portfolio because it is a self reflection about what you as a
11

teacher have done, what you should change and how to improve the way
you teach in real practice.
Teaching Responsibilities
Teaching responsibilities or teaching role is very important when creating a
teaching portfolio because it assumes the role of the teacher in past practices, but also
describe how teacher illustrated their responsibilities in practical life, how teacher
helped student in the learning process, how teacher managed with problems in the
classroom and so on. So, that means teacher responsibilities involved teacher
preparedness, confidence, materials which provide their progress and responsibilities
during the course.
Teaching responsibilities In the Classroom Out of the classroom
To achieve teaching goals The teaching responsibilities
inside of the classroom is
very important to take into
account what the goal is in
order to emphasized the
learning process in the main
purpose of the course, then
the teaching portfolio will
illustrate how you as a
teacher had achieve your
goals, your responsibilities
as a teacher within the class
The teaching responsibilities is not
only inside of the classroom
because as a teacher you are
responsible of student progress, if
students applied what they have
been learning in class in order to
help you as a teacher to
accomplished with the goals of
the course, so that the teaching
role in this case is working outside
of the classroom too.
To give instructions In order to make an effective
class, we teacher are
responsible of giving right
instructions about the
coming activities, give
students materials to
develop in the classroom as
well as keeping them
working but they need to
follow a series of
instructions given by the
instructor in order to achieve
the main goal of that kind of
activities.
The reinforcement outside of the
classroom when giving striations
will lead students to make a good
job and also to learn something
new, so that the responsibilities is
a listed of materials which
illustrated the teaching
performance when they help
students to get into the learning
process.
Teat every student with respect
in the classroom
One of the most important
fact when teaching is treat
Now, As teacher we have to
respect students learning style,
12

every student with respect
because in that way we are
growing together as a
whole group, with a good
environment as well as
good relationship inside of
the classroom. So, that
mean to be effective when
we teacher developed a
series of activities in order
to emphasized the learning
process
differences among them because
if we want to be effective teacher
we need to create a good teacher-
student relationship within the
classroom as well as outside of
the classroom.
To give prompt and feedback The role of teacher as guide
of the learning process take
an important part of the
teaching process because
teacher has the
responsibility to engage
student to learn and also if
there is a presence of
thought about many thing
that students have not
understand the teacher is
one who responded to the
students demand by giving
them a prompt or feedback
about the topic.
In addition, the feedback of
misunderstood things not only
take a place inside of the
classroom, teacher as you know
we are responsible of creating
and molding life, because of that
the reinforce of the class goes
deep because if students need
reinforce it is the teaching
responsibility to give them an
extra class in order to make them
clear about what the topic talk
about, in this way we contribute
with the learning cycle process.
Statement of Teaching Philosophy
A statement of teaching philosophy allows you to articulate what you believe
your role and objectives are as a teacher and what learning objectives you set for your
students. The statement should highlight how and why you adopt certain approaches
to teaching to achieve these objectives. There are many ways to structure a teaching
statement, but effective statements generally combine elements that are descriptive,
analytical, and empirical.
Questions to consider when creating a philosophy statement: Why do you teach?
Or why do you teach your specific subject? What are your goals as a teacher? What do
you want students to learn from your classes? What are some specific examples of how
you encourage this type of learning? What particular challenges to your students face?
What particular strategies do you use in your classroom to help students overcome
13

those challenges? -How do you address issues of diversity in the classroom? How do
you use technology in your teaching? How have you helped people in other learning
situations (e.g., tutoring, advising, mentoring a new colleague, coaching, leading a
project team, working with patients or clients, etc.)? How are teaching and learning in
these situations similar to classroom interaction and how are they different? Because of
that, I have listed at least of belief according to my expectation as a teacher and also
what I think will help me in my teaching practice.
I believe in treating all students with respect This thing influence the learning
process because of the environment is very important when we are teaching different
students.
I believe in treating students equally. This also implies that I will treat students
differently according to their needs, so I will give my students every opportunity to
succeed on their own terms
I believe in fairness Whether this show through the implementation of
classroom management techniques or in grading methods, all students will be treated
fairly

I believe in making learning meaningful to my students. Because if students
dont learn the way I teach, I have to teach them in the way they learn.
I believe in getting to know my students - strengths, weaknesses, likes,
dislikes - as best I can, so that I might help them to grow up together in this learning
process but also succeed as a whole group.
I believe in group work This is the best way of learning because students learn
best by interaction whit each other, sharing ideas, feeling, and so on.
Teaching Methodology, Strategies, Objectives
When creating a teaching portfolio it is important to take into account the
teachers methodology, strategies, and objectives of the lesson because this things have
to be included in the teaching portfolio. Firstly, the kind of methodology that teacher
used in classroom, whether teachers have used the right methods, the right strategies
and even if the lesson properly arrived at the main goal of the approach it has to be
attached at the teaching portfolio. However, the methodology consist of a series of
method used within the lesson, I meant if teachers have applied the right method but
also if they have arrived at the main goals of its method, all in all, the methodology in
the teaching portfolio will help teachers how to improved what they have done in last
14

practiced, according to the method the right strategies teachers will use but also as
teacher we have to included the goals that we have achieved in the portfolio.
In addition, in order to best answer to this part, I need to take in
consideration the approach in which my teaching practice will be develop and also the
appropriate methodology as well as the methods which define the strategies to use in
teaching practices and finally to find the Techniques which define my own teaching
style in real life work as well as the main goal of my practice. (Larsen-Freeman, 200)
First, I focused myself in the approach of my teaching practice because before
planning my practice I need to know in what approach is the curriculum oriented, if
communicative approach or even SLA, SFL wherever of those approach. Well, once I
have the MINED (MINED, 2011) Program I realized about real purpose of this program
is to teach English in the communicative approach. All in all of this program reflect a
hard working designed plan because it was carefully designed in order to make student
learn the language since first grade to high school, in high school students are suppose
to be able to speak the language, to interview people, make suggestions and so on.
Now, I figure up what the approach is and what competences are needed to increase or
develop in this teaching practice.
Communicative Approach, the communicative approach emphasizes
comprehension and negotiation of meaning more than production of structures.
Students can learn to communicate through interacting, and that the appropriate
morph-syntactical structures are developed once the interaction begins. This approach
also favors the instructional value of communication. I link up my practice with the
MINED program, here I found that the mayor objective is to achieve the communicative
competence but also take into account the linguistic as extra linguistic dimension of
language, when I talk about communicative competences, I am referring to the ability to
use vocabulary, grammar as well as the ability to form appropriate utterances and using
it appropriately in real life. Now, that I have found the approach in my teaching
practice I will based my practice in the principle of this approach because the whole
program is based in communicative competence , so that I have to follow the same
approach in order to achieve the main goal of this one which is to improve and increase
students ability to communicate through the language, and also following the program
but on my own I will make change in it, I mean I have to create my own teaching style
,otherwise I will not succeed in teaching practice. Whereas the student does not have
the competence requirement I have to adapt myself into their position in that way
engaging them to learn the language, maybe the basis thing in order to make them to
communicate themselves, in this way I will be arrived to the goals of communicative
competences.
15

However, in despite of the communicative approach and also based in MINED
program its little hard or maybe easy to find up the appropriately methodology to use
in this program because as many teaching practice as experimented teacher know what
to use and how to use in a lesson. The methodology is a mixed of method to use in
order to establish a good learning process, its a series of method, materials, principles,
activities, and all those things which are involve in it. In my own, the right
methodology is that one, which facilitates students interaction between them, teacher
student in classroom. The whole activities that I will use it have to be focus in the
communicative approach, the techniques, and methods have to be dealing with the
competences that I need to develop. The MINED program figured out a least of unit to
develop during the whole process of learning there is a guide whit its objectives to gain
at the end of the course but, its up to the teacher how to apply the program as well as
how accomplish with the main goal of the approach and its objectives.
On the other hand, we need to consider what method will work whit the
previews unit or topic to be develop in the classroom, if there the needed of use audio-
lingual method, direct method, TPR which involve interaction in order to understand
the language and its meaning, Silent way, and all the methods which lead us as a
teacher how to give instructions, develop of the lesson, and also what kind of strategies
to use in the lesson according to the method that I will use it, now if my class is
completely of smart students or event specials case with a low learning I have to
include the best methods in the methodology which best appeal whit that kind of
student in my classroom. Because of the method it is a series of step which lead us to
accomplished a specific things in this case the appropriately mixed of method will
guide me how to treat or manage with different learning style as well as different
learning purpose within the teaching practice. And finally, to conclude whit this part I
can say that the right method it has to do with the kind of activities and strategies that I
will use in the lesson, depend on the unit requirement the proper method and principle
to use it in the lesson.
Once we have the specific method or even a mixed of method is easy to identify
the importance of the strategies and techniques to use within the lesson because the
method gave us the step, tools, and principle about the coming activities, the methods
lead us how to do the activities and what kind of strategies and techniques would most
likely with our students and also the program too. I realized about the importance of
the good strategies when teaching because according to my methodology, a blended of
method describe the proper way to teach. I cannot teach without methods, without
strategies and techniques because I will lost in the procedure, otherwise I will be
teaching in a wrong way because I will be doing anything else but not teaching, thats
way I will lead my TP by following the appropriate methodology, my own principles,
my on teaching style and finally I will be always in search about what to do next, if
there is the needed of reinforcement and finally try to engage student to work in
16

collaboration with the right kind of strategies which energized the learning
environment through the collaboration in the classroom. In short, the right method, the
right strategies and techniques I will use in the lesson.

Description of Course Material (Syllabi, Handouts, Assignments)
Teaching practice, this job supported 40 hours of teaching practices and its
contains all the resources which deal with teaching process like the program, planning,
syllabus, outline, and also lessons to performed in active classroom. Recently I have
design 40 hour to be in practice and I carefully design my teaching practice which
involved the MINED program, so that, I took this program in order to develop my
practice focused in the requirement to reach of the government, en also based on that I
design my syllabus using the Mined program because the Syllabus is a summary
outline of a discourse, treatise, or course of study or of examination requirements
(Merrian Webster, 2014) and also another definition of Syllabus for Language learning
the syllabus it is simply a framework within which activities can be carry out: a
teaching device to facilitated learning (Nunan, 2002) . Because the syllabus contains
the things to be learn at the end of the unit, then it is the planning how do 40 hours
practice are divided in time to covered whiting the practice and I completely design my
plan in order to divided time in topics development.
17


I. PROGRAM UNIT 2- MY COUNTRY

Contents Achievement Indicator
Concepts Procedures Attitudes
2.1 Successfully identify specific information
and key words related to job interviews.

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

2.3 Discriminates comparative and
superlative forms of adjectives in diverse
audio material.

2.4 Compares life style, transportation, and
Health of cities or towns with grammatical
accuracy.

Contents:
Job/interview

Current issues
dealing with:
weather,
geography,
local/regional
food,
transportations,
health, life style
Grammar in
context:
comparative and
superlative of
adjectives
-San Salvador is
hotter and more humid
than Chalatenango.
-The cheapest
Listening
Identifying
information and key
words related to job
interviews.
Recognizing
the reduced sound of
be supposed to.
Identifying
comparatives and
superlatives in
different sources.
Speaking
Using polite
expressions and
vocabulary in
interviews.
Showing interest
in developing listening
skills.
Being tolerant
and patient during
communication
breakdowns.
Showing
tolerance to
pronunciation and
syntax mistakes.
Being courteous
while conversing with
peers and adults.
Performing oral
and written tasks with
confidence.
Doing research
18

means of transportation Describing
and comparing
places.
Talking
about traditions and
life styles.
Talking
about different
means of
transportation.
Talking
about seasons and
weather

Reading
Scanning an
article for specific
vocabulary and
expressions.
Inferring
meanings of words
from the context.
work with interest and
enthusiasm.
Working
cooperatively with peers
or work teams inside
and outside the
classroom.
Valuing the
importance of knowing
the history and folklore
of El Salvador.
Applying
organizational skills in
academic tasks.
Acquiring the
habit of writing with
clarity and neatness




2.5 Uses be supposed to correctly in
conversations related to seasons and weather.

2.6 Discusses current issues in El Salvador
with confidence and correct grammar
structure.

2.7 Successfully scans an article for specific
information.

2.8 Infers meaning of words from different
texts.

2.9 Identifies main ideas and supporting
information in diverse written texts.
2.10 Uses pre-writing strategies before a
writing task.

2.11 Uses pre-writing strategies before a
Be supposed
to
- December is
supposed to be cool.
- Youre
supposed to wear
warm clothes in
winter.
Passive voice
in the present
tense
-Pupusas are
made with corn flour.
- El Salvador is
19

visited by many
tourists every year.
Vocabulary
Seasons and
weather:
summer, winter,
spring, fall, cold, hot,
rainy, windy, cool,
cloudy, foggy, dry,
and humid.
Country,
region, continent,
island, pupusas,
tamales, truck, bus,
taxi, train, plane.
Useful
expressions:
Nice to meet
you. Are you
interested in? Are
you willing to.?
Thank you for coming.
Thank you, sir/
Scanning a
text for main ideas
and supporting
information.
Writing
Using pre-
writing strategies
(Making a
word map,
developing a focus
and creating an
outline).
Developing a
topic sentence and
supporting
information.
Writing a
descriptive
paragraph
writing task.
2.12 Writes descriptive paragraphs around
topic sentences with coherence and clarity.



20

maam. Have a
seat. Its been a
pleasure. Well be
calling you.













21

INIT 3-FEELING HOMESICK
Contents Achievement Indicator
Concepts Procedures Attitudes 3.1 Successfully identifies personal
biographical information in audio sources.

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

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

3.4 Successfully recognizes polite
requests in oral conversations.

3.5 Reports personal biographical
information with grammatical accuracy.

3.6 Talks about customs and traditions
with respect, using adequate vocabulary and
Contents:
Personal
biographical
informatio
n
Family ties
Customs/tradit
ions
Postal services
Telephone
conversations
Grammar in
context:
Yes-no
questions with the
Listening
Identifying
personal
biographical
information.
Recognizing
vocabulary related to
family ties.
Picking out
vocabulary used
to talk about
customs and
traditions.
Identifying
the gist of a
telephone
conversation.
Recognizing
Developing
respect for individual
differences in peers.
Being aware of
the importance of family
ties.
Showing respect
for the family.
Developing a
habit for reading.
Developing a
habit for writing clearly
and neatly.
Showing
appreciation and
tolerance for
cultural diversity
22

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?
The present
perfect with for and
since
Ive been here
since August.
- Shes been on
the phone for two
polite requests.
Speaking
Reporting
personal
biographical
information.
Describing
customs and
traditions.
Talking
about habits in the
past.
Making
polite requests.
Reading
Scanning for
specific personal
data.
Identifying
unfinished actions.
Using
grammatical accuracy.

3.7 Talks about habits in the past with
the correct usage of used to and would.
3.8 Carries on a telephone conversation
with confidence and politeness.

3.9 Successfully scans a text for specific
biographical data.

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

3.11 Writes different types of mail with
grammatical accuracy.

3.12 Writes a narrative paragraph with
correct use of tenses and coherence.
23

hours.
Used to versus
would
- We used to
celebrate that day.
- We would give
each other presents.
Can and could
for polite
requests
- Could I speak
to Tony?
- Can I have a
stamp for this letter?
Direct and
indirect objects
- Ill call my
contextual clues for
text comprehension.
Writing
Writing mail
(letters, postcards,
cards.)
Developing a
narrative paragraph.

3.13 Performs written tasks with
neatness and
Clarity

24

sister next week.
- I want to send
a postcard to my aunt.
Vocabulary:
Nuclear and
extended family
members:
physical appearance
and personality
Christmas
dinner, holiday
desserts: pastries,
candy,
preserves,
beverages
Mail, letter,
stamp, postcard
(MINED, 2011)
25

II. SYLLABUS
UNIT Grammar

Vocabulary

Reading
2- My
country
-Comparative and
superlative of adjectives
-Be supposed to
-Passive voice in
the present tense
-Seasons and weather:
summer, winter, spring, fall,
cold, hot, rainy, windy, cool,
cloudy, foggy, dry, and
humid.
-Country, region,
continent, island, pupusas,
tamales, truck, bus, taxi,
train, plane.
-Scan an article to find specific
words relates to the weather.
Scanning an article for specific
vocabulary and expressions.
-Inferring meanings of words
from the context.
-Scanning a text for main ideas
and supporting information
3- Feeling
homesick
-Yes-no questions
with the present perfect
-Questions with
how long
-The present
perfect with for and since
- Used to versus
-Nuclear and
extended family
members: physical
appearance and personality
-Christmas dinner,
holiday
desserts: pastries,
-Scanning for specific personal
data.
-Identifying unfinished actions.
-Using contextual clues for text
comprehension.
26

would
-Can and could for
polite requests
-Direct and
indirect objects
candy,
preserves, beverages
-Mail, letter, stamp,
postcard

Speaking Listening Writing Pronunciation
-Using polite
expressions and
vocabulary in
interviews.
-Talking about
seasons and weather.
-Describing and
comparing places.
-Talking about
traditions and
life style
-Identifying
information and key words
related to job interviews
-Recognizing the
reduced
sound of be supposed
to
-Identifying
comparatives
and superlatives in
different
Writing a descriptive
Paragraph: a short
paragraph description using
adjectives: comparative and
superlative

-ed endings:
/d/, /t/ and /d/
27

sources
-Reporting
personal biographical
information.
-Describing
customs and
traditions.
-Introducing
yourself
-Talking about
habits in the past.
-Identifying personal
biographical information.
-Recognizing
vocabulary related to family
ties.
-Phone conversation
people introducing
themselves talking about
languages and countries its
customs.


-Writing mail cards
-Developing a narrative
paragraph.

Would /wud/
ISTITUTO NACIONAL DE EL TRANSITO (INDET)
EL TRANSITO SAN MIGUEL
ENGLISH: 1 R AO Tcnico Vocacional A
PRACTICE: HERSON ASMEL CASTRO RIVAS
OUTLINE OF THE PRACTICE (40 HOURS)
UNIT TWO
Performing oral and written tasks with confidence about interview jobs in
pairs.

Oral presentation about Current issues dealing with: weather, geography,
local/regional food, transportation, health, life style


Doing research about the importance of knowing the history and folklore of
El Salvador (presenting into the classroom in group of 5)

Description of Seasons and weather in other regions of the country and also
other countries.


Written Exam 1
UNIT THREE
Paper write a personal autobiography (reporting personal biographical
information)

Custom and traditions, oral presentation( group of four)


Direct and Indirect object written evaluation

Writing mail request (letters, postcards, cards using polite word )


Written Exam 2
FINAL ASSIGMENT: Singing For a Grade
29

IV-PLANING
DESCRIPTIVES SUMMARIZE OF ACTIVITIES TO DEVELOP IN 40 HOURS OF TEACHING PRACTICE I 2014.
MONTHS ACTIVITIES M APRIL MAY JUNE
WEEKS 5
5
1
1
2
2
3
3
4
4
5
5
6
1
2
2
3
3
4
4
5
5
1
1
2
2
3
3 4
U
N
I
T

2


1
5
H
1-Job/interview 2
h
2
h
H


O


L


I



2-Current issues dealing with: weather,
geography, local/regional food, transportations,
health, and life style.
2

2h
h

3-Comparative and superlative of adjectives 2
2h
h

4-Be supposed to 1
h1
h

5-Passive voice in the present Tense 2
2h
h

6- Seasons and weather: summer, winter,
spring, fall, cold, hot, rainy, windy, cool, cloudy,
3
30

foggy, dry, and humid.
D




A





Y

3h

3
h
7- Country, region, continent, island, pupusas,
tamales, truck, bus, taxi, train, plane.

8- Nice to meet you. Are you interested in?
Are you willing to.? Thank you for coming.
5
5
h
5

h


3

2
1
H
9- Personal biographical information.
10-Family ties
11-Customs/traditions
3
3h
h

12-Postal services


13-Telephone conversations 3
5h
h

14-Yes-no questions with the present perfect
- Have you visited Mexico before? - Has she
ever traveled?

31






Lesson Plan
15- Questions with how long



S
3
3h
h

16- The present perfect with for and since
Ive been here since August

17- Used to versus would
- We used to celebrate that day
- We would give each other presents


3
5h
h





18- Can and could for polite
requests
- Could I speak to Tony?
- Can I have a stamp for this letter?

32

Instituto Nacional De El Transito
Ciudad El trnsito, San Miguel
1 ave Calle Poniente, Barrio San Carlos Tel:2616-2166
Teachers name: Herson Asmel Castro Rivas Date: March 25
th
, 2014 Time: 90min
Grade: 1 ao Tcnico Vocacional Section: A Unit: 2
Unit: 2 My Country LESSON PLAN
Topic Objectives Warm-up
activity
Language
Structure
s
Activities for production Wrap-up
activity
Timing Resourc
es


Jobs/int
erviews
Student will
be able to
identifying
information
and key
words related
to job
interviews.
Show to the
student the
importance of
well dress in job,
for instance the
teacher will show
himself
disordered when
entering in
classroom, then
ask student for
expectation of the
subject. And
contrasting what
was their though
because of code
dress.

-Simple
Present


-T provided the vocabulary about interview
jobs.
-SS repeat after the teacher the new words
related to jobs interview.
-T provides an article about interviews case in
our country.
-SS read the article and scan new words related
to job interviews.
-SS after reading they have to identify the key
points in order to get the job in an interview.
-T is the audience now and helps students to
pronounce the word.
Have student
seat in around
table and read
one job
interview case
and make them
to find the
mistake why the
person
interviewed did
not get the job.

15 min

20 min

40 min

15min


Board

Market

Paper

33

Instituto Nacional De El Transito
Ciudad El trnsito, San Miguel
1 ave Calle Poniente, Barrio San Carlos Tel:2616-2166
Teachers name: Herson Asmel Castro Rivas Date: March 28
th
, 2014 Time: 90min
Grade: 1 ao tcnico vocacional Section: A Unit: 2
Unit: 2 My Country LESSON PLAN
Topic Objectives Warm-up
activity
Language
Structures
Activities for production Wrap-up
activity
Tim
ing
Resour
ces

Job/
Interviews
Use the job
interview
vocabulary
and
suggestions
properly in
an
interview.
Clap the circle
Have students
stand in circle in
order to prepare
the evaluation and
then ask them a
quick questions
about what they
are going to do
together and what
element they will
apply in the
coming
presentation.


Simple
present
T- Give the indication to be evaluated in the job
interview simulation.
Ss-Listen carefully the indication to be follow in
the job interview simulation.
Ss- Start with the task.
Make student to talk
about the different
fault committed by
each group, how
they can improve
interviews skills.

5min
10
min
60
min
15
min
Rubric

Pen

Paper



34

Instituto Nacional De El Transito
Ciudad El trnsito, San Miguel
1 ave Calle Poniente, Barrio San Carlos Tel:2616-2166
Teachers name: Herson Asmel Castro Rivas Date: April 23
th
, 2014 Time: 90min
Grade: 1 ao tcnico vocacional Section: A Unit: 2
Unit: 2 My Country LESSON PLAN
Topic Objectives Warm-up
activity
Language
Structures
Activities for production Wrap-up activity Tim
ing
Resour
ces
Current
issues
dealing
with:
weather,
geograph
y,
local/regi
onal food,
transporta
tion,
health, life
style
Uses be
supposed to
correctly in
conversation
s related to
current issue
with seasons
and Weather.
What do you
know about it?
Make student
participate in
share whit their
classmate what
they know about
different regional
food,
transportation and
life style in our
country.
Reduce
sound of
be
supposed
to
T- Introduce the topic whit a comparison
between the weather in different regions of the
country.
T- Explain the reduce sound of be suppose to
in order to express conjectures about the topic.
T- make a chain drill in order to produce the
reduce sound of be supposed to
Ss-Listen a short conversation using be
supposed to
Ss- Write sentences related to the topic by using
be supposed to
Using simple
pictures about
weather, food,
transportation to
give you an idea
and make sentences
with be supposed to,
students must be
encouraged to
produce different
situations from the
pictures.

15
min
40
min
20
min
15
min

Board
Market
Speaker
Paper
Tablet




35

Instituto Nacional De El Transito
Ciudad El trnsito, San Miguel
1 ave Calle Poniente, Barrio San Carlos Tel:2616-2166
Teachers name: Herson Asmel Castro Rivas Date: May 14
th
, 2014 Time: 90min
Grade: 1 ao tcnico vocacional Section: A Unit: 2
Unit: 2 My Country LESSON PLAN
Topic Objectiv
es
Warm-up activity Language
Structures
Activities for production Wrap-up activity Tim
ing
Reso
urces
Comparing
Countries
and its
customs
around the
world.
Identifyin
g
comparati
ves and
superlativ
es
adjectives
in
different
sources.
To encourage students
to describe weather
and the country and
compare it with
another regions of the
country. Example the
most humid place,
hottest and cold place
in our country.
Comparativ
e And
Superlative
adjectives
T- In the classroom introduce the topic related
to country and its custom around the world.
T- Share with students the rules of
comparative and superlative adjectives. T-
Give an article about the country customs
comparing traditional food with other
countries around the world.
Ss- In charge with the teacher, practice the
rules formation of Comp, Sup Adjective in the
classroom.
Ss- Carefully read the article about different
traditional food in different countries.
Ss-After reading they read again for comparative
and superlative adjective in the article.
TICK TICK TICK
Split the class into
small groups of five
each. Give each group
a sheet of paper. Write
ten sentences on the
board which they are
required to complete
by adding the positive,
comparative or
superlative of adjective
given at the end of
each sentence. Answer
time limited.
10
min

40
min

20
min

20
min
Board
Mark
et
Paper
Erase
r
Pen

36

Instituto Nacional De El Transito
Ciudad El transito, San Miguel
1 ave Calle Poniente, Barrio San Carlos Tel:2616-2166
Teachers name: Herson Asmel Castro Rivas Date: May 21
th
, 2014 Time: 90min
Grade: 1 ao tcnico vocacional Section: A Unit: 2
Unit: 2 My Country LESSON PLAN
Topic Objectiv
es
Warm-up activity Language
Structures
Activities for production Wrap-up activity Tim
ing
Reso
urces

Knowing
my country
By the end
of the
lesson,
students
will able
to convert
the simple
tense
active
sentences
to the
passive
voice
Inside classroom
Through a market to
one of the students and
make them to describe
what happened, what
the teacher had done
and help them to
complete the sentences
in passive voice.
Passive
voice in the
simple
present
tense
-T introduces the topic related with knowing
my country.
-T introduces the grammatical structure how
to form the passive voice in simple Present.
-T gave a handout with Passive sentences to
be corrected.
SS-Practice the rules of passive voice
formation.
Ss- Write sentences in active voice and then
they change into passive voice.
Ss-Work together correcting the passive voice
sentences in the handout.
Game--sentence
machine. Divided the
classroom in two
groups A and B
Make as many
sentences as you can
For this
activity students work
together. Students who
create more passive
voice sentences will be
the winner.
10
min
40
min
25
min
15
min

Board
Mark
et
Hand
outs
Erase
r
Pen

37

Instituto Nacional De El Transito
Ciudad El transito, San Miguel
1 ave Calle Poniente, Barrio San Carlos Tel:2616-2166
Teachers name: Herson Asmel Castro Rivas Date: May 23
th
, 2014 Time: 90min
Grade: 1 ao tcnico vocacional Section: A Unit: 2
Unit: 2 My Country LESSON PLAN
Topic Objectiv
es
Warm-up activity Language
Structures
Activities for production Wrap-up activity Tim
ing
Reso
urces

Knowing
the seasons
By the end
of the
lesson,
students
will able
to identify
the
weather
vocabular
y in
context.
I put into my backpack
game
Make students interact
which each other and
get motivate with the
topic. This activity
engaged students to
pay attention to the
whole class because
they have to repeat
everything, in that way
they can apply their
vocabulary related
with the seasons.
Present
continuous
-T introduces the topic related with knowing
the seasons.
T-show to classroom a series of pictures and
make students guess what the picture is.
T-Give students a material to being fill about
the seasons.
Ss-Describe the pictures and guess what
seasons the picture belong.
Ss- Get the copies and fill up the material
whit the right answer.
Mimic game
Group A-B Boys vs.
Girls
SS play the role of what
they are being asked,
they have to perform a
mimic about the words
that teacher describe
on the board, the
groups best develop
the mimic will win at
the end.
10
min
40
min
25
min
15
min
Board
Mark
et
Copie
s
Erase
r
Pen
Dictio
nary

38

Instituto Nacional De El Transito
Ciudad El transito, San Miguel
1 ave Calle Poniente, Barrio San Carlos Tel:2616-2166
Teachers name: Herson Asmel Castro Rivas Date: May 28
th
, 2014 Time: 90min
Grade: 1 ao tcnico vocacional Section: A Unit: 3
Unit: 2 My Country LESSON PLAN
Topic Objectiv
es
Warm-up activity Language
Structures
Activities for production Wrap-up activity Tim
ing
Reso
urces

Personal
Biography.
SS, by the
end of this
lesson will
be able to
identify
personal
biographi
cal
informatio
n in audio
sources.
Chain drill
Chose one of the
students in the
classroom, then tell
him an event that
happened that day,
and make him to
transmit the message
one by one, as a result
you will find the one
who change the
message.
Simple
Present and
simple past
T- Introduce the agenda of the
class.(vocabulary)
T- Present to the class a material related to
the topic whit key words for personal
biography.
T- Play an audio which talk about a personal
biography.
Ss- With the use of dictionary translate the
words they do not know in the handout.
Ss-Carefully listen the audio and took the
most important thing from the personal
biography.
Lets pay attentions
The teacher play an
audio which talk about
a personal biography.
The students must to
carefully pay attention
and indentify the key
words in that audio,
word like their
birthday, the years, the
moth, habits and so on.
5min
35
min
35
min
15
min
Board
Mark
et
Erase
r
Pen
Speak
er
Copie
s
39

Instituto Nacional De El Transito
Ciudad El transito, San Miguel
1 ave Calle Poniente, Barrio San Carlos Tel:2616-2166
Teachers name: Herson Asmel Castro Rivas Date: Jun 02
nd
, 2014 Time: 45min
Grade: 1 ao tcnico vocacional Section: A Unit: 3
Unit: 2 My Country LESSON PLAN
Topic Objectiv
es
Warm-up activity Language
Structures
Activities for production Wrap-up activity Tim
ing
Reso
urces

Family Ties
The Ss
will be
able to
clearly
recognize
vocabular
y related
to family
ties in
audio
sources as
well in
written
sources.
Who is that?
Show to the students a
simple family tree and
make student guest the
answer about their
position in the tree.

Simple
Present
T-Introduce the agenda of class
T-Give students specific vocabulary related
with family ties
T- Draw in the board a tree and supply
newspaper and scissors to the students in
order to fill up the family tree with pictures
Ss- Get familiarized with the vocabulary
related to the topic.
S-Draw in their notebook a tree them they cut
some pictures from news in order to fill their
tree with their own family members.


Lets found what is
missing, the teacher
play an audio which
describe a family tie
but there is not
motioned what
members it is, the
students will
recognizes what family
member is that.
5
min
15
min
20
min
5
min
Board
Mark
et
Erase
r
Pen
Speak
er
News
paper
Scisso
rs
40

Efforts to Improve Teaching
Conferences/Workshops Attended
In teaching, there are several way of improve the teaching process in order to
achieve the goals of the courses given by teachers and also improve the way class are
developed in the classroom, because of that, teachers have to be in search about what to
do next, if so, the lesson work well what can be improve in order to be effective for
learners. So that, in my own opinion I think conferences it is a good effort to my
teaching process because there I will find different point of view about teaching
common problems as well as teaching situation that I will face in teaching practices but
also conferences will help me in my teaching process because I can take it and apply it
that examples and tips in real active class, so that, I will be able to solve some problems
in the classroom. In short, conferences provided to the teacher that knowledge they are
dealing with all the time in real life and guide them to solve problems faced in the
process of learning.
Curricular Re visions
In order to improve the teaching process it is important to know the curricular
background, what teacher had done before? What is the best way to teach that topic?
What do my students have learned? And how can I improve my teaching? These are
some questions that came to my mind when I refer to curricular revision because the
teacher have to be in advanced all the time, looking for new methodology and strategies
to use it in teaching because of that I retake some of my lesson and then I analyzed the
lesson and I try to make it better than the first time that I applied that activities and also
I try to make the class more active than the last one because in somehow I change the
way I teach one topic, I can make it better and meaningful for students the next time.
nnovations in Teaching
How can I improve my teaching? Teaching not only involves teacher knowledge
or life style, teaching is more than that, and goes dipper because teacher change
students life. The way I decided to innovate my teaching practice will be reflected in my
students because they are the mirror of my practice because I can see what can I
improve in order to make class better than ever, and also they represent what I have
done during the teaching. Being innovate it is one of my purpose because nowadays
41

there are several of innovated tools that make teaching process fun and meaningful for
students by interacting with each other in the classroom. In my practice there I applied
one method to reinforce class through the use of the internet and I created a private
group in which I posted some activities as well as some page where my students can
improve their English knowledge, because there in the institution that Im doing my
practice many instruments that I need in my lesson are not available, instead of that, I
make class more active by making some activities which involved the whole class
interaction and I got my students motivated but also with a meaningful learning for
them because they can apply in real context.
Student Ratings on Diagnostic Questions
At the beginning of my teaching practice, I ask to myself what kind of student do
I have? If so, these students have the basis knowledge of English and so on. Meantime
the time pass and the practice run on in the high school that I did my teaching I realized
about the real state of my class because I saw that, many of my students were a quite
interested in English language because their though were that English is not useful for
them and they got a little English basis but they did not apply because they do not like.
Through the time in practice I made a good rapport between then because I make them
to think about the advantage of learning English and how fun it could be to learn by
interacting instead of the same thing that last teachers had done in the past and also I
established a good relation with all of them.
Finally, there in practice I noticed what my students English level were at that
time because they appeared to have the basis of English but they get used to make the
same mistake over and over ageing, because of that I implemented an Action Research
in my classroom in order to know the reasons why do my students have that problems
and I identify many issues in the classroom but I just took one which most persisted in
my students errors. This is an abstract part from my AR in my practice.
There are a lot of grammatical problems or difficulties for learning a determined
or a specific area or topic in the process of teaching English language when we are a
non-native English speaker, therefore, there are some problems to be faced, one of them
is to be able to clarify the use of the third person of singular to the students, because
there are some students who do not understand its uses and how it works, so that, this
is an action research oriented to explain why and how these problems occur, and how
42

they can be solved. This is a very common problem that has to be faced and solved by
teachers, but we as teachers, have to be prepared for that.
It is important to know and analyze these kinds of problems, because they
are very common and some teachers do not care about that, or maybe they do not know
how to deal with these kinds of issues. Nevertheless, there are some teachers that care
about the issues presented by their students, and that is the way that it has to be,
because if teachers do not engaged with the process of teaching, what they would be
doing is a confusing class for the students, and there will not be any worry for the
students needs. During the practice, while I was observing the lesson in action, I
realized that many of the students there in the classroom omitted the rule of the third
person singular formation and also other grammatical aspects but the lack of the third
person singular most persisted in my students writing mistake.
Notes: One of my students omitted the s after singular person he, she, and it
Example 1: She eat pupusas everyday He sing very well My office it look
messy
Correct form: She eats pupusas everyday He sings very well
The student omitted the rule of ies after a consonant followed by y
Example 2: She study for the job he cry every morning
Correct form: She studies for the job he cries every morning
The students do not understand how to use have, go, do and be
Example 3: She go early to work he have a big office he do the interview
Correct form: She goes early to work he has a big office He does the
interview
The student gets confused with the use of -y- ies and y-s
Example 4: she studys every morning He crys for you He buyies a formal
cloth
43

Correct form: She studies every morning He buys formal clothes
At least the 30 percent of the student who take this course suffer the same
problem with the third person singular. In the first example one of the students omitted
the s ending after the third person singular when the rule specify that Most of the
verb take the letter s to form the third person singular, live= lives, work= works,
eat=eats (Slideshare, 2010). In addition to this problem, it is important to know what
the rules of the third person singular are in order to understand the issue.

Products of Teaching (Evidence of Student Learning)
The teaching portfolio consists of two essential parts: in one hand the evidence,
on the other hand reflection of that evidence. In this part the product of my teaching
practiced reflect on what I have done as teacher and how my students had acquired the
knowledge that I have transmitted them during the practice an also how I made change
in my students mind. One evidence of this part it could be the action plan of the AR in
the practice because the AR research involves inquiring into ones own practice through
the process of self reflection on what we have done. The product of teaching in this case,
it could be the result of improvement in teaching, the achievement of goals for students
and even solve students problems in the case of my AR on which I implemented an
action plan and as a product of that plan I solved the problem because my student now
they know the rules of that. Here is the action plan from my AR which supported the
thing that I suggested to the teacher from that institution in order to get student
motivated and make them to have a meaningful learning.
Action Plan
Teachers have to be aware about the possible solutions for any problem
that emerges into the classroom, so that if what an action is for. Solving a problem is
much easier if there is a plan to follow and in this case what the teacher should do is to
expose the students to the problem, how come? By making them to practice the
language, according to Mr. Monterosa, if teacher exposes the students to the problem,
and guide them by the correct path of learning, they will improve and will get over that
situation. The same idea is set up by Shrestha, who says that the teacher has to give
authentic opportunities for practicing what they find difficult. (Shrestha, 2013).
44

Another way for reinforcing the suggestion above is to raise the students
awareness about common errors. In the present case, letting them know that present
tense singular is a very common error and even professors at the university level
commit this mistake occasionally might boost the morale of the students. It is very
useful too if teachers could most importantly, CONTEXTUALIZE. If students can relate
to what they are learning, their retention will probably very high. (Shrestha, 2013)It is as
simple as that, the main point is to have the commitment to do it and the passions for
make things clearer for those who do not have them clear enough.

Teaching Goals: Short- and Long Term
Short term: The main goal of this practice in a short term it is to get basis
knowledge about teaching process and its principles as well as a being dealing with a
good management of the classroom.
Long term: The practice at the end of the teaching practice will be able to fully
developed himself in class, identify and solve students issues as well as implementing
innovating actions plan which helps students to learn in a easy way the basis of
English.

As a conclusion from my own vivid experiences in my practice, I can say that,
the teaching portfolio represent all I did in this process, it is what support my practice,
my evidence day-a- day because the teaching portfolio is that, the thing which support
evidence and the reflection of it. And I have reflected about my experienced and I know
that I need to change many things in the way I used to teach, I have to be in search
about new things that I can apply in my lessons in order to get my students motivated
and a good meaningful learning at the same time. And I can see this portfolio and take
some examples in future and implement new methodologies which best work in the
classroom with that kind of students.




45

References
Clifton, y. P. (2005). Preparing and Presenting a Teaching Portfolio Philosophy, Practice and
Performance. Unit State: NTEU National Office, Policy & Research Unit.
kill, m. (2008). Teaching Portfolio. Acrobat Distiller 8.1.0 (Windows).
Larsen-Freeman, D. (200). Teachniques and principles in Language teaching. Oxford New York:
Russel N. Cambel Willan E. Rutherford .
Merrian Webster. (2014). Merrian Webster. Retrieved 03 26, 2014, from Merrian Webster:
[Link]
MINED. (2011). MINED. Retrieved Febrero 23, 2014, from MINED: [Link]
MINED. (2011, 06 16). MINED. Retrieved 03 25, 2014, from MINED:
[Link]
[Link]
Nunan, D. (2002). Syllabus Desing. In [Link]
Language Teaching A Scheme For Teacher Education (p. 5). New York: Oford University Press.









Appendices

46

What job do you want?
This English lesson you will learn the different names for different jobs in the
U.S.A. After you have learnt the vocabulary for each job there is a list of all jobs
and a brief description of each job and also where they work from.
Jobs and work
A list various of jobs












Computer
programmer
Secretary Office worker Hairdresser Carpenter Barber











Train driver
Painter and
decorator
Footballer Fireman Student Nurse











Crane driver Doctor Police Gardener Accountant Teacher










Waiter Baker Vet Plumber Optician Lawyer
47

Jobs and work
Type of
job
Brief description of the job

They work from?


Make programs to help reduce work load for
peoples or offices

work in offices or can work from home




Type letters, post parcels and letters, and arrange
appointments

works in office

Office worker
Have computer skills, written skills, ability to
plan things

works in office


Cut and style people's hair.

Hair salon , but can be mobile


Able to make most things out of wood

works in a factory or mobiles in a van



Cut men's hair and facial hair

Works in a barbers shop



Drives trains

work in the cab at the front of the train



Paints anything in the home inside and out

works from a van


Plays football for vast amounts of money

works for a football club


Puts out fires in homes, factories, cars and car
accidents

Works from fire station



Studies at school, college and universities

Studies at school, college and
universities



Look after patients by giving medicine and
dressing to wounds

works from a hospital


Uses a crane to lift various heavy objects

works in a crane


Helps look after people health

they work in a doctor's surgery or from
in a hospital
48



Help maintain peace and order

Work from police station



Helps keep people gardens tidy and also public
gardens

Works from a van

Accountant

Look after the finances for businesses

Works in a office


Helps students learn various subjects

Works in school, college or university


Serve people food and drink.

Work in a restaurant or cafes



Bakes Cakes and bread to sell to the public or
shops

Work in a bakery


Look after people's animals.

Work from a veterinary surgery or vets.


Looks after peoples plumbing in the home or
industry

Works from a van



Looks after people eyes by testing them

Work in an opticians

Lawyer

Helps to defend and prosecute people in court

Works in a office
49


DIALOGUE
Mike: Good Morning, John. I am Mike.
John: Good Morning.
Mike: How are you doing?
John: I am doing fine. Thank you.
Mike: How was the traffic coming over here?
John: I am so glad that the traffic was light this morning.
Mike: That is good. John, lets start the interview. Are you ready?
John: Yes, I am.
Mike: I am the Finance Department Manager. As you know there is an
open position in my department, and I need to fill this position as soon
as possible.
John: Please, tell me a little bit about the position.
Mike: It is an entry-level position. The new employee will have to work
closely with the Accounting department.
John: What type of qualifications do you require?
Mike: I require a four-year college degree in Finance. Some working
experience would be helpful.
John: What kind of experience are you looking for?
Mike: Doing office work is good. However, since this is an entry-level
position, I do not require a lot of experience. I am willing to train the new
person.
John: That is great!
Mike: John, tell me a little bit about yourself
John: I was a student at West Coast University, and I just graduated with
a Bachelor degree in Finance. I have been working part-time as a payroll
clerk for the last two years.
50

Mike: What are you looking for in a job?
John: The job should help me see what Finance is all about. I have
learned a lot of Finance theories at school, and now it is time for me to
put them into practice.
Mike: What are your strengths? Why should I hire you?
John: I am a hard-working person and a fast learner. I am very eager to
learn, and I get along fine with people.
Mike: OK. Now, let me ask you a few quick questions. You do not mind
working long hours, do you?
John: No, I do not.
Mike: Do you still have any questions for me?
John: No, I think I have a pretty good understanding of the job. I believe
that I can handle it with ease, and I hope to have the opportunity to work
for you.
Mike: John, nice meeting you. Thank you for coming.
John: Nice to meet you too. Thank you for seeing me.
Vocabulary
Accurate
Active
Adaptable
Adept
Broad-minded
Competent
Creative
Determined
Diplomatic
Discreet
Efficient
Energetic
Enthusiastic
Experienced
Fair
Firm
Genuine
Honest
Innovative
Loyal
Motivated
Objective
Outgoing
Pleasant
Positive
Practical
Productive
Reliable
Self disciplined
Sensitive
Sincere
Successful
Tactful
Trustworthy
51

Interview skill handout
Shake hands firmly
Sit up straight
Don't fidget
Keep good eye contact
Speak slowly and clearly
Ask interviewer to repeat the question if you don't understand either the
question or the vocabulary the interviewer used

Non-Verbal Do's and Donts
Dos
Know the directions to the interview. Plan your commute with time to spare.
Have neat appearance including recent haircut, clean nails, clean and pressed
clothes, that fit appropriately.
Get a good nights sleep.
Smile and maintain eye contact since interviewers place a great deal of emphasis
on this.
Appear enthusiastic, using moderate gestures to make a point.
Keep calm and dont panic.

Donts
Be late for the interview.
52

Sit down or dash to your chair until the interviewer gives some indication to be
seated; otherwise you appear overanxious.
Lean on the interviewers desk. Sit erect in your chair.
Cross your arms: makes you look defensive.

Questions to Ask
What are the qualifications of individuals who have excelled in this position?
What type of person are you seeking?
Can I progress at my own pace or is there a structured training program?
What would a normal working day be like?
How would you describe your company culture?
Can I expect to be supervised, or will you expect me to work independently?
What will be the measurements of my success in this position?
Does the company provide any professional development or educational
benefits?
If you could change one thing about this organization what would it be?
How long have you worked here and what do you enjoy about it the most?
What are some of the most immediate needs of the position that need to be
addressed in the first three months?
Questions Not to Ask
What does this company do? (Do your research ahead of time!)
If I get this job when can I take time off for vacation? (Wait until you get the offer
to mention prior commitments)
53

Can I change my schedule if I get the job? (If you need to figure out the logistics
of getting to work dont mention it now)
What kind of daycare or family program do you offer?
Did I get the job?
Will I have to work overtime?
What to Bring to an Interview
Portfolio
Copies of your resume and a list of references on quality paper
A set of copies of your recommendations letters (Remember: Never let
your originals out of your sight and never ask other people to do work for
you, i.e. copy letters for you during an interview.)
Work Samples (if relevant)
Pen
Breath mint (before you enter the building)
Evaluations from supervisors or clients and or publications (written by
you) that are relevant and fairly recent (within the last three years)
What Not to Bring to an Interview
Cell phone
iPod
Gum
Cigarettes
Candy
Soda or coffee
Scuffed shoes, messy and/or not-so-clean clothes
Perfume or not enough deodorant
The Thank You Letter (or email)
A few days after the interview, make sure to send your interviewer a letter
expressing your enthusiasm and positive impressions of the company. Also
include a summary of why you would be perfect for the job. Bring up any
details or points that you felt went particularly well at the interview. A hand
written card demonstrates that you care enough to take the time to write one out.
An email is also appropriate and if need be a fax is better than nothing.
54

Remember: The Thank You letter is the most powerful tool in the job search
process. It always brings your candidacy to a very professional close, and is
often the determining factor in the decision to hire.
Example Thank You Letter Examples:

2913 Baxter Road
Amherst, MA 01002
March 2, 2014
Mr. Asmel Castro
Wildlife Biologist
P.O. Box 9955
Goose Rocks, ME 03217
Dear Castro:
I want to thank you for taking the time to interview with me yesterday for the
Biological Wildlife Aide position. I enjoyed meeting you and learning more
about the organization.
My enthusiasm for the position and my interest in working for the Moose horn
National Wildlife Refuge were strengthened as a result of the interview. I agree
that assessment and strategic planning are the necessary first steps in moving the
Wildlife Refuge forward. Having already successfully guided the Adirondack
Refuge forward with my analytical capabilities, technical skills, and education I
would fit nicely with the job requirements, and I am sure that I could make a
significant contribution to the organization.
I want to reiterate my strong interest in the position and in working with you
and your staff. You provide the kind of opportunity I seek. Please feel free to
contact me at 413-555-4321 or anatures@[Link] if I can provide you
with any additional information.
55

PASSIVE VOICE
El tiempo "Present" de la voz pasiva responde a la pregunta: "What is
done?" = Qu se hace? o "What is being done?" = Qu se est
haciendo?
What is done? - Qu se hace?
A house is built.
Se construye una casa / Una casa es construida
This room is cleaned every week.
Este cuarto es limpiado todas las semanas.
English is spoken in many countries.
El ingls es hablado en muchos pases.
These kids are given an hour to do the test.
Se les d estos nios una hora para hacer la prueba.
People are asked to dial 911 only in case of an emergency.
A la gente le piden marcar el 911 slo en caso de una emergencia.
Present Simple Tense (passive Voice)
Auxiliary verb in passive voice: am/is/are
Active voice:
He sings a song.
He does not sing a song.
Does he sing a song?
Passive voice:
A song is sung by him.
A song is not sung by him.
Is a song sung by him?
Los lugares de sujeto y objeto de la condena se intercambian en voz pasiva
presente simple
Una frase activa en el tiempo presente simple tiene la siguiente estructura:
Subject + first form of the verb + object
Una oracin pasiva en el presente simple tiene la siguiente estructura:
Object of the active sentence + is/am/are + past participle form of the verb + by +
subject of the active sentence



56


Parte A: Cambien las siguientes oraciones a vos pasiva, el primero es un ejemplo.
1-Ali finished the work.
The work was finished by Ali.
2-Mary sold the bicycle.
3-My father write these books.
4-The small boy kick the dog.
5- Japan makes the best Sushi in the world.
6-El Salvador makes the most delicious pupusas.
PART B: CORRECT, corregir las siguientes oraciones en voz pasiva en presente
simple. Sea cuidadoso algunas de las oraciones podran ser correctas!

1-The food was cooked by Jane.
2-A new car designed by Nart.
3-Ten paintings were sold by Lashin.
4-The house cleaned by my sister.
5- Pupusas are made in El Salvador.
6-The song is write by Nataly.
PART C: Escribe tus propias oraciones en vos pasiva en el presente simple
usando los siguientes verbos. Cuidado con los verbos irregulares el primero es
un ejemplo.

1-Bring: The cake is brought by my best friend.
2-Wash (washed):
3-Call (called):
4-Sell (sold):





57

The dog This car In El Salvador.
He/she

cake Taken were Made Window
Salvadorian been To cleaned Has Hospital
English given Being People. mistake Money
John The Room wall Repair Done
spoken
my
father
UK kids painted Mom.
my sister bitten Was the Letter By
Pupusas written Eaten Is/Are broken Opened

The car was built by Toyota.
A beautiful dress is worn by her.
The Dinner is served by the chef.
All the dishes are dried by Alan
All the toys were taken by John.
Cakes are made by Maria.
Golf is played with clubs.
This book is read by Melisa.
Houses are built with wood.
59

Vegetables are used in our soup.
The song is sung.
Photos are taken.
The message is read by Antony
The exhibition is visited by tourists.
The thief is arrested by the police.
The windows are cleaned by Katherine.
The letter is written by Stefanie.
English is spoken.
60

Pupusas are made by Salvadorian people.
The car is washed by Kevin.