2023

PORTFOLIO
MET 4
SOFIA SALAZAR
Contents
1. OBJECTIVE...........................................................................................................................................2
2. GRAPHIC ORGANIZERS........................................................................................................................2
 LISTENING........................................................................................................................................2
 READING..........................................................................................................................................2
 PHONOLOGY....................................................................................................................................2
3. LESSON PLAN (Receptive skill)............................................................................................................3
4. ONLINE QUIZZES.................................................................................................................................7
5. ONLINE RESEARCH..............................................................................................................................8
 Listening strategies:.........................................................................................................................8
 Reading strategies:..........................................................................................................................8
6. DEMO CLASS.......................................................................................................................................8
Formal Lesson Plan......................................................................................................................................8
7. DESIGNING MATERIAL......................................................................................................................12
8. FINAL REFLECTION............................................................................................................................12
1. OBJECTIVE
To organize a complete lesson using the skills worked this course (listening, reading and
phonology), found new strategies to improve the lessons while practicing how to plan it.

2. GRAPHIC ORGANIZERS
https://drive.google.com/file/d/1a2xDqxOYKhERMc8tzpXJzvcGkZugNeJP/view?usp=sharing
 LISTENING

 READING

 PHONOLOGY
 3. LESSON PLAN (Receptive skill)
Formal Lesson Plan

Teachers’ names Sofia Salazar and Steffi Roller

Observer’s name Angie Garvich

Class name Basic 9

Room Online

Date 7th February

Lesson start time 9.15 p.m.

Length of the lesson 80 minutes

Observation 9.30 p.m.

start time

Length of 50 minutes
observation

Observation Angie told us she wanted to see how our teaching skills have improved since the
agenda last formal observation.
(observer)
 Observation Sometimes when a class has fewer people it can be difficult to get someone to
agenda participate. Do you have any advice for us?
(teacher)

Teaching point Grammar: Present continuous.

Listening: Talking about enrolling in a class using the present continuous. 
Reading: Asking someone about their experience studying abroad using the
present continuous.

Target language  I’m taking a karate class this summer.

items  Is she planning to take baking lessons?
 Are you living in a college dorm?

Main lesson By the end of the lesson, learners will be better able to:
aims  talk about their own experiences on a class they’re currently taking 
 Hold a conversation (asking and answering) about studying abroad.

Evidence  Students will answer questions accurately, listening fewer times as

possible.
 Students will understand and produce their own text guided by reading.

Personal goals  Sometimes it is hard for students to participate actively in my tasks, I’m
hoping they feel encouraged to participate more with these exercises.

Class profile 7 students (all young adults; 5 female, 2 male). The class is a Pre-Intermediate
group. The class tends to get distracted easily. Karol and Marilu are the ones that
participate the most. 

Timetable fit Students have worked before, building sentences describing activities done at the
moment.

Assumptions Students know the present continuous form.

Predicted  Wrong use of the present continuous.

problems  Wrong conjugation of verbs.

Context Activities (that you can learn from a class) you can take during summer or studying
abroad.

Materials used -PPT

-Audio
-Text
Listening: 

Stage  Procedure Task Interaction Aims Time

1 Introduce the topic by Answer questions, T-S Learners will be 5

asking general questions: practicing Small able to catch the min
  Are you taking speaking. groups objective of the
lessons this lesson while
summer? Mention and recall practicing
 What do you like to lexis needed for vocabulary and
learn or practice in the listening grammar.
summer?  activity.

2 Explain the task, dividing it Exchange ideas T-S Learners will work 7
in two parts. with partner, Pairs on interpretation min
First part: Look at the describe the T-S and getting context
pictures and work in pairs, pictures and beforehand.
tell your partner: what do identify the activity
you think is the class the each person is
person is taking in each doing.
one? (Using present
continuous)
Monitor ss silently, then ask
for answers. Share ideas with
the class.

3 Second part: Give new
instructions for this part of
the task.
 Listen to the audio
and take notes.
Write the correct
number for each
picture.
Play the audio as many
times as needed.
Listen to the audio T-S Learners will 10
carefully, find the practice hearing min
audio that conversations in
describes perfectly english to accustom
the picture. the ear.
Take notes to make
the task easily.

4 Prepare a random Give teachers T-S Students will 13

conversation with two examples of continue min
activities given by students. activities learned. accustoming their
Include grammar to ears and also pay
reinforce its use. After the Listen the attention to spoken
improvisation, create conversation, English.
questions related with it. remember the
main points to
Questions: What were the answer questions
two activities? (plus more that will be
questions created on the proposed.
moment, after the
conversation).
 5 Ask for volunteers to answer Identify answers T-S Students will 5
the questions. after just listening participate and min 
the audio one time. demonstrate they
If possible, repeat main read the text
points of the conversation   consciously. 

Reading:

Stage  Procedure Task Interaction Aims Time

1 Formulate and write specific Improve their T-S Students will 5

questions related to the scanning reading work looking for min
reading.  strategy. information in a
Give ss a short period of time new text,
to scan the text and look for scanning.
the answers. 

Questions:
Where is Nicolas’s roommate
from?... Malaysia
What is Nicolas majoring in?...
Business 
Which language is he
learning?... Chinese

2 Introduce the main reading Link questions and S-S Students will 5
task:  answers correctly understand a text min
 Read the text. Work and focus on
with a partner and important parts of
choose the best it.
question for each
answer. 

3 Introduce the second part of Identifying T-S Learners will read 10

the last task: answers to a text consciously min
 Read the text again questions from a in order to
and answer the reading. answer some
questions. questions.
What does he think about
studying abroad?
 Is he doing well with the
language of that country?

T monitors silently.
Time finishes and T asks
volunteers to answer the
questions. Whole class
participation.

4 Introduce a new task: Describing an T-S Students will 13

imaginary scenario S-S develop min
Imagine you’re studying about studying imagination and
abroad, describe: how it is abroad using the writing skills.
going for you there? (You can present
use the questions given in the continuous.
text to help you with the
writing). 

Students will work

individually. 
After a couple of minutes,
students are paired together
to exchange papers. 

5 After 5 minutes, pairs are Talk about another S-S Learners will 7
rearranged.  person’s practice on min
Students have to talk about experiences retaining previous
their previous partner’s information.
experience.

4. ONLINE QUIZZES
5. ONLINE RESEARCH
 Listening strategies:
Graham, S. (2017). Research into practice: Listening strategies in an
instructed classroom setting. Language Teaching, 50(1), 107-119.
doi:10.1017/S0261444816000306
 Reading strategies:
Daley, A. (1995). On Reading: Strategies for Students. PS: Political Science &
Politics, 28(1), 89-100. doi:10.2307/420591
6. DEMO CLASS
Formal Lesson Plan
Teachers’ names Sofia Salazar and Steffi Roller

Observer’s name Angie Garvich

Class name Basic 9

Room Online

Date 22nd February

Lesson start time 9.15 p.m.

Length of the lesson 80 minutes

Observation 9.15 p.m.

start time

Length of 80 minutes
observation

Observation Angie told us she wanted to see how our teaching skills have improved since the
agenda last formal observation.
(observer)

Observation Sometimes when a class has fewer people it can be difficult to get someone to
agenda participate. Do you have any advice for us?
(teacher)

Teaching point Listening: Learning about movie genres.

Phonology: Read movie scripts
Reading: Taking decisions on what movie to watch from reviews..

Target language  I love horror movies.

items  A cup of coffee (connected speech)
 I will watch this movie.

Main lesson aims By the end of the lesson, learners will be better able to:
 talk about their own experiences on a class they’re currently taking 
 Hold a conversation (asking and answering) about studying abroad.

Evidence  Students will answer questions accurately, listening fewer times as

possible.
 Students will understand and produce their own text guided by reading.

Personal goals  Sometimes it is hard for students to participate actively in my tasks, I’m
hoping they feel encouraged to participate more with these exercises.
Class profile 7 students (all young adults; 5 female, 2 male). The class is a Pre-Intermediate
group. The class tends to get distracted easily. 

Timetable fit Students have worked before talking about interests and have seen connected
speech before briefly.

Assumptions Students know basic cinema vocabulary.

Predicted  Misunderstanding of the audios/not recognizing the movie genres.

problems  Poor understanding of connected speech.

Context Movies (genres, scripts, reviews).

Materials used -PPT

-Audio
-Text
-Video

Stage  Procedure Task Interaction Aims Time

1 Introduce the topic by Answer T-S Learners will be able to 10

asking general questions: questions, Small catch the objective of min
 Do you like to practicing groups the lesson while
watch movies?  speaking. practicing vocabulary
 What is your and grammar.
favorite movie? 

2 Show the vocabulary of Practice T-S Learners will work on 5

the lesson: Movie genres. pronunciation pronunciation min
Ask students to repeat and learning new
after you, and use pictures vocabulary.
for each movie genre.

3 Present the task: Listen to the T-S Learners will practice 10

Listen to the movie clips audio three times hearing movie clips in min
carefully. Match the audio in total. english to accustom
with the correct genre. the ear.
Ask for volunteers to give
out the correct answers.

4 Play a movie clip twice. Identify movie T-S Students will continue 10
Show the script of the genres from clips. accustoming their ears min
scene. Identify and also pay attention
Set the task: connected to spoken English
Listen to the movie clip speech. (connected speech).
 once. Then listen again,
this time reading the
script. Why are some
words highlighted?

Show a slide with the

explanation of connected
speech. Read the
examples.

5 Set the task related with Practice S-S Students will practice 5
the pronunciation lesson: pronunciation pronunciation and min 
Work on connected speech connected speech 
by practicing the scripts
with your partner. Action! 
Form pairs to practice.
Choose 2 groups to read
the scripts.

Stage  Procedure Task Interaction Aims Time

1 Introduce the reading Scan to find T-S Students will practice 7

(movie’s reviews) using a
scanning activity. Set the
task and share the first
review with the line
numbers. 
words, identify the scanning strategy min
the position and 
the meaning.

2 Share the reading again, Read carefully for S-S Students will practice 10
this time both reviews. details, answer reading min
Give instructions for the the questions and comprehension 
next task. Read both discuss them in
reviews. Answer the pairs.
questions and compare
them with your partner.

3 With both reviews read, Time to speak, S-S Students will practice 13
ask the question: “What share ideas with their speaking and to min
movie should we choose?” your partner and formulate tehir own
Form pairs, to discuss the agree which opinion
best option and asks for movie is worth
specification of the watching.
reasons. 

4 Share this question: “What Ask your partner S-S Students will create an 7
 was the last movie you for the genre and oral review based on min
watched?” Form pairs to to explain the plot what they just read
make them create their in a few words. and using their
own review orally.  experience.

5 Teacher creates a menti to With one word T-S Students will be able to 3
wrap up the lesson. “What try to summarize formulate short and min
was one thing you learned the class, then long answers according
from today’s lesson?”  explain with more to the question
Asks for volunteers to detail
explain their short
answers in menti

Then read the objective

again to close the lesson

7. DESIGNING MATERIAL
https://docs.google.com/presentation/d/
1NP6uzVbCjP001De6ejuoCjIfXbyMW39ECOXWVtqHy10/edit?usp=sharing
Lesson plan:
Lead-in→ T starts with the objective then asks an introductory question, “How was your
weekend? Did something interesting happen to you?”, that way T introduces the lesson into the
anecdote topic.
Set the task→ T asks for volunteers to read the instructions: “Read the first part of the story
“Finder’s keepers”. In pairs, make predictions of how you think the story will continue.”
Run the activity → SS work in pairs on the breakout rooms. Then share their predictions with the
class. After this first task, SS read the text again for details to answer the questions.
Post activity→ Ask for the moral of the story and set instructions for the homework

8. FINAL REFLECTION
This met I learned about receptive skills, such listening and reading. It also high light the
importance of phonology and how to integrate it dynamically. About the first topic covered,
listening skill, I could saw new strategies to use in future lessons. In relation to reading skills, the
situation was similar. I like how the procedure was planted and how it goes from general to
specific while explaining the topic. In my opinion, the evaluations were important through our
process of learning. It forces us to research more to improve our knowledge. What also catches
my attention was both examples on how to go on with the lesson. It also explains the reality and
suggests what is better between bottom-up and top-down strategies. Talking about the next
part that is phonology and pronunciation skills, where I understand how useful it is and also easy
to work with it. It could be worked while doing listening or reading, pronunciation is found in
everything. Finally, I discover new ways to plan lesson effectively; now I have more options to
compare and use what I think convenient.