English Development

Victoria Fernandez Ramirez

Professor G. Mugford
LIDILE

Portfolio

0
 TABLE OF CONTENTS
1. Your life’s ECG
2. Before/After
3. Survival on the moon
3.1 Survival in Alaska
4. Two truths and one lie
4.1 Two truths and one lie
5. Apologies
6. Lifeboat
7. Green Card
8. Presentations
8.1 Ways to say goodbye
8.2 Agreeing and disagreeing
8.3 Greetings
8.4 Complaining
8.5 Small talk
8.6 Safe topics
8.7 Apologies
9. Commentaries
10. Self-assessment
Activity number 1 Date: August 23, 2016

YOUR LIFE’S ECG

Objective: Ice breaker. Students will share some things about themselves.
Description: The student has to draw a line in a piece of paper. The line has to start at a
random point in the last 18 months (more or less) of the student’s life. The line has to go
up, down or flat to show the good, bad or average things that student has experienced
since then until the present. When it is finished, he/she has to share the line and talk
about it with a classmate.

Advantages
 Students can get to know each other a little bit without the awkwardness of
standing in front of the whole class.
 Teacher can listen to the students and evaluate which aspects are good at and
which ones they need to improve (fluency, pronunciation, appropriateness, etc.).
 The student can have some free practice.
Disadvantages:
 When everyone is talking at the same time it’s hard to listen and remain focused
on a single conversation.
 If the class is too loud or noisy then it can disturb other classes.
 The information that students share, may be too personal, therefore it can be
uncomfortable for some students.
Would I use it in a class?
Probably not. I liked it, but others might not.
How can I make it better?
To avoid disturbances, I would take the class outside – if possible – so they could speak
freely. I would allow the students to choose a partner by themselves.
Activity number 2 Date: August 23, 2016

BEFORE/AFTER
Objective: Ice breaker. Students will talk about themselves to one classmate.
Description: the student has to draw 2 circles. The first reads: “ten years ago”. The second
“today”. Inside the circles, in the center of each one, the student draws an X. Around that
X, he/she draws smaller Xs that represent the people they are close to. Depending on how
close the smaller Xs are to the main X, we can know how close the student is to each one
of them. Finally, the student explains and compares the circles to a classmate, to see if
he/she is still close to people he/she was close to ten years ago.

Advantages:
 Students can have free practice.
 Students can talk about their personal life as they see fit.
 Teacher can monitor and see if the students are using language correctly.
Disadvantages:
 Same as in activity number 1.
Would you use it?
Yes, I would. But with a different context.
How would you make it better?
I would use different types of vocabulary rather than personal relationships like hobbies,
food, animals, etc.
Activity number 3 Date: August 24, 2016

SURVIVAL ON THE MOON

Objective: Communication. Students will analyze options and talk about them.
Description: Students have to comment and discuss what they would do if they found
themselves in a life or death situation on the moon. The activity goes something like this:
“You’re on the moon on a mission. Your spaceship crashes far away from your landing
spot. Among your provisions, only 15 items remain undamaged. How would you rank
them? Number the items from 1 (most important) to 15 (least important) according to the
priority you think they have for your survival until you can make it to the base. Your items
are:”
Signal flares (_10*_) 18 meters of nylon rope (_6_)
Self-inflating raft (_9_) Magnetic compass (_14_)
2 .45 caliber pistols (_11_) 15 liters of water (_2_)
Parachute silk (_8_) First aid kit (_7_)
Food concentrate (_4_) Walkie-talkie (_5_)
Box of matches (_15_) 2 tanks of oxygen (_1_)
Solar powered heating unit (_13_) Powdered milk (_12_)
Stellar map (_3_)
Advantages:
 Students can learn new vocabulary and use it in the correct context.
 Students can develop their debate skills.
 It can create an interesting and entertaining dynamic that everyone can enjoy.
Disadvantages:
 Due to the reasoning nature of the activity, the student may take more time than
necessary to answer the activity.
 Student may have problems with the vocabulary if it is too technical.
Would I use it? Yes, definitely.
How can I make it better?
Lower the amount of technical vocabulary so that I can use this activity with intermediate
or beginner levels.
*Answers according to NASA
Activity number 3.1 Date: August 30, 2016

SURVIVAL IN ALASKA
Objective: Communication. To get the students to talk and learn (maybe) new words.
Description: Students have to comment and discuss what they would do if they found
themselves in a life or death situation in Alaska. The activity goes something like this:
“Your plane crashes somewhere in the Southern area of Alaska. You manage to salvage 15
things from the wreck. How would you rank them? Number from number 1 (most
important) to 15 (least important) according to how useful they are for your survival until
a rescue team can find you. Your items are:”
Knife (4*) Magnifying glass (13)
Compass (2) Sub-zero sleeping bag (5)
High-energy food (10) Mirror (7)
A flint (3) Flashlight (14)
Canteen (9) Artic or sub-zero weather wear (11)
Waterproof matches (1) Sweets and sweetened water (12)
Flares (8) Cooking pot (6)
Water (15)
Advantages
 Student can practice conditionals and new vocabulary.
 It can give the student (even the teacher) new useful information.
 Student can improve his/her pronunciation and the teacher can check the
students’ progress.
Disadvantages
 Due to the reasoning nature of the activity, the student may take more time than
necessary to answer the activity.
 It can get too loud.
Would I use it? Yes, definitely.
How can I make it better?
I would try to make it more dynamic. With realia, images, etc.
*Personal Answers
Activity number 4 Date: August 31, 2016

TWO TRUTHS AND ONE LIE

Objective: Communication. To get the students to talk and use wh questions.
Description: teacher writes three statements on the board about himself. One is a lie, the
other two are true. Students have to ask different questions to the teacher to discover
which one is the lie.

I worked at a shoe I worked in a I studied French

factory in Mexico tobacco farm literature in Paris
(LIE)

Activity number 4.1

TWO TRUTHS AND ONE LIE

I lived in San Diego, I studied in the I met the President

California for three University of of Mexico
months (LIE) Campeche

Advantages:
 Students can practice different tenses.
 Students can get to know their teacher a little bit better.
 Teacher can appreciate how well students can formulate questions.
Disadvantages:
 The questions can get too personal.
 Not everyone will participate (usually).
Would I use it?
Yes, I would. I liked it.
How can I make it better?
I would allow students to make yes/no questions as well as Wh questions.
Activity number 5 Date:

APOLOGIES
Objective: Topical. Students will learn the different ways to apologize in different
situations.
Description:

 You enter the wrong classroom by mistake. It is an English class. Would you say
anything to the teacher as you leave? If so, what? What does the teacher say in
reply?
 You ask a Canadian exchange student to help you with your English-language
homework and agree to meet after class. You arrive late. Would you say anything?
If so, what? What does the student say in reply?
 You ask your teacher for extra help in English after class. She agrees. You arrive
late. Would you say anything? If so, what? What does the teacher say in reply?
 Your English class should have finished ten minutes ago and the teacher is still
talking. You have to go to another class. What would you say to your teacher?
What does the teacher say in reply?
 You need to improve your conversational ability in English. Your teacher invites
you to join the conversation club. You don’t want to join. What would you say to
your teacher? What does the teacher say in reply?
Advantages:
 Students will learn to apologize with expressions other than ‘sorry’.
 It will help students to identify the correct forms to apologize according to the
place and time.
 It will help students to develop their creativity when they make the answers.
Disadvantages:
 Due to its reasoning nature, the activity can be time-consuming.
 Everyone will have different opinions and answers, so there can be some problems
when sharing them.
Would I use it?
Yes, I would. With advanced students.
How can I make it better?
I would create simpler contexts, so students can actually put their answers to practice
(this contexts are simple already, though).
Activity number 6 Date: September 6, 2016

LIFEBOAT
Objective: Communication. Students will develop their conversational and debating skills.
Description: Students will analyze a situation individually and when they have their chosen
options, they will discuss their answers with a partner. Then they will do so in groups. The
activity is as follows: “An ocean liner sank at the sea and seven people escaped in a
lifeboat which has a motor, but the lifeboat can only hold 5 people. You have to choose
who will stay in a deserted island.”
1. One sick baby with his grandmother. The baby is an orphan but his disease is
treatable. The grandmother is 55-year-old and she is depressed.
2. The capitan of the ocean liner. He is 39-year-old. He has ten children. No wife and
no insurance.
3. A 42-year-old pregnant woman. Her clothing and gossip indicate she is a
prostitute.
4. An 80-year-old scientist. He might have the cure for AIDS.
5. A 21-year-old university student. Athletic, strong and healthy. He has an IQ of 170.
He is homosexual.
6. A 72-year-old doctor. He treats rare childhood diseases. He is a drug addict and he
is being investigated by the police for distribution.
Advantages:
 It can be interesting for students.
 It allows for the expression and sharing of opinions.
 It helps students to develop the ability to defend their opinion.
Disadvantages:
 It is too loud.
 Students can get over-excited.
 The moral position of every person can cause serious problems.
Would I use it?
Probably yes. At the right time, if I think my students are serious enough to debate with
respect.
How can I make it better?
I would try to change the context into something less serious.
Activity number 7 Date: September 7, 2016

GREEN CARD
Objective: Communicative. Students will use appropriate language and their own skills to
convince.
Description: The teacher will divide the class in two teams. Both teams will be divided in
pairs. The pairs of one team will be immigration officers. The pairs of the other team will
be a couple trying to get a green card. One will be American. And the other will be
Mexican. The couple will try to convince the immigration officers to give them the green
card.
Advantages:
 It can be an amusing activity.
 Students can develop their creativity at the moment of creating questions and
answers in the heat of the moment.
 Students can polish their speaking and listening skills.
Disadvantages:
 Students may forget about the objective of the activity.
 It can drag on and get boring.
Would I use it?
Yes, definitely.
How can I make it better?
I would add a time limit, so that it does not drag on.
 PRESENTATIONS
Presentation number 1 Date: October 19, 2016

WAYS TO SAY GOODBYE

I think this presentation was mostly spot on. Many things that were
explained, I already knew them. Nonetheless, I did learn quite a few things,
especially concerning the socio-cultural factors and the teaching/learning
factors.
Presentation number 2 Date: November 1, 2016

AGREEING AND DISAGREEING

This presentation was, at least in my opinion, very educational. I learned
many things. I found the different ways to agree and disagree particularly
interesting. Especially the difference in vocabulary from American to British
English.
Presentation number 3 Date: November 1, 2016

GREETINGS
The same happened to me with this presentation as with ‘Ways to say
goodbye’. Many things I already knew them, or guess them. Nonetheless, I
did learn some things, mostly concerning the way to teach them. It was a
good presentation.
Presentation number 4 Date: November 1, 2016

COMPLAINING
I found this presentation really interesting. Before this class, I had never
given real thought to the act of complaining. I learned many new things
about this topic thanks to this presentation in all aspects.
Presentation number 5 Date: November 9, 2016

SMALL TALK
I found this presentation a little bit confusing. The topic was easy to
understand, but there were some aspects that were explained that I couldn’t
quite follow. Particularly from the socio-cultural factors. There were too
many technical terminology. Still, it was interesting and mostly clear. I agree
that small talk is an important aspect of everyday life, at least on this side of
the world.
Presentation number 6 Date: November 9, 2016

SAFE TOPICS
Considering this was the presentation my team had, I do not think I can be
objective. This being said, I did learn a few things about this topic. I clarified
some doubts that had and understood some terms that I did not quite get
when I was researching. This presentation was terribly useful for me.
Presentation number 7 Date: November 9, 2016

APOLOGIES
This presentation was good. To be honest, I did not receive much new
information about this topic, except for new, different ways to apologize.
Besides that, I believe that I had already learned the other aspects before,
thanks to the many different teachers I have had through the years.
 COMMENTARIES
In this section, I will share what my classmates think of my abilities as an
English speaker. The aspects they observed are the following.
 Fluency: The majority of my classmates considered that my fluency
was “good and natural”. I agree with them.
 Phonological features: Some of my classmates noted that I had a
couple of glitches when using vocabulary. Nonetheless, the rest
thought that there was nothing to be commented. Considering that
when I get nervous I tend to make mistakes, I can agree. But most of
the time I knew how to express what I want to express.
 Voice projection: Almost the totality of my classmates thought I need
to elevate the tone of my voice. I agree. For many years, many have
told me that I need to speak up.
 Appropriateness: In this aspect there was a 50/50. Half my classmates
thought that my language was appropriate. The other half thinks it
wasn’t. I believe that at times, I was somewhat rude. But most of the
time I tried to monitor what I was saying, so that I could use the
correct words.

SELF-ASSESSMENT
Looking at my performance during the semester, especially in this class, I
believe that I participated and gave my best. I participated in all the
communicative activities and completed my portfolio. Still, I have one
absence and my portfolio may lack detail in some activities. So, I am not
sure I deserve a 100. But I do think I deserve a 90.