Mgr. Bronislava Kořená 9/2019, Brno
Nicola Catherine Fořtova, B.A., M.A.
MY TEACHING PORTFOLIO
1 Abstrakt
Tato práce „Mé učitelské portfolio" je rozdělena do dvou hlavních částí. První teoretická část popisuje autorčiny zkušenosti s „vyučováním" a shrnuje její hlavní poznatky a přesvědčení. Druhá část se zaměřuje na praktická cvičení, která autorka ve výuce používá.
Abstract This final piece of work "My teaching portfolio" is divided in two main parts. The first theoretical part describes the author's experience with teaching and summarises her main findings and beliefs. The second part focuses on practical exercises, which the author uses in her classes.
Table of Contents
1. Introduction 3 2. Theory of teaching 3 2.1 Observing the theory of teaching as a student 3 2.2 Observing the theory of teaching as a teacher 5 2.3 My teaching principles and beliefs 6 3 Practice 9 3.1 Pronunciation 9 3.2 Grammar 12 3.3 Vocabulary 14 3.4 Speaking 17 3.5 Writing 20 3.6 Listening 20 3.7 Reading 23 4. Summary 24 5. References 24
2 1. Introduction
This final piece of work introduces my history of learning how to deal with my students, catch their attention and support them in studying. I started studying „teaching" as a student and I continue doing it till now as an English teacher. My work also includes my main teaching beliefs and principles and describes some practical activities that are working well with students of English as they develop their four skills and help them to understand the basic systems.
2. Theory of teaching
2.1 Observing the theory of teaching as a student
I am one of those students who were looking forward to starting their school years. I enjoyed the smell of books, packing my schoolbag and the satisfying feeling when having finished my homework.
At the beginning I did not perceive „school" as something obligatory but amusing. I liked watching my teachers teaching us and giving us marks and then I copied their acting at home. I learnt everything via pretending to be a teacher. I had my little class full of teddy bears and it was my mission to teach them well about animals, seas, letters and numbers in a way they would enjoy and understand. I understood going to school and learning as a natural part of my life.
The great change came when I started studying at the local grammar school. I started to feel a kind of a pressure from our teachers. Suddenly there was no time to teach my teddies and I had to sit down at the desk and find the fastest way to learn great amount of terms and numbers. I felt like a memorizing machine. After each exam I could forget all gained information as I would not need them and learn another even greater portion of inputs. There was no time to think why I was learning those names and years or realize how they were connected, what their context was. I started to perceive "school" as something obligatory rather than amusing.
3 I suffered mainly because I did not understand the context, I did not see the interconnectivity between our school subjects, how I could apply them in my future. I studied like a robot. I did not study to discover how the nature works or to understand the acting of humans during the centuries. I studied to success in my exams.
We were the "Meotar" generation. When I was a student so called overhead projectors were very popular. Most of our teachers used them to display the whole content of their lessons on the wall and we had to put down these texts quickly and memorize them later. Our teachers were satisfied with themselves because they prepared effective well-structured lessons with no errors from their side and they always finished on time. But did they think about our neck pain?!
I have the visual memory when I see something, it is much easier for me to understand how it works. Unfortunately, most of our teachers did not use various sources to enrich their standard lessons. They would not show us many pictures or would take us to galleries, museums or just do a quick tour of the town to show us different types of architecture. I know, I know, very time-consuming.
If there was homework to create something, I always loved it. I let my fantasy fly and enjoyed the process of creating something extraordinary at least in my opinion. How disappointed I felt when I discovered that my master piece was not accepted. My teachers preferred more down-to-earth products and would squeeze you so you could fit into their box.
I would like to also introduce a couple of teachers I liked and whose methods provided an inspiration for my future teaching:
One teacher taught us via telling stories. History in her presentation was the longest-running soap opera ever. We were always looking forward to the next lesson to find out the end of the story.
Our biology teacher was an extraordinary man, he managed to open a biology classroom full of small animals like rabbits, birds and insects etc. Since this grand opening learning about animals was not something virtual but real as you could watch them and see their daily needs. There was one teacher whose subject I did not enjoy very much. Her presentation was boring, her subject was boring, anything about her or her subject was boring. BUT getting good marks was relatively easy as she provided us with well-structured lessons that made us clear what the most important information was. She was very organized, and her teaching method was based on rules and systems so you could never get lost.
All above stated teaching methods have influenced me, shaped my attitude to teaching and helped me to evolve into a liberal teacher whose mission is to try to break the authoritative standards in teaching and promote the individual approach to students.
2.2 Observing the theory of teaching as a teacher
I started my teaching career at the age of 20. Finishing the first year of studying the English language at the Faculty of Art successfully made me dare to ask for a job as an English teacher. My only client was a lady in her 40s. I applied all gained experience when I was a student to her and it worked! We dealt with the grammar as long as it was necessary, intensively revised. We discussed her favourite topics and we laughed! Her main goal was to learn the English language, so we did. I thought I was able to teach so I kept on teaching individual lessons.
After two years I accepted a job as a secondary English teacher at a nursing school. That was a considerable change. I had 15 teenage individuals at once instead of one adult. I had a pack of children with no motivation instead of one sophisticated person who knew why they needed to learn languages. I had a school year plan full of topics and grammar tasks to be completed within 9 months instead of a plan of "I want to speak English one day." I did not give up as I knew that my teaching methods had worked with individuals, I just need to apply them on a larger and different age groups.
I went through my memories when I was at their age. I remembered that I hated when my teachers treated me like a child. They did not accept my young extravagant ideas and considered being different to be weird. I had poor motivation for learning difficult subjects as my teachers' answer "you might need it for your job" was not satisfactory enough. I commemorated teachers with no sense of humour or ability to surprise us.
5 To catch their full attention, I needed to imagine myself being in their shoes. I promised to make them feel accepted and to be dealt with as equal partners including keeping the rules. I realized that they must enjoy their lesson and be an active part of it. I shall not forget to listen to their needs and promote their ideas not mine.
My general teaching methods were based on my personal trial and errors. I never received any special education in training until I started the DPS course in Brno which was a new and strong impulse in my teaching evolution. It made me revise my previous methods and improve them or even change them.
2.3 My teaching principles and beliefs
2.3.1 General teaching principles and beliefs
My general teaching principles and beliefs are based on my own experience as a learner and a as teacher. When teaching I always imagine myself being a student and ask myself:
• What would help me to learn this? • How do I want my teacher to communicate with me?
Answering these above-mentioned questions helps me to create lessons that are tailored for students with individual needs and realize my job is to give a basic impulse to my students that would lead to greater achievement of theirs (Vygotsky's ZPD).
I would like to introduce the main general teaching principles and beliefs I apply in my classes that are a combination of different approaches and theories of teaching and learning:
• To prepare a successful lesson plan with appropriate activities I need to understand my students' learning needs: EDUCARE? (Petty, Geoff)
Explanation: the students need to know what and why they are going to do.
Doing-detail: the students need to see first what they are going to do and the best way is to show them the activity so they could copy you first.
Use: the students learn best by practicing the activity. They shall be active in lessons.
Check and correct: the students need to learn from their mistakes.
Aide-memoire: the students need to take notes as some reminder when they leave school.
Review: the students need to revise what they learnt before not to forget it (the learning curve!).
6 Evaluation: the students need to be tested to discover if their learning was successful.
? Questions: the students need to have a chance to ask.
• Students need to feel comfortable in their lessons. Feeling save is the most productive state for learning. (Suggestopedia - Lozanov)
• Students shall not feel any intensive fear as it would prevent them from learning. (Natural approach, Krashen - the affective filter hypothesis)
• Students learn easier by doing things. They shall be an active part of a lesson and involve as many learning styles as possible.
• Students understand things better when it is them who reveal how they work. They do not need to memorize anything as they understand how things work and are able to explain it. (Discovery learning by J. Bruner)
• Students shall perceive making errors as a way of learning (Humanistic psychology) and understand that they serve as a significant indicator of their progress in learning. (Corder, Error analysis)
• Students need to be given the responsibility for their own learning. My role as a learning manager is to encourage their active learning. (C. Rogers, Humanistic psychology)
• Students are our partners in the classroom. I shall always communicate with them with all due respect. (Kopřivová, Respektovat a být respektován)
• Students need to follow the accepted rules and be aware of sanctions when breaking them. (Kopřivová, Respektovat a být respektován)
2.3.2 Teaching principles in the English language teaching
Before I started teaching the English language, I did not study any existing theories, approaches or principles. I followed my instinct and used my experience described in the section 2.1 worked mainly with the New English File and Cutting-Edge courses whose Teacher's books were a significant source of different types of activities and I unconsciously learnt from them how to plan a lesson, how to deal with students and different types of exercises. Two years ago, I started studying the DPS course which introduced me to current approaches and principals in teaching as well as the old ones. I discovered that I had been using the Communicative language teaching method mostly and I adopted the Humanistic
7 approach. Being educated in different types of teaching methods and pedagogical psychology made me be more creative in teaching and sympathetic towards students.
When teaching the English language, I apply the following basic principles and beliefs:
• Anybody can learn and speak the English language, if they are given an appropriate time that meets their individual needs.
• The students of English shall be the ones in the class who speak most of the time not the teacher.
• The teacher shall be a student's mentor not a controller. Each student is responsible for their own learning.
• The teacher shall always treat their students with utmost respect. The teacher shall never give up on less successful students of English.
• The best way how to teach the English grammar is to let students discover how it works. (Discovery learning, Bruner) I also believe that students learn more naturally via completing tasks. (Task-based language teaching)
• For practising the grammar structures, I would prefer the drilling method which leads to an automatic sentence creation. Related to teaching and learning the English grammar, I support the ideas of the Grammar Translation Method.
• The English language shall be heard mainly in the English classes but in some case, for example when teaching the English grammar, the Czech language might be approved.
• When learning the English vocabulary, all student's senses shall be involved. (Total Physical Response)
8 • In my classes I primarily focus on the function of the English language. I support students to keep on speaking English even with errors. (Communicative language teaching)
• I never do the instant correction of errors. I write them down on the board and let students discover them and correct them.
• The English language is like music and each student shall be taught the English pronunciation and regularly practise it.
• The learning process of English shall occur via communicative speaking activities. (Communicative Language Teaching)
3 Practice
The second half of my portfolio offers a range of activities, exercises and games, related to the three basic systems: pronunciation, grammar and vocabulary as well as the four skills: speaking, writing, listening and reading, I frequently use in my classes. I have collected them from my favourite teacher's books (New Cutting-edge course and New English File course) and extra materials (e.g. 700 Classroom activities, Timesavers). I prefer activities that are educationally valuable and interesting as well as amusing. I never use activities that would bore my students. Most of my favourite activities encourage active learning and speaking.
3.1 Pronunciation
I would like to present some pronunciation activities I used in my classes for any level of English. They are good as warm-up activities at the beginning of a lesson as students get relaxed and are likely to speak English.
Tongue twisters When I start a lesson, I usually start with a tongue twister as it naturally teaches the rhythm, correct pronunciation of consonants and vowels and students can improve their accents by using alliteration, which is the repetition of one sound. It also really untwists students' tongues and gets them ready for speaking.
9 Example Students are given a tongue twister: What a terrible tongue twister. Firstly, I start saying the tongue twister very slowly and then I speed up which usually makes students astonished and they want to challenge me. Secondly, I explain the "t" aspiration. Thirdly, I start pronouncing each word from the back of the sentence and students repeats each word after me. Then they practice the whole tongue twister individually and those who want to can present the tongue twister in front of the whole class.
Here is a great source of the English tongue twisters: http ://www. tongue-twi ster. net/en. htm
Jazz chants Jazz chants are a great way to practice stress and rhythm with your students. Jazz chants help them to sound more natural when they speak English.
Example You speak English very well. — Oh no, not really. Yes, you do, you really do. — No, I don't. Yes, you do. — No, I don't. Yes, you do. — No, I don't. — That's not true. Yes, it is. You really do speak English very well. — Thank you. — You're very kind. No, I mean it. I really mean it. — Thank you.
10 — You're very kind. No, I mean it. I really mean it. You really do speak English very well. — Thank you.
I play the jazz chant recording for the first time just for fun. Then I give each student a copy of the recording script and play the recording again as they listen and read at the same time. Then we all together practice the jazz chant and concentrate on the stressed syllables and the rhythm. Finally, students can perform the jazz chant.
Sometimes I do not play any recording and let students make up their own rhythm.
For jazz chants I would recommend Small Talk: More Jazz Chants by Carolyn Graham.
Joining words exercise 1 The goal of this exercise is the practise of sound recognition when in speech words are not separated as they join together.
Example Cats eyes • cat... size...... felt... able <—• fell table Known you no ...new....
Joining words exercise 2 The goal of this exercise is to discover an extra sound of separate vowels (/r/, 1)1, /w/) when joining words in speech. In this exercise students shall find "hidden" words in the sentences below.
Example Are you into golf? .. .winter.... He has hair over the ears. .. .years... Do I owe you anything? .. .why...
11 3.2 Grammar
When teaching the English grammar, I use the discovering method. I prepare a set of sentences that clearly represent the main grammar function and the system. Students via analysing the set of sentences shall find out the grammar function and the structure on their own. I use it with mainly Bl and B2 students.
Grammar discovery
Example
First Conditional
The goal of this exercise is to find out the structure and the function of the first conditional.
If the photos are good, I'll send them to you.
If you're not going, I am not going to go either.
If I haven't come back by 9.00, start dinner without me.
I'll have finished in an hour if you don't disturb me.
The drill
To practise the grammar structures, I prefer this drilling exercise. I pick a student and I tell him/her a short and a very simple sentence in Czech and he/she shall translate it into English as quickly as possible. We start with a very slow tempo and then we speed up and speed up. The goal of this exercise it to create different sentence structures without much thinking. This drilling exercise could be used for any kind of tense or grammar structures.
Example
Jsem šťastná. —>I am happy.
Nej sem šťastná --> I am not happy.
Ty j si šťastný. - • You are happy.
Oni jsou šťastní. —» They are happy,
Jsi šťastná. —> Are you happy?
12 My fridge
The goal of the exercise is to practise the countability and quantifiers.
Each student shall draw a fridge and fill it with the following food in a different amount:
Bananas, apples, fish, ham, cheese, eggs, jam, cucumber, carrots, peppers, yoghurt, meat, potatoes
Then they work in pairs and ask each other about their fridges.
Definitions
The goal of this exercise it to practise the relative clauses. Students are given some definitions and shall write down the thing or person I'm defining and then in pairs create relative clauses to make definitions of the things and persons.
Example A place where you can eat —> Supermarket • A supermarket is a place where you can eat. A person whose job is to teach —> Teacher A teacher is a person whose job is to teach. An animal which has big ears —> Elephant - An elephant is an animal which has big ears.
Changes To practise the "used to" form students in three groups shall list the ways life used to be different related to areas like transport, politics, food, work, health and education: Group A, talk about life 100 years ago. Group B, talk about life 1 000 years ago. Group C, talk about life 10 000 years ago.
Example 1 000 years ago most people used to go everywhere on foot. 100 years ago people did not use to use mobile phones. 10 000 years ago people used to live in caves.
What happened? Students are asked some questions and react on them spontaneously using the passive form.
13 Example What happened to your arm? —> Oh, it was bitten by a wolf. Where is your bag? —> Oh, it was stolen. Why are you late? —> Oh, my bus was delayed.
3.3 Vocabulary
I believe that the best way to learn vocabulary is to see them first and use them as often as possible. Here I would like to present some exercises that help me to teach and practice new vocabulary with students. Again, I want my students to be active and creative as much as possible. These activities could be applied in any level of English classes.
I believe that students learn new vocabulary much effectively when they can see real pictures. Another useful way of teaching and learning vocabulary is making words with associated meaning together. It also helps students to organise their vocabulary study. When teaching vocabulary, I also support the idea of the Total Physical Response method. I would like to present some exercises to teach the English vocabulary.
Animal kingdom
To learn new animal species each student shall write their favourite and least favourite animal for each of these categories: flying, walking and swimming. Then they shall compare their choices with their partners and tell each other why they chose them.
Example
stork pigeon
elephant shark whale snake
14 Learning words with associated meanings
Classroom colours Another exercise is for practising colours. Firstly, students shall write a list of things in colours that are: yellow, dark green, red, light blue, orange, dark blue, brown, black, pink, grey, white, mauve, light green, purple. Students will then associate a colour with a thing. Another following practise would be to write a list of things that have the colour I say. This exercise is based on word associations.
Example I say white - snow, milk, cream, cloud, paper, golf clubs I say blue - sea, sky, blue tit, blood vessels I say red - blood, heart, the traffic light, to stop
My relatives This exercise practises the names of relatives. Students are given the names of relatives (niece, father, mother, sister, brother, aunt, nephew, uncle, son, daughter, grandfather, grandmother, cousin) and in small groups they shall introduce them shortly like their names, age, likes and dislikes and what they are doing at the moment. I would also encourage them to draw a family tree.
Example
15 Parts of your body The easiest way to remember new words is to see them and touch them. This exercise helps students to name parts of their body. I tell them a part of their body and they shall point to it on themselves:
Feet, palm, nails, throats, ears, knuckles, eyes, knees, teeth, tongue eyelids, lips, fingers, head, leg, shoulder, knee, toe, thumb, nose etc.
Then in pairs, students suggest a verb for each part of the body and write a sentence.
Example Feet —> run - They ran away. Hand —> hold -» She held my hand. Lips —> kiss - He kissed me on my lips.
Food graph
This exercise makes my students learn the connection between different kinds of food and their characteristic. Secondly, students need to decide about their effect on their health and taste and explain their decisions.
Example
HEALTHY
tomatoes
fish oil
NASTY MCE
chips
UNHEALTHY
16 Shopping spree This exercise practises different places where you can go shopping and goods you can buy in there. Students work in pairs and they shall tell each other about their last time they went to these places: street market, supermarket, flea market, boutique and say what they bought or did there.
Then they shall imagine they have 10 000 CZK to spend on shopping but only 15 minutes to spend it. They shall say where and what they would spend their money on.
3.4 Speaking
Most of the activities listed in 3.1., 3.2. and 3.3. are based on speaking. I encourage my students to speak by making them think and express their ideas in English. When teaching speaking, I mainly focus on function and pronunciation. I would like to present some speaking activities based on conversations among students in pairs or groups.
Role plays Roles plays are one of my favourite activities with my students. Each student is given a role and a situation which needs to be sorted out. Students with their roles are much more relaxed as they can make up stories and turn into somebody else. This activity encourages fluency and practises different functions of the English language. Students work in pairs to keep the intimacy of their conversation. Each student is given a role-playing card. Both need to engage in conversation for 3-5 minutes. During their conversation I monitor their mistakes and put them down. When their conversation is finished, we talk about their mistakes.
Example Advice
Your friend is getting very drunk at the party. Tell her not to drink so much.
Complaints
A friend of yours is always upset and is calling you up late at night. Ask her to stop.
Conflict 17 A friend wants to borrow something of yours. You don't want to lend it. Talks The talks activities stimulate self-expression. They help students to structure their speech and encourage them to talk about their ideas and opinions. They also have to make a decision. All these stimulate students not only to speak in English but also think in English. Each student picks a card and then needs to find a partner to talk about their cards for about 15 minutes in a free conversation. Then one student in each pair is asked to speak for three minutes about his/her card in front of the class. I monitor his/her mistakes and then we talk about them.
Example Comparisons Compare two greatest people in history.
Hopes and Fears for the Future Talk about your greatest fear.
Personal Experiences
Talk about something you did but later deeply regretted.
Self-Description
Talk about a possession you have that you could never sell.
Truth or Lies?
Your friend has decided to get married. You don't like the person your person has chosen. Do you tell your friend? Group creativity These activities are based on group thinking and they encourage creativity and working in groups. Students in groups need to work together to create a story or a situation.
Examples Proverbs Blood is thicker than water.
18 Superstitions A horseshoe us lucky.
Chain Stories
One day I woke up in London ...
Find out
Find out what you have in common in your group.
Discussions
This activity encourages students to express their opinions and talk about different controversial statements. Example Opinions
Watching TV is waste of time.
Philosophical Issues
Experience is more important than schooling.
Social Issues
Prostitution shall be legalized.
World Issues
We must find a way to preserve our planet. It is dying.
Interviews
A good way to learn how to make questions and practise spontaneous reaction on unknown questions.
Example 19 Make an interview with a pop start. Make an interview with an astronaut. Make an interview with a famous chef. 3.5 Writing
The writing skills are one of the most important skills students will need at work one day. Anyway, the writing skills are not practised enough at school these days. I believe this shall be changed. I push my students to write short texts each week, because only by a regular practise their writing skills can develop. Students need to know the basic formats such as an article, an e-mail, a proposal and an essay and their basic rules (structure, punctuation) to be able to produce high-quality and creative texts. I also support my students to read different types of texts and identify their style and learn from them. I would like to present some ideas to practice writing skills:
Stories Students are a given the beginning/ending of a story and shall continue the story. This activity encourages students' creativity.
Example:
There was a woman that never left her house. One day....
Writing letters
To practise writing letters students are asked to imagine having a pen friend and they shall exchange some letters.
Presentation
Students are asked to create a presentation about different topics.
Essays
This is for thoughtful students. Students are asked to express their opinions about different topics.
3.6 Listening
I believe that the best way to learn listening is to dive yourself into tapes and keep on listening your favourite tracks. I think that students shall be fully responsible for practising this skill on their own. Though, we as teachers can inspire them with some listening activities that focus
20 mainly on gist, the main idea, functions, the speaker, two speakers etc. I usually play each text twice so students could get used to the people's accents first and could understand the text as a whole and when they hear it for the second time they could concentrate on specific information.
Sentence completion Students like listening to their favourite songs. I usually prepare lyrics of popular/interesting songs and delete some words, so students need to listen for these missing words/part of a sentence.
Example: Feeling good by Nine Simone /T! Fish in the sea, you know how I feel River runnin' jree_ you know how I feel Blossom on the tree_ you know how I feel It's a new dawn it's a new day, it's a new life for me And I'm feelin' good
Multiple-choice questions Students hear an interview/discussion/news and need to choose the answer which would fit best according to what they hear. This activity makes students focus on specific information to be able to answer given questions.
Example: /!**! They started dating each other when they were only 16. They met at the local grammar school. They liked going to the cinema and riding bicycles. When they were 21, they split up. Since that moment they had never seen each other again.
What did the couple like doing together? A, They liked studying at the local grammar school. B, They liked doing sports together. (C)The liked going to the cinema.
21 Three-way matching Students hear some people talking about their opinions/stories etc. and are given some statements. After the listening students shall match each statement and the speaker. Students need to discover stated and non-stated opinions and need to be able to follow different opinions of each speaker.
Example: /T! Speaker 1:1 like watching movies without subtitles. It is so exciting! Speaker 2: Me too! Though, when I was younger, I did not enjoy it that much. I hated it because I could not understand a word. Even today there are some parts I am not able to understand. Speaker 1: Well, I never had a problem to understand. The pictures helped me a lot. Speaker 2: You are right, but I think it was better with the subtitles. When the actors spoke quickly, I was lost.
Match a speaker to each statement. Watching movies with subtitles is boring. 1+2 Younger people prefer watching movies with subtitles. 2 With the subtitles people feel much more confident. 2
Open questions To check students' listening skills we can simply ask them to summarize the text or ask specific questions.
Example: /f"! Speaker 1:1 like watching movies without subtitles. It is so exciting! Speaker 2: Me too! Though, when I was younger, I did not enjoy it. I hated it because I could not understand a word. Even today there are some parts I am not able to understand. Speaker 1: Well, I never had a problem to understand. The pictures helped me a lot. Speaker 2: You are right, but I think it was better with the subtitles. When the actors spoke quickly, I was lost.
22 Answer the question according to the dialogue. Who likes watching movies with the subtitles and why?
3.7 Reading
I would like to sum up some frequent activities related to reading skills. Via reading exercises students learn to understand a text as a whole and are able to identify the aim of a text and skim for the main ideas. They also learn to deal with difficult vocabulary and to evaluate a text.
Multiple matching: headings/pictures/ with sections of the text Students shall choose the most suitable heading for the various paragraphs/sections of an article/a story.
A First Love B Feeling of Happiness C Naked Hate
A They started dating each other when they were only 16. They met at the local grammar school. They liked going to the cinema and riding bicycles. When they were 21, they split up. Since that moment they had never seen each other again.
Gapped text: inserting sentences/paragraphs which belong to a text Students choose the best sentence to fill each of the numbered gaps in the text. A I went shopping last weekend. B I am 28 years old. C I was born in London.
My name is Paul and 1. B I live in Paris. I am single. I love dancing and listening to music. I am an architect. I studied the Architecture in London. I live in a small flat. I drive a car. I would like to go to Africa one day.
23 Multiple-choice: questions Students choose the best answer related to the text. My name is Paul and I am 28 years old. I live in Paris. I am single. I love dancing and listening to music. I am an architect. I studied the Architecture in London. I live in a small flat. I drive a car. I would like to go to Africa one day.
Where does Paul live? A In Africa B In London QLn Paris
4. Summary
"My teaching portfolio" summaries my natural evolution from a student to a teacher. It presents my major ideas about teaching and dealing with students. My teaching methods are mainly based on my own experience. They shall positively encourage my students in studying the English language. I believe that students are responsible for their own learning and my key role is to be their guide. My portfolio presents some practical, useful and well-accepted activities that help my students to enjoy their lessons and promote their English.
5. References
Brown, H. Douglas. Teaching by Principles, An Interactive Approach to Language Pedagogy. Third Edition. NY: Pearson Education, 2007. Zelman, Nancy Ellen, Esq., Conversation Inspiration, Vermont, 2000. Pye, Dianna, Greenall Simon. CAE Reading Skills, Cambridge: Cambridge University Press, 2004. Popova, M., Seymour, D. 700 Classroom Activities. Oxford: Macmillan Education, 2003. Petty, Geoffrey, Teaching Today. Stanley Thornes (Publishers) Ltd. Cheltenham, 1993. McCarthy, Michael and O'Dell, Felicity. English vocabulary in Use. Cambridge: Cambridge University Press, 2001. Hancock, Mark. English Pronunciation in Use. Cambridge: Cambridge University Press, 2003.
24 Duckworth, Michael and Gude, Kathy. Proficiency Masterclass. Oxford: Oxford University Press, 2006. Oxenden, Clive and Latham-Koenig, Christina. New English File. Intermediate Student's Book. Oxford: Oxford University Press, 2007. Cunningham, Sarah and Moor, Peter. Cutting Edge. Pre-intermediate Student's Book. Harlow: Pearson Education Limited, 2005. Kopřiva, Pavel a kolektiv. Respektovat a Být Respektován. 3. vy dání. Český Těšín: FINIDR, s.r.o., 2017. Graham, Carolyn. Small Talk: More Jazz Chants. Oxford: OXFORD University Press, 2003
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