My Portfolio
Nurgul Abdukerimova
Kyrgyzstan
Pokrovka secondary
school
Portfolio Outline
1. Introduction /Personal Reflection
2. Fieldwork Reflection
3. Strategy Sheets
4. Lesson Plans
5. Action Research
6. Materials from mentor teachers
Section- 1 Introduction of my portfolio
This portfolio includes six sections. These sections are include very
effective student centered activities, creative tasks, more interactive
methods, team, pair and group work activities. In student centered
teaching, we focus all of our efforts around the needs, experiences and
abilities of our students. Our planning for class, our delivery of
instruction, and our assessment practices are all focused on those
students with whom we are working. Also I include about my field work trip
reflection , personal reflection who I am as a teacher and my research work, five
lesson plans, five strategies. Section six includes some materials from my mentor
teacher. Here I can find some tests ,text and her teaching curriculum.
Section-2 Fieldwork Reflection
What are the greatest differences?
Which of the differences are potentially useful for my school?
Differences: Classroom equipments, teachers attitude to students, students are
more independent, few number of class, students assessment, ninety minute
for each class, lesson plan, more handouts and portfolio
As for me a am very interested to work on projectors. I have projector in my
classroom but i did not know how to use and for what activities. Here I have
seen it is a very important thing for all activities. I would like to take it with me
and to use in my class. It saves teachers time and everyone can see.
I liked that teachers write their lesson plan on the board. Teacher writes lesson
plan on the board before the lesson starts. Students see and think about the topic
and the goals of the lesson, what are they going to learn. it makes them to think
about the topic.
Students get handouts for each activities. I really liked this very much. The first
more individual work. Teachers save a lot of their time. The second teachers
have more chance to do the next task and to work with all students.
Students have portfolios . When I go back i am also thinking about portfolio.
Students keep all their materials which they learned. It is good for students to
review previous materials.
Section#3 Personal Reflection.
Topic: Who I am as a teacher.
To: Dr. Steely
From: Nurgul Abdukerimova.
A School is a place where I can truly express myself in developing new ideas
and new approaches.
I think the best job is one that enables me to help people who are in need. We
have a proverb “A teacher is a fruitful tree”. It means that all your work will be
seen by your students.
I try to create my students and teach them to read, to speak, to write. I enjoy
teaching by doing different activities and encourage them to go higher to
Institutes and Universities.
 Also I use my own educational experience for different activities connected
with different games. Games are usually useful and helpful to review
chapters and to remember some vocabulary Example: Jeopardy game,
Bingo, Auction games are more effective.
To teach ESL students needs hard work and extra time. For phonetic drill
exercise we usually take some rhymes, tongue twisters, songs, poems. For the
developing speaking skills during the class we usually use open ended
questions, interviews, describe pictures, debates and discussions.
I try to combine all teaching skills in one lesson. I have more advanced students
and they need more interesting and creative tasks. That’s why I participate
many workshops to fresh my knowledge and to use them in my teaching.
Section-4 Lesson Plans
Lesson Plan # 1
Topic: We love nature
Level: Advanced
Time: 45 minutes
Participants: 15 students
Materials used: Posters, charts, markers, flipchart
Objectives: Students will
 design their own rules how to protect the nature
 to improve language skills
Warm up:
Brainstorming (what is nature?)
Presentation: 1) How will you contribute to protect the nature?)
2) Students divide into groups.
3) 15 minutes for preparation (they can present through
drawing, role plays,
essays, poems, it depends their creativity)
4) Each group makes presentations
Practice: Station Rotation
Application: Group discussion (create GOLDEN rules)
Homework: To make a collage on the topic “My contribution to protect the
nature.”
Lesson Plan#2
Topic: Trees.
Level: Various.
Objective: By the end of the lesson students will be able to give at least 5
causes for deforestation, good and bad reasons for cutting down trees by using
if clauses.
Warm up: Ask students to choose or to be any plant or object and their role
in the people's life. Students will imagine an
object or something then will tell to the partner about the chosen
object's role in the life.
Procedure: On the board draw a simple tree with leaves. Ask students what it
is. Before the class show or collect parts of tree.
Show these as visual aids to the class to get them thinking about the
roles that trees play in the life. Ask students think about the stories, proverbs,
songs about the trees.
Brain storm: Provide some examples from English. Eg: " strong as an oak,
The acorn doesn't fall far from the tree "The tree of life."
During:
Show picture a man is cutting tree. Explain what is
deforestation. Then divide the class into four or three groups and ask them to
write names of animals or plants which grows or lives in the forest.
Ask the students why do the people cut down trees? Then students can share
ideas and write or draw in group product can be made from wood.
Again students divided into two groups and write advantages and
disadvantages of cutting down trees. Students write their work in two list and
present their work.
Post activity. Ask students to sit in a circle and take one example to practice
if clause. One student will start If we cut down trees -the second student
finishes - our house will be warm. Students can practice their work by asking
each other corresponding if - question.
Homework:
trees.
Make up examples using if clause and Hiku poem about
Lesson Plan#3
Topic: Values.
Level: intermediate.
Grade: 10-11.
Goals: To teach school students to appreciate different values.
Objective: Students will be able to identify values that everyone has in
common.
Materials: posters, papers, markers.
Brain storm: Ask students to give the definition for the word “value”.
Ask what do you value?
Mind map. Teacher writes on the board students give ideas.
Pre activity: student work in pair tell each other about their values.
Ask the class to rank the values in accordance with their priority(1-most
important value,4- the least important value)
Activity: Divide the class into 4 group and put 4 posters with one headline.
Ask the students to come up to the poster with one value they gave priority
to.
Students make a project design on the including explanations and the roles
of the value in their life.
Post activity: Students do presentation with the group.
Home work. Ask students to ask their parents, siblings about their values.
Write essay about “our values”.
Lesson Plan#4
Topic: Family relationships.
Level: intermediate.
Grade: 10-11.
Objectives: Promote students conversational skills and thinking skills.
Introductory discussion question.
Warm up: Students in pair discuss about the problems in our life.
Relationship between parents and children.
Teacher asks the question that are important to the problem.
Mind map.( teacher gets ideas from the students)
Brain storm: Divide the students into small groups and show a picture a son
and a father are talking. With the small group students create
their own stories by the picture and read in the class.
Activity:
Students have a dialogue then read and act it as the main
characters with their partners.(Pair work)
Post activity: Role play. Students get an interview from a father and from a
son.
Homework: Students write about their family relationships.
Assessment:
Lesson Plan # 5
Topic: Song presentation.
Level: intermediate, advanced.
Grade: 10-11.
Objective: Students will be able to listen to music and develop their listening,
reading, speaking and writing skills.
Bell work: review the previous lesson.
Brain storm: Put some pictures on the board which shows the meaning of the
song. Then ask what about the song is going to be.
Pair work. Students work in pair discuss about the pictures and
create their story. Then each pair do presentation.
Vocabulary: new words.
Pre- listening: Students again work in pair and get a song with different gaps.
They tell to each other the words and fill the gaps.
Listening: Students listen the song and check the gaps.
Post activity: Students give the meaning of the song through pictures or make a
project.
True or False sentences
Put cutting song in order by listening the song.
Homework: Students can make crosswords or puzzles with the new words
Match the words with definitions.
Portfolio Strategy Sheet#1
Choose a method or strategy that you have learned about or observed during
field experience.
1. Name of method or strategy:
Team and pair work. (Auction game)
2. When is this method or strategy useful?
Mostly I use this activity for the revision one chapter or one unit. It is useful
for the
Students to review the previous materials and. Besides includes all students.
Each team gets certain amount of money and should buy only true answers.
A teacher prepares questions from the previous lessons. It is good to remind
them and I will be sure to go to the next step.
3. Why or how is this method or strategy useful?
When I use this method all students are involved and engaged. More student
centered work , and students are active, have more responsible, learn from
each other, students have more cooperative work and it gives more effect.
4. What are the steps involved in using this strategy or method?
Create a good environment, Warm up, brain storm, clear instruction,
supplying
Handouts, practical learning, group and team work.
5. When would this method or strategy be useful in your setting?
If I use this method for my every lesson I would achieve positive sides of my
teaching. With this method I can improve my students oral language skills,
have them more chance to communicate, and motivate. This activity has
good and bad sides. In the team no one should stand in the back and
everyone should get turn.
It is one of the good ways of equal learning.
6. What would you like other teachers in your school to know about this
method or strategy?
I am member of an English teachers association .I am planning to organize
workshops when I go back. I am open when I share new ideas. I will tell them
about new methods which I have learnt here and about portfolios, lesson
plans and about US study.
Portfolio Strategy Sheet#2
Choose a method or strategy that you have learned about or observed during
field experience.
1. Name of method or strategy:
Learning Stations.
2. When is this method or strategy useful?
This method can be used during the lesson or for the revision. Students are
divided into three or four groups and each group will get different task or I
can use it for paragraphs of the text. After the task students again divided
into groups by the numbers or color. Students move and a new group
numbers share ideas what they have learned from the first time.
3 Why or how is this method or strategy useful?
When I use this method I can involve all my students, more student centered
work. Also students are active, improve their listening, develop oral language
skills, learn to respect others ideas, and feel independent.
4 What are the steps involved in using this strategy or method?
Create free environment.
Clear instruction.
Team work.
Respond to oral questions.
Give oral presentation and practice fluency.
5 When would this method or strategy be useful in your setting?
This method is useful to use if I use it for the revision to remind the previous
lesson.
When I use during the lesson it helps to me to motivate my students.
6.What would you like other teachers in your school to know about this method
or strategy?
Yes I like to share with my school teachers who teaches different subjects.
They also can change and use in their subjects. When we share we can do
something better and the result will be effective.
Portfolio Strategy Sheet#3
Choose a method or strategy that you have learned about or observed during
field experience.
1. Name of method or strategy:
Role Play (interview an interesting personality)
2. When is this method or strategy useful?
This method is useful to develop students oral speaking skills. Students get a
role asks questions and interviewed. It helps to increase students
motivation.
3. Why or how is this method or strategy useful?
To conduct the interview with pairs of students I can share the list of
prepared questions with students and have them interview each other. This
gives me the opportunity to assess both students during a single lesson.
Students are allowed time to prepare their simulation and present it to the
class.
4. What are the steps involved in using this strategy or method?
Thinking, imagination, explaining, giving and asking information, give
directions.
5. When would this method or strategy be useful in your setting?
Students work in pair. The answers often generate further questions, and
interesting semi –serious interview develops. It is helpful to allow the
students a minute or two jot down ideas for questions before starting the
interview.
6.I try to spread all the new strategies methods . in my country teachers
workshops, seminars are helpful to develop and share our methods. I like if
all teachers use something new and share experiences we will have some
promotions.
Portfolio Strategy Sheet#4
Choose a method or strategy that you have learned about or observed during
field experience.
1.Name of method or strategy:
Chain Story.
2.When is this method or strategy useful?
This strategy is useful to develop listening, thinking and speaking skills.
3.Why or how is this method or strategy useful?
This activity involves all students and includes more student centered work.
Words from the previous lesson will be written on the board. Students sit in
a circle and by using the words turn by turn create their story. First student
starts and the next student continues so they should keep the main meaning
of the story until all the students finish.
4.What are the steps involved in using this strategy or method?
Create free environment, practical learning, improve listening, thinking and
speaking, practice retell.
5.When would this method or strategy be useful in your setting?
I use this method for revision one chapter or unit vocabulary. This strategy is
useful and helpful to remind the vocabulary from the previous lesson and to
use in the oral speech.
6.What would you like other teachers in your school to know about this
method or strategy?
At the seminars I want to present my lesson and spread all the new
methods which I have learned here. I like to share this activity with other
teachers who are so eager to share with me.
Portfolio Strategy Sheet#5
Choose a method or strategy that you have learned about or observed during
field experience.
3. Name of method or strategy:
Debates
2When is this method or strategy useful?
This method is useful to develop oral language skills, create their motivation,
creates and maintains a positive classroom climate and fulfills educational
leadership roles.
3.Why or how is this method or strategy useful?
A debate is a type of role play where students are asked to take sides on an
issue and defend their position. Debate require extensive preparation by
learners, call for interaction in groups and students succeed more
competitive. To present an oral reports students must prepare in advance.
Oral reports offer a real life listening comprehension opportunity which can
provide new and interesting information to
listeners.
4.What are the steps involved in using this strategy or method?
Describing, explaining, giving and asking information, persuading, agreeing
and disagreeing.
5When would this method or strategy be useful in your setting?
Debates are most appropriate for intermediate and advanced learners.
Debate techniques can be particularly effective in developing oral language
skills of English Language learners. Creates learning environment for all
students that encourages social interaction, active engagement in learning.
6.What would you like other teachers in your school to know about this
method or strategy?
In my school we have a debate club which organized by Kyrgyz language
teachers. I think it is one of the good method to motivate students and to
teach them to be a leader.
Action Research
Research Question: How can I use mixed ability grouping to
develop the oral language skill of learners at all levels in EFL classes
at Pokrovka secondary school?
I chose this topic because we teachers usually have mixed level
students in one class. I usually face to some challenges when I teach
my mixed ability students. In my lesson I usually try to combine all
skills. For the learning languages students have different abilities, so
strong students dominate and weak students have lack of chance to
contribute themselves.
Research question.
The purpose of this study how to approach multilevel students and
how to do best to improve their oral languages?
What I plan to do.
I plan to work on their vocabulary, to include more activities, to use
open ended questions, peer presentations, team and group work
activities and to have more practice. By using student centered
activities more often, also on using my own experiences all my
multilevel students get chance to participate and develop their oral
language skills little by little. Student centered practices may foster
creativity in the development of learning activities. Students
construct new knowledge and skills by building on their current
knowledge and skills. In student centered teaching, we focus all of
our efforts around the needs, experiences and abilities of our
students. I will observe conversations, actions, interaction,
behavioral patterns and the overall climate of environment in
learning centers. Also I will observe how this student is doing well
from other subjects. I can take MI test to know how to approach to
each student. I will arrange everything If they need extra time to
explain or some easy additional task. Sometimes some quiet
students stay in the back without notice I will try to support them in
moral and pay more attention. Also to give them chance to
contribute, participation and constant practice.
There are 80 teachers and 1500 students in my school. Teachers are
eager to learn some new ideas and methods. At the workshops we
share with new methods and our experiences. Workshops are
helpful to spread some information and to use in the lesson. I am
planning to organize workshops to share with strategies, methods
which I have learned here. Time is changing teaching also must be
new. We teachers need renew our knowledge which we got from
the institutes or universities before.
Section-6
Tiger Eyes: Schedule for 2006
Cha
Entry Point(s)
pter
Vocabulary
Reading
Activity
Skills
Sec
Activity
tion
s
I.
Cha
pter
s 16
1)Foundational:
Reading on Grief and Recovery;
Concept Attainment chart on
Grief
2)Intrapersonal:
Mar
ch
27Apri
l 6
Journal about an experience of
loss
1)Pre-
QAR:
reading
(partners
vocabulary
)
chart with
Comprehe
meanings or
nsion
synonyms;
questions
usage
on 4
examples
levels
2)Crossword
Puzzle
(Right
There,
Think and
Search,
Author
and You,
On Your
Own)
II.
Aesthetic: Find a photo from
1)Pre-
1)Reading
Cha
National Geographic magazines
reading
“Hunt”:
pter
that represents a connection
vocabulary
(partners
s 7-
with one of the two settings in
chart with
) Answer
11
the novel; write a 5-sentence
meanings or
“As you
paragraph about how this photo
synonyms;
Go”
connects with the place in the
usage
questions
Apri
book; make a small poster with
examples
as you
l
the photograph and your
17-
paragraph
21
2)
Vocabulary
Search:
Copy a
sentence
from the
chapters
which use
key
read the
chapters
(page
number
clues
provided)
—2
different
hunts
vocabulary
2)Jigsaw
and find a
activity:
second
(new
sentence in
partners)
the Longman
Share
or Oxford
hunts
Dictionaries
with
other
groups;
everyone
then
completes
two hunts
III.
1)Foundational: Introduction to
1)Pre-
Metaphor
Cha
Culture Shock
reading
of the
vocabulary
Canyon:
chart with
(Think-
meanings or
Pair-
synonyms;
Share) In
usage
what
examples
ways
pter
s
1216
2)Intrapersonal: Use Culture
Shock Diagram to map personal
experience in a new
environment(fromwww.iss.canter
bury.az.nz/pages/culture.shtml
Apri
l
2428
2)Complete
vocabulary
puzzlers:
“Cross Outs”
words that
don’t belong;
“Name the
Category”;
Complete“
Sentence
Starters”
(name 2
of them)
is the
canyon a
metaphor
for
Davey’s
experienc
e of
grief and
culture
shock?
Answer
written
questions
about the
canyon
and
Wolf.
IV.
Cha
pter
s
1721
Interpersonal: Complete
1)Pre-
Plot
“Survey of Interest Groups at
reading
Sequence
our School”; collate results as a
vocabulary
: Using
whole class; write journal
chart with
large
reflection about how our school
meanings or
folded
is the same or different from
synonyms;
paper,
Davey’s
usage
create an
examples
8-frame
(See next
May
1-5
section for
activity)
illustrate
d
sequence
of the
significan
t events
in these
chapters.
Each
frame
will
contain a
drawing
and
sentence
to
identify
or
describe
the
event.
V.
Cha
pter
s
2227
May
812
Foundational: Stereotyping;
1)Pre-
Motive
(whole group and think-pair-
reading
and
share discussion) Why are
vocabulary
Characte
stereotypes unfair? What are
chart with
r
some unfortunate consequences
meanings or
Analysis:
of people believing stereotypes?
synonyms;
(small
Describe a time when you have
usage
groups)
discovered that a pre-conceived
examples
stereotype about a person,
Answer 8
2) Crossword
“Why”
puzzle for
questions
Intrapersonal: Journal: Write
vocabulary in
about
about a stereotype that you
Sections IV.
Davey
think others may have about
And V.
and the
group, or culture is incorrect.
your group of peers or your
other
culture. (For example, “All
character
Americans are rich,” or all “All
s in
teenagers drive recklessly.”)
these
What would be the best way to
chapters
disprove such stereotypes?
VI.
Cha
pter
Aesthetic: Examine a landscape
1)Pre-
Characte
by Georgia O’Keefe of the
reading
rization:
American Southwest.
vocabulary
s
Journal #1: Answer questions
28-
from the Muse Game about the
33
painting. (currently on order
from the PZ Bookstore)
May
1519
Journal #2: Write about why
the nature of the Los Alamos
setting is important for Davey’s
recovery.
chart with
meanings or
(partners
)
synonyms;
Select
usage
adjective
examples
s to
3)
(Individual)
Create your
own
crossword
puzzle with
15-20 words
chosen from
Ch. 1-33.
describe
the main
character
s;
Davey,
Gwen
(Mom),
Walter,
Bitsy,
Wolf,
and
Jason;
Fill out
the
Characte
rization
Chart
with the
name,
the
adjective
, and a
quotation
or
sentence
from any
chapter
that
illustrate
s the
adjective
you
chose.
VII
Aesthetic: Watch scenes from
Pre-reading
Reading
.
the video of Oklahoma, the
vocabulary
performa
musical show in which Davey
chart with
nces:
performs.
meanings or
Everyone
synonyms;
will
usage
practice
examples
a
Cha
pter
s
3440
(no follow-up
vocabulary
May
2230
activity)
segment
of the
last
group of
chapters
and read
that part
aloud for
the class.