These five strategies are some of the ones we either studied in class or saw in our mentor's lessons and even had a chance to practice

1. Portfolio Strategy Sheet
Choose a method or strategy that you have learned about or observed during field
experience.
1. Name of method or strategy:
Tea party
2. When is this method or strategy useful?
It is useful at the warm-up stage of the class, so that students do not start the lesson by
expressing themselves in front of the whole class, as this is, sometimes, intimidating.
3. Why or how is this method or strategy useful?
This strategy is useful because in this way each student interacts with most of the class, if
not with all of them; it does not require much time; as short phrases or sentences can be
used, it allows weak students to take part in the class without feeling over exposed.
4. What are the steps involved in using this strategy or method?
First, the teacher hands out a slip of paper with a phrase or sentence to each student.
Then, every student stands up and reads his/her sentence to the first person he/she meets.
Then, to the next and so on, until every student has interacted with all his/her mates.
5. When would this method or strategy be useful in your setting?
I think I can use this strategy with my beginner students at the warm-up stage, so as to
break the ice.
6. What would you like other teachers in your school to know about this
method or strategy?
I would like them to know that it is not necessary for students to make long dialogues in
order to practice oral interaction. It can be easily fostered through this activity that
lowers the affective filter and allows every person to gradually leave the silent period.

2. Portfolio Strategy Sheet
Choose a method or strategy that you have learned about or observed during field
experience.
1. Name of method or strategy:
Three-two-one
2. When is this method or strategy useful?
It is useful at the end of the lesson, to give students the opportunity to reflect on the
lesson as a whole, to identify what they learned and what they got as relevant
information. It is also useful for the teacher to see how successful the class was and what
changes are necessary to be done.
3. Why or how is this method or strategy useful?
It is useful because it gives the teacher a chance to reflect, through students’ analysis, on
his/her practice.
4. What are the steps involved in using this strategy or method?
The teacher, at the end of an activity or the lesson, gives students a few minutes to write,
for example, 3 things they learned in the activity/lesson, 2 questions and 1 comment.
5. When would this method or strategy be useful in your setting?
I think this strategy would be useful at the end of the lesson so that I can analyze the
lesson, the activities, my students’ understanding and the effectiveness of the materials
used.
6. What would you like other teachers in your school to know about this
method or strategy?
I would like my colleagues to see that this strategy can be an effective tool to reflect upon
our own practice, and a way in which students can commit themselves with the lesson a
bit more.

3. Portfolio Strategy Sheet
Choose a method or strategy that you have learned about or observed during field
experience.
1. Name of method or strategy: jigsaw reading
2. When is this method or strategy useful? It is useful when you have a long text
and little time to read it.
3. Why or how is this method or strategy useful? It is useful because students
practice reading and oral skills (listening and speaking), too. It makes it possible
for students to interact with different groups.
4. What are the steps involved in using this strategy or method? The text is
divided in a certain quantity of pieces. The class is divided in the same quantity.
Each group is given a piece of the article and they read it and discuss it. Then,
one member from each group meet and they share what they have read so that
now everybody knows what the whole text is about.
5. When would this method or strategy be useful in your setting? It would be
useful for the practice –on reading, listening and speaking- stage of the class.
6. What would you like other teachers in your school to know about this
method or strategy? I would like my colleagues to know that it does not require
much preparation, and that the teacher can assist students but that stronger
students can also help weaker students that are in their groups.

4. Portfolio Strategy Sheet
Choose a method or strategy that you have learned about or observed during field
experience.
1. Name of method or strategy: Quote and comment
2. When is this method or strategy useful? It is useful when the teacher wants
students to practice reading through a series of short texts or phrases and then,
interact exchanging their opinions or comments.
3. Why or how is this method or strategy useful? It is useful as a practice activity
for students that already have some proficiency in English because they have to
read, reflect on the text, and comment on it.
4. What are the steps involved in using this strategy or method? The teacher
sticks on the classroom walls different short texts, quotes, or phrases. Students go
around reading each of them, and writing comments or opinions. Then, they
share with the class what they wrote about each text.
5. When would this method or strategy be useful in your setting? It would be
useful as a practice activity when I want students to reflect upon a certain topic.
6. What would you like other teachers in your school to know about this
method or strategy? I would like them to know that this activity is learner-
centered and it is the students that have to come with a comment or opinion. This
comment/opinion will always be valid as the student’s contribution to the class.

5. Portfolio Strategy Sheet
Choose a method or strategy that you have learned about or observed during field
experience.
1. Name of method or strategy: Zip around
2. When is this method or strategy useful? It is useful when you want to revise
vocabulary. It may be a good activity when you have 5-10 minutes extra.
3. Why or how is this method or strategy useful? It is useful because it helps
students revise vocabulary, read aloud, pay attention to every other student in the
class and have fun.
4. What are the steps involved in using this strategy or method? The teacher
hands out cards: on one side a word/phrase is written; on the other side, a
definition of another word/phrase is written. So, one student reads his/her
definition: the person who has the word/phrase defined, reads it and then, reads
his/her definition. The activity continues the same way until all the vocabulary
has been covered.
5. When would this method or strategy be useful in your setting? It would be
useful for beginner students, when we are revising for an exam.
6. What would you like other teachers in your school to know about this
method or strategy? I would like other teachers in my schools to know that
vocabulary revision can be fun for the students, too. And that it can take just a
few minutes every class. It only requires that the teacher prepares the cards
beforehand; but they can be used several times.