Final Portfolio 2009

8/14/2019 Final Portfolio 2009

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Index

Introduction 3

Reading Articles 4-5

Pedagogical Artifacts and Reflective Writing 7

Formato de Consejo de Curso 8-9

Reunin de Profesores

Reunin de Apoderados

School Information 10

Unit Plans and Lesson Plans 11-20

Learning Material 21-48


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Introduction

This portfolio has the purpose to show the different steps and aspects within my

practicum, I will also give some commentaries about this experience and situations that were

the result of the process of a student doing my praticum.

This kind of workshops show the results of the process in which I was involved, it also

shows the methodology, activities and lesson plans that I had to do while I was doing my

practicum.

The main goals in this process were trying to do more interactive activities and

exercises, and to get the students internalize the knowlegde on an effective way.

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Author: Barnett, Marva A. .

Teaching Reading in a Foreign Language..

Researchers in first language acquisition have contributed much to the understanding of howreading processes develop. First language research has found that readers' purposes andapproaches to texts differ not only by text, but by the individual reader. Second languageresearchers have drawn upon this information and have found similarities between the readingstrategies of first and second language readers. Furthermore, second language researchershave learned how expectations defined by a reader's culture influence what the readerunderstands when reading.

RECOGNIZING AND IMPLEMENTING EFFECTIVE SECOND LANGUAGE READINGSTRATEGIES

When teachers of second language reading recognize that each reader brings to the readingprocess a unique set of past experiences, emotional and mental processes, level of cognitivedevelopment, and interest level in the topic, they also recognize that not all teaching strategieswill be effective for all students. When isolating the most effective teaching strategies to use witha group of students, the second language teacher must also consider those reader strategiesthat are not necessarily related to content schemata. Such reader strategies include thefollowing:

- using titles and illustrations to understand a passage,

- skimming, scanning, summarizing, guessing word meanings, becoming aware of the readingprocess, and taking risks. All of these strategies can be targeted for use with foreign language

materials.

Another step in effectively teaching students how to read materials written in a second languageis helping the individual reader to identify effective reading strategies based on text variables.One important part of this step is alerting the readers to significant aspects of text variables thatwill affect second language reading. For example, pointing out the differences between a fairytale and a newspaper article helps the reader to recognize the different text types and toprepare for the uncomplicated sentence structure, high-frequency vocabulary, and, in mostcases, happy ending that typically characterize a fairy tale. On the other hand, the same readerwould need to prepare very differently to read a newspaper article about the technicalitiesinvolved in negotiating a disarmament treaty. In this case, the vocabulary would be veryspecialized and the sentence structure more complicated.

INCORPORATING EFFECTIVE READING STRATEGIES INTO THE SECOND LANGUAGECLASSROOM

To encourage students to use effective strategies when reading in a second language, theteacher can develop simple exercises to elicit information via targeted strategies. Theseexercises can be divided by the stage of reading at which they occur.

"Prereading" activities introduce students to a particular text, elicit or provide appropriatebackground knowledge, and activate necessary schemata. Previewing a text with studentsshould arouse their interest and help them approach the text in a more meaningful andpurposeful manner as the discussion compels them to think about the situation or points raisedin a text.

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The prereading phase helps students define selection criteria for the central theme of a story orthe major argument of an essay. Prereading activities include: discussing author or text type,brainstorming, reviewing familiar stories (students review Cinderella before reading Cendrillon),considering illustrations and titles, skimming and scanning (for structure, main points, and futuredirections).

"While reading" exercises help students develop reading strategies, improve their control of thesecond language, and decode problematic text passages. Helping students to employ strategieswhile reading can be difficult because individual students control and need different strategies.Nevertheless, the teacher can pinpoint valuable strategies, explain which strategies individualsmost need to practice, and offer concrete exercises in the form of "guided reading" activitysheets. Such practice exercises might include guessing word meanings by using context clues,word formation clues, or cognate practice; considering syntax and sentence structure by notingthe grammatical functions of unknown words, analyzing reference words, and predicting text

content; reading for specific pieces of information; and learning to use the dictionary effectively.

"Postreading" exercises first check students' comprehension and then lead students to adeeper analysis of the text, when warranted. Because the goals of most real world reading arenot to memorize an author's point of view or to summarize text content, but rather to see intoanother mind, or to mesh new information into what one already knows, second languagereading must go beyond detail-eliciting comprehension drills to help students recognize thatdifferent strategies are appropriate with different text types. For example, scanning is anappropriate strategy to use with newspaper advertisements whereas predicting and followingtext cohesion are effective strategies to use with short stories. By discussing in groups whatthey have understood, students focus on information they did not comprehend, or did notcomprehend correctly. Discussions of this nature can lead the student directly to text analysis asclass discussion proceeds from determining facts to exploring deeper ramifications of the texts.

"Follow-up" exercises take students beyond the particular reading text in one of two ways: bytransferring reading skills to other texts or by integrating reading skills with other language skills(Phillips, 1985).

Transferable reading strategies are those that readers can assimilate and use with other texts.Exercises that emphasize the transfer of skills include beginning a new text similar to a text forwhich effective strategies have already been taught, i.e., giving students the front page of anewspaper to read after they have learned to read the table of contents of a journal.

Integrative activities use text language and ideas in second language listening, speaking, and/orwriting. Integrative skills exercises include such activities as students reacting to texts withsummaries, new endings, or pastiches; reenacting text; dramatizing interviews based on thetext; carefully listening for key words or phrases in authentic video or audio tapes; and creatingrole-play situations or simulations of cultural experiences.

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Reflection N3 Post observation-feedback

Taking into account the first lesson you received some feedback from your guide teacher,

What aspects do you identify as critical once you have finished the lesson? Refer about

your own expectations, fears and resolutions.

At the begining the class was complicated because all the students were different and theywere restles and was difficult to keep them quiet, but my guide teacher said my studentswere like that all the time, so she gave me some tips for the next class in order to keepthem calm and interested.

Also Refer about the feelings that came up when socializing the above issues with him

or her.

When I finished my class I felt a little worried because it was the first day and that day Iwanted to do everything good. I thought that this was a real chance to prove myself that I wasable to do it well, eventhough at first I felt frustrated due to the students behaviour and my lackof experience at teaching, I really believed that I was giong to be able to improve mymethodology and have a better relationship with the students.

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Observation stage.Pedagogical Artifacts n1

When I started my observation class I spent two weeks observing my students.During thisperiod I had the opportunity to know them and also I could know what were their dreams and

hopes.

Another important fact was that I could observe was the management of the teacher in the

classroom and the way she solved the problems that happened during the class.

Another point was that the students knew the purpose of my presence in the classroom.

Reflection n1:

I believe that it is very important to know the students, because it is the only way that I have to

confront and resolve problems . When we know them we can internalized and we can resolveconflicts in an assertive way .

While I was observing I could see how they worked, it was positive because I could prepare

material according to their needs.

II. Team-teaching stage.

a) Pedagogical Artifacts n2

She works with photocopies and most of the time she writes some exercices on the whiteboard,

sometimes she works with some text where students had to translate, I think she used this

method to keep them quiet.My teacher always told me about the subject that she was teaching. And the purpose of the

class .

When the students were working I always tried to help them to understand the subject or

resolve any doubts and also I brought a lot of material to be used by the teacher.

b)Reflection N2. Interactions in the classroom

Sometimes was a bit complicated to keep them quiet because they are restless and some of

them do not pay attention to the class. I belive that they should work with something more fun

because they get bored doing the same activity all the time( translating texts or copying).

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Formato de Consejo de Curso


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Nombre del establecimiento educacional: Colegio Cardenal Jos Mara Carocurso: 7 BsicoProfesor Jefe: Mara Teresa P.Profesor en practica: Claudio Guajardo ManzanoFecha: 04-06-09

Hora Inicio: 12:45Hora termino: 13:20

II Desarrollo del consejo de Curso:1. Tema de orientacin: Cambios fsicos y Psicolgicos de la pubertad2. OFT Cubierto: formacin afectiva social y acadmica3. Tabla del consejo de curso: No existe, es la profesora quien comienza la actividad y losalumnos opinan referente al tema propuesto. Los alumnos participan en las actividades delsubsector y tienen un espacio dedicado a su organizacin como curso dirigido por la directiva.

Formato de reuniones de Profesores

I. Datos Generales

Nombre del Establecimiento Educacional: Cardenal Jos Mara Caro.Profesor en Prctica: Claudio Enrique Guajardo ManzanoFecha: 24 de Junio de 2009Tabla de la Reunin: No existe tabla, los contenidos no van abordados en un orden cronolgico.Hora de Inicio: 16:10Hora de Termino: 17:30

II. Tabla de Reunin:La Directora, que es quien dirige la reunin, comienza a hablar sin proponer los temas aconversar, por lo cual no hay una tabla ni orden en los temas que se abordaran. Por lo tanto alfinalizar la reunin y analizando nuestros apuntes llegamos a determinar los temas que setomaron en el consejo.

El primer tema del consejo fue informacin sobre la jornada a la que asisti la Directora y la jefade UTP. A rasgos generales en esta jornada se hablo sobre:

La optimizacin en la utilizacin del tiempo de las horas de clase, tambin los resultados delas pruebas SIMCE. Llamada de atencin a los profesores para que se preocuparan del orden, aseo y decoracinde las salas. Otro tema que se trato y que la Directora manifest como muy positivo fue que lasplanificaciones de Lenguaje y Matemticas vienen ya desarrolladas. Evaluacin de contenidos a los alumnos, la jefa de UTP debe conocer las pruebas conanticipacin, una vez evaluadas debe haber una revisin con los alumnos para ver los errores ycomo mejorarlos, en este punto hay una intervencin de la Directora en la que plantea que elladebe ir a observar las clases y que le gustara ser invitada por los profesores. Lista de obligaciones del profesor.

El segundo tema en cuestin se refiri a que profesores iran al curso de formacin de futuroslderes.

El tercer tema se refiri a que profesora se hara cargo del Primero Bsico el prximo ao.

Como cuarto tema se hablo del concurso de poema que se realizara a vuelta de vacaciones.

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Como finalizacin del consejo, los profesores fueron invitados por las Parvularias de Kinder yPre-kinder par que conocieran las actividades que se realizan en un da de clases.

III. Comentario:A modo personal me pareci muy importante y entretenido que al final del consejo fuimos

invitados a participar en una actividad en la sala de Pre-kinder y kinder donde las parvulariasnos hicieron participar en una jornada de clases en la cual ellas mostraban lo que se hacia conlos alumnos. Hubo una pequea introduccin de cmo ellas comenzaban la clase y de losmateriales utilizados y de los logros que se podan conseguir con estos donde hubo una activaparticipacin de los profesores.Se termino la reunin con una pequea once donde fuimos cordialmente invitados todos lospracticantes.

Formato de Reuniones de Padres y Apoderados

I.-Datos Generales

Nombre del establecimiento educacional: Colegio Cardenal Jos Mara CaroCurso: 7 BsicoProfesor Jefe: Mara Teresa P.Profesor en prctica: Claudio Guajardo ManzanoFecha: 18 de Junio de 2009Hora Inicio: 16:30Hora termino: 17:45Tabla de Reunin:Comportamiento general.Participacin de los padres en el proceso de enseanza de los alumnos.Finalizacin de semestre.

II.-Tema Principal

Se convoco a los apoderados con el fin de conocer el comportamiento general de los alumnosen la sala de clases y que los apoderados apoyaran ms a los alumnos al momento de hacerun trabajo o estudiar, ya que de esta forma se motivara y creara el hbito de estudio en losalumnos.Se converso sobre la desconcentracin de los alumnos y la forma en que afectaba elaprendizaje de una materia.Al momento de hablar sobre la finalizacin del semestre se propusieron algunas ideas quepodran realizarse al final de este, con el fin de programar y ver los posibles problemas que

podran suceder al momento de efectuar una actividad.

Comentario:

Como conclusin los apoderados se comprometieron a tener una participacin ms activa en lorelativo al aprendizaje de sus hijos, pero los apoderados hicieron hincapi en lo referente aIngles ya que se les hara difcil ayudarlos por la falta de manejo del idioma.

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School Information

School Colegio Cardenal Jos Mara CaroPrincipal Selma Alliendes Cabrera

City Via del Mar

Address Avenida Principal s/n Poblacin Cardenal Caro Chorrillos

Schools phone number 2676792

Grade 7th grade

Schedule Monday 10:00-11:40 and Wednesday 12:00-13:30

Guide teachers name Ingrid Maturana Riffo

Guide teachers email address [email protected]

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Lesson plan

Date: May 20th of 2009.- Level: 7th grade

Skills: Speaking and ReadingExpected Outcomes: Acquisition of newvocabulary related to places of the city(Hospital,Cinema,Museum,Stadium,School,etc.)Prepositions of Place: between, next to, in frontof, across, behind, under, in, on. etc.

Resources: flash card, whiteboard, sheet of paper with exercices, photocopies, etc.

Time Comments

Introduction:

- Role calling.- Date.- Review.- New learning

10`Students will answer present or

absent.Students will answer about what day istoday.Students will remember last lesson.Students will know the topic to teach

Core of the class:

Pre-stage: 20` Students will see some flash cardsrelated to placesStudents will know the use of prepositionsStudents will repeat the name of places

While-stage: 30`

Students will fill in the blank with theappropiate preposition.Students will write sentences usingprepositions and places of the city.

Post-stage: 20`Students will work with a puzzle usingprepositions and places of the city.

Closing:Recap main points learnt.Future learning.

10Students will share what they learnt.Students will know what they will learnnext lesson.

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Lesson plan (Supervised)


Skill: Reading comprehensionExpected Outcomes: student will learn the use ofSimple Present.Students will identify the general and specificinformation.Students will identify the order of the elements ofPresent Simple

Resources: cd radio, flash card with places of the city, sheet of paper with exercices.

Time Comments

Introduction:

- Role calling.- Date.- Review.- New learning

10`Students will answer present or

absent.Students will answer about what day istoday.Students will remember last lesson.Students will know the topic to teach

Core of the class:

Pre-stage: 20` Students will know the use of SimplePresentStudents will identify the structure ofPresent Simple questions(do /does)

While-stage: 30`

Students will answer some questionsabout the text.Students will create some sentencesusing the correct form of Present Simple

Post-stage: 20` Students will match according to theanswerStudents will fill in the blanks somesentences in Present simple.

Closing:

Recap main points learnt.Future learning.

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Students will share what they learnt.Students will know what they will learnnext lesson.

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Lesson plan


Skill: Reading and WritingExpected Outcomes: students will identify thenegative and interrogative form of the use ofSimple Present.

Resources: text, whiteboard,dictionaries,pencils,eraser,sheet of paper with exercices,etc.

Time Comments

Introduction:

- Role calling.- Date.- Review.

10`Students will answer present orabsent.Students will answer about what day istoday.

Students will remember last lesson.Students will know the topic to teach

Core of the class:

Pre-stage: 20` Students will guess what is the topicabout.Students will match some exercicesabout Simple Present

While-stage: 30`Students will create sentences using thecorrect form of Simple Present

Students will complete questions with thecorrect use of verb to be or do/does

Post-stage: 20`Students will answer some questions tocomplete the chart.

Closing:

Recap main points learnt.

Future learning.

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Students will share what they learnt.

Students will know what they will learnnext lesson.

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Lesson plan

Date: June 1st of 2009.- Level: 7th grade

Skill: Reading and WritingExpected Outcomes: students will apply andidentify the use of Simple Present

Resources: sheet of paper with exercices, whiteboard, eraser, pen, marker, game,dices, coins, etc.

Time Comments

Introduction:

- Role calling.- Date.-

Review.

10`Students will answer present orabsent.Students will answer about what day is

today.Students will remember last lesson.

Core of the class:

Pre-stage: 20`.Student will underline the verbs in simplepresent

Students will answer according to the textWhile-stage: 30`

Students will put in order some sentencesStudents will complete some exercices( fill in the blanks)

Students will create sentences usingsimple present form. (negative andinterrogative)

Post-stage: 20`Student will play a game in group of fourusing the structure of Simple Present

Closing:


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Date:June 10th 2009.- Level: 7th grade

Skill: listeningExpected Outcomes: To identify specific andgeneral information.

Resources: radio, cd, book, white board, pencil, sheet of paper with exercices, etc.

Time Comments

Introduction:


Review.


today.Students will remember last lesson.Students will know the topic to teach

Core of the class:

Pre-stage: 30`Students will predict what is the topicaboutStudents will listen to a conversation

While-stage: 20`Student will choose the correct answer

Students will repeat the dialogue incouples

Post-stage: 20`students will perform the conversation incouples.

Closing:


10Students will share what they learnt.Students will know what they will learnnext lesson.

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Lesson plan

Date: June 17th 2009.- Level: 7th grade

Skill: Speaking, Reading and writingExpected Outcomes: to identify the general andspecific information.

Resources: , pencil, sheet of paper, white board, marker, etc.

Time Comments

Introduction:


Review.


today.Students will remember last lesson.

Core of the class:

Pre-stage: 20`Students will read a text and they willidentify the use of simple future.Studentss will comment the tale and willgive their opinion.

While-stage: 30`Students will write the names of theirclassmates in a sheet of paper and theywill predict or say about their futureStudents will write sentences according tothe answer.

Post-stage: 20`

Students will put some verbs with thecorrect form of Simple Future

Students will work in pairs and they willcreate sentences about their future

Closing:


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Date: Monday, 22nd of June Level: Seventh grade

Skill: Speaking and ReadingExpected Outcomes: Acquisition of new vocabulary related to Occupations (builder, singer, cook, etc.)and related to Sports (tennis, baseball, soccer, golf, etc.)Exchange information about occupations. The use of Simple Future for future plans.

Resources: Flashcards, boardgame, whiteboard, puzzle, sheet of paper with exercises, pen, markers,dice.

IntroductionRole calling

DateReview

Core of the classPre-stage

While-stage

Post-stage

Closing

Time

10 min

25 min

20 min

25 min

10 min

Comments

Students will say present or absent.

Students will answer what day is today.Students will talk about the last class

Students will see some flashcards related to occupations.Students will ask their classmates to complete a class surveysheet about occupations.Students will fill in the gaps using the appropiate verb

Students will see some flashcards related to sports.Students will connect the pictures to their appropiate sentence.

Students will complete a puzzle using the Future Simplestructure.Students will play a boardgame in groups of 4. Students willanswer using the Simple Future structure.

Students share what they have learnedRecap main points


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Date: June 24th 2009.- Level: 7th grade

Skill: ReadingExpected Outcomes:To identify and get the general and specificinfromation.Acquisition of new vocabulary:above,around,every,highways,movies,land,desk,etc.

Resources: sheet of paper with exercices, white board, marker, pencil, etc.

Time Comments

Introduction:


10`Students will answer present or absent.

Students will answer about what day istoday.Students will remember last lesson.

Core of the class:

Pre-stage: 30`Students will predict what is the topicabout.Students will read a text welcome to thefuture

While-stage: 30`Students will underline in the text thestructure of Simple Future.Students will answer according to the text

Post-stage: 10`Students will create sentences and theywill be asked by their classmates abouttheir future

Closing:


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Date: July 1st of 2009.- Level: 7th grade

Skill: ReadingExpected Outcomes: to get the general andspecific information and using the newvocabulary: highways,streets,buildings,maps,desk,trains, airplanes, land, top,every,etc

Resources: drawing sheet, crayons, eraser , white board, text, sheet of paper with readingexercices,etc.

Time Comments

Introduction:


10`Students will answer present or absent.Students will answer about what day istoday.Students will remember last lesson.

Core of the class:

Pre-stage: 20` Students will read a text about the future

While-stage: 30`Students will draw their future using

some words in English that appear in thetext welcome to the future

Post-stage: 20`Students will expouse their drawing andthey talk about their future.

Closing:


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Write with the correct preposition

in, on, under, in front of, behind, at, between, next to, opposite to,etc.

Exercices

1) The cat is ________ the table

2) Theres a big tree ________ the house

3) The plane if flying _______ the clouds

4) Shes standing __________ the piano.

5) The movie theater is _________ the right

6) Hes sitting _________ the phone

7) The calendar is __________ the clock

8 ) The cabinet is ________ the sink.

9) There are some shoes _________ the bed.

10) The plant is _________ the piano.

11) Paul is sitting _________ Anna.12) In Japan people drive ________ the left.

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Grammar Exercises

Add one of the following prepositions: in, on, under, in front of, behind, at.

Example: He lives ______ Italy. - He lives in Italy.

1. He works a bank.A. onB. atC. under

2. The lamp is the table.A. inB. onC. under

3. I sleep my bedroom.A. atB. onC. in

4. He lives 26, Rosewood Street.A. inB. at

C. on

5. She lives a farm.A. atB. onC. behind

6. The store is the library.A. next toB. onC. in

7. The car is the house.A. onB. in front ofC. under

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Read the text and answer the questions.

Mr. Lee is a bus driver. Every day he gets up at 7:00 a.m. and prepares for his day. He showers, eats a sandwich and hedrinks a coffe in his breakfast , and puts on his uniform. His wife drives him to the station where he checks in with hissupervisor. Then, he gets on Bus #405 and starts the engine. He pulls out of the parking lot and begins his route. At his firststop, he picks up Mrs. Miller, who lives in a red house on the corner of Main Street and Seventh Avenue. She works at thepost office and has to be to work by 9:00. At the next stop, the Bartlett twins get on the bus. They attend class at BaysideElementary. More children geton at the next three stops, and they ride until the bus reaches their school. Mr. Lee enjoysseeing thekids every day and is happy to see them again in theafternoon when he drives them safely back home.

What does Mr.Lee do?___________________________________________________________What time does he get up?________________________________________________________What does he eat in his breakfast?__________________________________________________Does Mrs. Miller work in a supermarket?_____________________________________________Where does Mrs Miller live?___________________________________________________What time does she start to work?_______________________________________________Do the Bartlett twins go to the stadium?_____________________________________________

Simple Present

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She/ parents/ with/ her/ in / lives/ MadridLikes/ on/ to/ friends/ play/ she/ basketball/ Sunday/ with/ herwith/ his/ he/ to/ brother/ the/ cinema/ goesFather/ my/ in/ a/ factory/ worksCooks/ my/ pasta/ mother/ very/ wellFriends/ lot/ have/ They/ a/ ofMexico/ travel/ every/ year/ we/ to

Put the following sentences in order using the correct form of SimplePresent


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Marys week days.

Mary wakes up at 6: 30 in the morning every day. She takes a shower and puts on her uniform . Then, she

goes to the kitchen and has breakfrast with her mother and her little brother, Daniel. After that, she goes to the

bathroom, brushes her teeth, combs her hair, and gets ready to go. Usuallly, she leaves her home at 7:30 and

arrives at her school at 7:50. She attends classes from 8:00 in the morning to 2:00 pm everyday. On Fridays , she

meets Grabriela, her best friend. They both like to watch movies together, also they like to eat pizza. Mary doesnt

like to study very hard and she doesnt like to play with her little brother because he is too boring for her.

1.-Underline the verbs that are in the Present tense.

2.-Answer the following questions according to the text.

a). What time does Mary wake up in the morning?

b).When does Mary and her friend meet?

c). What does Mary like to do when she meets her friend?

d).Does Mary like to study?

e).Does Mary like to play with his little brother?

3.- Fill in the blanks.( Choose the correct form of the Simple Present)a)Mary _________the guitar on weekends.( play/plays)

b) Mary__________her grandmother on vacations. ( visit/visits)

c) Daniel_________To buy toys. ( doesnt like/ do like)

d) Gabriela________her teeth every day after every meal.( brush/ brushes)

e)They ___________ do their homework every day.( dont/ doesnt)

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Choose the correct preposition

1. the monkey is :a) next to the giraffe b) in front of the giraffe c) behind the giraffe

2. The ball is : a) in the box b) under the box c) opposite to the box

3. The cellphone is: a) on the table b) in the table c) behind the table

4.Where is the ball ? : a) next to the tree b) in front of the tree c) in the tree

5.The elephant is : a) behind the lion b) in the lion c) next to the lion

6. Where is the ball ?: a) on the box b) under the box c) in the box

7. Where is the plate? a) in front of the dog b) beetwen the dog and the milk c) next to the milk

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Engish test

Present Simple

Name:______________________________________

Date:__________________

Grade:_________________

1. Write the personal pronoun that correspond to each auxiliar

Do

Does

2.- translate the following personal pronouns

I: You: She: We:It: They:he:

3.- Put the verb in the correct form of Present simple

1. She ______ ( play) tennis everyday

2. They ______ ( go) shopping to the mall

3. He _______ ( work) in a supermarket

4. We _______ (travel) to the South

5. She _______ (go) to the beach

6. The dog_____ (eat) meat

7. You ______ (drink) too much coffee

8. He ______ ( cook) pizza for his mother

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Match the correct sentences

1. Do you like pizza?

2. Where does your mother work?

3. Does she play the piano?

4. Do you work in a factory?

5. Does Peter drink coffee?

6. What do you eat everyday?

___ no, I work in an office

___ I eat bread everyday___ no, he doesn t, he drinks tea

___ She works in the Post office

___ yes I do , I like it very much

___no she doesn t, she plays the guitar

Translate the following questions into Spanish

4.

5.

1.Do you play volleyball?______________________________________

2.She likes sweet and chocolate________________________________

3. They work in the Museum___________________________________

4. Peter writes a poem_______________________________________

5. Where do you work?_______________________________________

6. Does he live alone?________________________________________

7. She drinks milk everyday___________________________________

8. They travel to Brazil every year______________________________

______________________________

9. We go to school in the morning_______________________________

_______________________________

10. He eats only vegetables___________________________________

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A day at school


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Randall: Hello. Today I'm interviewing Joshua on his experiences going to a Japanese school.Now Joshua, what time do you go to school?

Joshua: Eight O'clock.

Randall: Eight O'clock. And do you go by yourself, or on a school bus?

Joshua: No, I have a group that goes with me.

Randall: So you go with a group?

Joshua: Uh-huh.

Randall: Now what kinds of things do you take to school?

Joshua: I take my taiso fuku, that is gym clothes, and I take my backpack and my books [ Oh,

okay. ] and stuff like that.

Randall: Okay and what is the first thing you do when you get to school?

Joshua: We do "kiritsu, rei."

Randall: "Kiritsu" and "rei." Now what are those?

Joshua: It means "stand up, bow."

Randall: Stand up and bow.

Joshua: Uh-huh.

Randall: And what do you study at school?

Joshua: We study kokugo, that is writing and reading and stuff like that [ Okay], andsansu,that's math. [ Okay. ]. And, let's see . . . , we do gym too.

Randall: Okay, and where do you eat lunch? Do you have a lunchroom or cafeteria?

Joshua: No, we eat in our classroom.

Randall: You eat in your classroom! [ Yeah. ]. Oh wow. That is very interesting. Now what time

do you come home from school?

Joshua: We come home sometimes at 3:00 and sometimes at 2:00.

Randall: Okay, well thank you very much Joshua.

Joshua: You're welcome.

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Listen to the conversation and choose the correct alternativeA day at school

1. How does Joshua go to school in Japan?A. He takes a school bus every morningB. He rides the subway at 8:00 AM.C. He walks with a group of students.

2. Which item did Joshua NOT mention when talking about the things he takes toschool?A. backpackB. gym clothesC. school hat

3. What is one of the first things Joshua does when he arrives at school?

A. He practices his reading and writing.B. He stands and bows to the teacher.C. He puts on his gym clothes for class.

4. Where does Joshua eat lunch at school?A. in his classroomB. in the lunchroomC. in the gymnasium

5. What time does Joshua probably get home from school most days?A. between 1:00 PM and 2:00 PMB. between 2:00 PM and 3:00 PMC. between 3:00 PM and 4:00 PM

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El futuro simple se usa para hablar de acciones que

van a ocurrir en el futuro.

Simple Future

Para formar el futuro simple usamos:

auxiliar Will ms el verbo

I will buy a

Example

car Yo comprar un auto

sujeto auxiliar verbo

'll Es muy frecuente que Will aparezca contrada de la forma

Example:

She will buy a car Ella comprar un auto

She'll buy a car Ella comprar un auto

I 'll go to the supermarket Yo ir al supermercado

He'll play tennis tomorrow l jugar tenis maana

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Forma afirmativa de Futuro

I will eat

You will eat

He will eat

She will eat

It will eat

We will eat

They will eat

La forma negativa del Futuro Simple se forma aadiendo

not entre el auxiliar y el verbo

example

I will not play tennis Yo nojugar tenis

auxiliar verbo

She will not travel to Mexico Ella no viajar a Mxico

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Para hacer preguntas en Futuro Simple se usa:

Will sujeto verbo

example

Will you play tennis? Jugars tenis?

Will she buy a car ? Se comprar ella un auto?

Will he travel to Mexico? Viajar l a Mxico?

Write sentences using Simple Future with the following verbs: write:

escribir/read: leer/drink: beber/cook: cocinar/eat:comer

1-Yo escribir_____________________________________________________

2-T leers

_____________________________________________________

3-Antonio comer

_____________________________________________________

4-El beber

_____________________________________________________

5-Ella cocinar

_____________________________________________________

Example

Yo bailarI will dance

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1- Jugaremos en el parque

a) Will play in the park b) we will play in the park

2- trabajars maana?

a) Will you work tomorrow? b) do you work tomorrow?

3- comprars una casa?

a) You will buy a house b) will you buy a house?

4- no comer pescado

a) I do not eat fish b) I will not eat fish

Choose the correct alternative using the Simple Future form

He will eat

She will travel

We will play

They will buy

She will cook

Match the sentences with the

corresponding picture

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Write sentences using the following verbs in the negative form

1-

_____________________________________________________

2-_____________________________________________________

3-

_____________________________________________________

4-

_____________________________________________________5-

_____________________________________________________

write: escribir/ read: leer/drink: beber/ cook:cocinar/ eat:comer

Example

I will not travel to Brazil

1- escribir?

_____________________________________________________

2-Tu bebers coca cola?

_____________________________________________________

3-Antonio comer pizza?

_____________________________________________________4-Ella cocinar?

_____________________________________________________

5- Mara leer un cuento?

_____________________________________________________

Write this sentences using the interrogative form

write: escribir/ read: leer/drink: beber/ cook:cocinar/eat:comer

Example

Will he play tennis?

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1. _____ the children _______ soccer tomorrow?

3. She ___ _________ to Spain

2. Sarah ___ _______ to school next month

4. ___ the men ________ a book?

5. She ___ _______ her mother

6. Carlos ___ _________ a lasagna

travel read play visit go cook

Complete the sentences using will + the verbs from the list

Create sentences according to the pictures

Affirmative (eat)

Interrogative (cook)

______________________________

______________________________

Negative (wash)

______________________________

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CLASS SURVEY

Tick under the occupation

NAMEBuilder Firefighter Singer Cook Dentist Doctor Soccer

PlayerPoliceOfficer

Driver

EXAMPLE:WILL YOU WORK AS TEACHER ? YES, I WILL WORK AS TEACHER..............

No , I WILLnotworks as Teacher

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Connect the pictures to the descriptions


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Use Simple Futuro

a) ___________ I will play baseball

b) ___________ This Friday Iwill play tennis

c) _________ Next Monday I will play jockey

d) ___________ On WednesdayI will play football

e) _________Tomorrow I will play soccer at school

f) __________ But on Tuesday I will play golf

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Clean my room

What will you do next week?

Start

Go to the cinema Free VisitTokyo

Play theguittar Go to a party

Start

again

Watch a movie

Travel to

JamaicaGo back

2 spaces

Play withmy

friends

Cook pizzaVisit mygrandmother

Buy a bicicleWork withmy father

Startagain

Go to thedoctor Free

Read a bookGo forward

1 space

Take a picture Listen to music Finish

I will sing a Karaoke

I will not play soccer

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Reading and writing

take

send go

ride

read

buy

1.- On Monday, I _________ a great film

2.- On Tuesday, I _________ some flowers

3.- On Wednesday, I _________ an e-mail to a friend.

4.- On Thursday, I __________to the Park

5.- On Friday , I ___________in my bike

6.- On Saturday I, ____________a book

7.- On Sunday I, _____________ a rest

watch

Complete the sentences with the correct verbUsing simple Future ( will + verb)

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What will you do?

I will _____ my house

He will _____ his car

I will _____ a book

She will___ shooping

1

Across down

2

3

4

2. I will ______ to New York

4. He will____ Pasta

7. My father will ____ a letter

1.

5

5.

3.

7

6.I will ____ Karaoke this week

6

8.

8

Choose the correct verb:

eat, play, work, sell, hide

Travel, think, sing, go,

read, paint, break, write

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Final Portfolio 2009

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