portafolio final Indira Garay

8/14/2019 portafolio final Indira Garay

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UPLA FINAL PRACTICUM PORTFOLIO

PROSPECTIVE TEACHER: Indira Garay Herrera.

SUBJECT: Final Practicum.

GUIDE TEACHER: Ingrid Maturana Riffo.

SCHOOL: Cardenal Jos Mara Caro.

SUPERVISOR: Isabel Vsquez.

CLASS: English Pedagogy; 2005.

YEAR:July; 2009.


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INDEX

INTRODUCTION ....................................................3

READING ARTICLES..............................................4

PEDAGOGICAL ARTIFACTS AND REFLECTIVEWRITINGS..............................................................12

SCHOOL INFORMATION.......................................20

UNIT PLANS AND LESSON PLANS.......................21

LEARNING MATERIAL...........................................30

EVALUATION INSTRUMENTS...............................59


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INTRODUCTION

Teaching is a profession that can seem, on a bad day, after a bad class,quite simply intolerable. Ive just got to get out of this, fast. Ill phone

this afternoon to check into that early-retirement scheme An hour later,

a day later the vocation can feel as fresh and rewarding as it did on that

day long ago when I said All right then, Ill be an English teacher, even

though it does mean Ill always be poor. On the good days, I always find

myself thinking what a coup it was to win all this and to be paid for it too.

Jean Koh Peters.(professor at Yale law school)

This final practicum came to confirm it is what I want to do for the rest of mylabor life.

Working as a teacher was an amazing experience and I will be eternally gratefulwith all those kids that made me feel relied on my capabilities and in what Ihave learnt in this years as a student.

I want to thank to my guide teacher for her willingness as well. She always wasin the mood to help me and support me when I needed, no matter if she wastired or busy.

It has been a wonderful process of constant challenges, not only overcomingmany obstacles (personal and external) in our way but also learning a lot andenjoying it.

This is the result of my work through the process; in it you will see myweaknesses but also my progress.


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READING ARTICLES

How to teach Reading

Why Teaching Reading?

Reasons: for study purposes (careers), for pleasure, for exposing to

English language, for providing good models for English writing,

Also reading texts stimulate discussion, excite imaginative responses

and be the springboard for well rounded fascinating lessons.

Elements: vocabulary, grammar, punctuation, the way to construct

sentences, paragraphs and texts.

What kind of reading should students do?There is a great controversy on whether the texts should be authentic or not.Reading material to be used will depend on who the students are. (Business,science) mixed group with different interests may read general topics.Examples for beginner students: menus, timetables, signs, and basicinstructions.

Magazine articles, letters, stories, advertisements, recipes poems and referencematerial.

What reading skills should students acquire?Scanning: searching a text quickly for specific information, not to read everyword and line.Skimming: reading a text quickly to get the general ideaReading for detailed information: Sts Concentrate on the minutiae (small orminor details) of what they are reading.Reading for pleasure: literary work, where reading will be a slower, closer kindof activity.

What are the principles behind the teaching of reading?Principle 1: reading is not a passive skill. It is very active. To do it successfully,Sts. Have to understand what the words mean, see the pictures the words arepainting, understand the arguments, and worked out if they agree with them.Principle 2: students need to be engaged with what they are reading. They getmuch more of the topic or the task when they feel fired up by them.Principle 3: Sts. should be encouraged to respond to the content of a readingtext. They should be allowed to express their feelings about the topic, thusprovoking personal engagement with it and the language.Principle 4: prediction is a major factor in reading. Book covers give us a hint ofwhats in the book, photographs and headlines at what articles are about.


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Principle 5: match the task with the topic. Once the decision has been takenabout what reading texts the sts. Are going to read, we need to choose goodreading tasks, the right kind of questions, puzzles, etc.Principle 6: good teachers exploit reading texts to the full. A reading text is fullof sentences, words, ideas and descriptions, etc. good teachers integrate the

reading into interesting class sequences, using the topic for discussion andfurther tasks. Using the language for Study and later Activation.

Guessing the meaning from context

Filling in blanks

Note-taking

Translating

Summarizing

Inferring meaning from context

Providing a title for

the text

inventing the end of a story

expressing the same idea in a different way

How to teach writing

Reasons for writing:

Many students have specific needs that require them to work on writing

skills: examination, preparation and business English are common areaswhere written work is still very important. At the most basic level, yourstudents are likely to be involved in taking down notes in lessons; this isa skill that is worth focusing on.

Writing involves a different kind of mental process. There is more time to

think, to reflect, to prepare, to rehearse, to make mistakes and findalternative and better solutions.

It can give the teacher a break, quieten down a noisy class, change themood and pace of s lesson, etc.


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Students often find it useful to write sentences using new language

shortly after they have studied it.

It can be a quiet reflective activity instead of the rush and bother of

interpersonal facetoface communication.

Students need to know how to write letters, how to put written reports

together, how to reply to formal letters and invitations, etc. They alsoneed to know some of writings special conventions (punctuation,paragraph construction, etc.) just as they know how to pronouncespoken English appropriately.

What kind of writing should students do?

Like many other aspects of English language teaching, the type of writing weget students to do will depend on their age, interests and level. In general, wewill try to get students in a number of common everyday styles. These include:

Postcards,

Letters of various kinds

Filling in forms such as job applications Compositions

Reports

Newspaper and magazine articles

We may also want to have students write such text types as dialogues, playscripts, advertisements, poems, short stories, if we think these will motivatethem.

Some writing suggestions:

1. Students write/ design their own menus. (beginner/lower intermediate)

2. Students design posters for a party/play/concert, etc. (beginner/lowerintermediate)

3. Students write a news bulletin. (elementary/intermediate)

4. Students write a letter of application for a job (any level).


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5. Students write a description of a room (any level).

6. Students send e-mail messages, real or simulated to other Englishspeakers around the world. (any level)

7. Students write invitations of various kinds. (any level)

How should teachers correct writing?

Some pieces of written work are completely full of mistakes, and over-correctioncan have a very demotivating effect. One way of avoiding the over-correctionproblem is for teachers to tell their students that for a particular piece of work

they are only going to correct mistakes of punctuation, or spelling, or grammar,etc. This has two advantages: it makes students concentrate on that particularaspect, and it cuts down on the correction.

Correcting is important, but very time-consuming and frustrating, especiallywhen it is difficult to know what the mistake is because it is unclear what thestudent is trying to say. Common sense and talking to students about it are theonly solutions here. The other really important point is that correction isworthless if students just put their corrected writing away and never look at itagain. Teachers have to ensure that they understand the problem and thenredraft the assignment correctly.

Ideas for writing tasks:The purpose is to transform writing tasks from writing for the teacherinto writingwith a real purpose .Some can be done by students, and some others can bedone by the teacher.

Write real letters as possible. Eg. To manufacturing companies, to fan

clubs, to local newspapers, to other schools, etc. Send them. Getreplies. Write back.

Publish students own newsletter, magazine, handouts, etc.

Advertise (ideas, school events, products, etc.) around the school, sendin ads to local papers, etc.

Write questionnaires and then use them in school. Write up the results.

Publish them.

Postman. Allow ten or fifteen minutes for students and teacher to write

short (one or two sentence) notes to each other across class. When eachnote is finished the writers deliver them by hand. Reply to ones youreceive. Keep writing, faster and faster. An exercise in fluent (rather thanaccurate) writing.


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Instant poetry. You could do this as simple dictation. For example, read

out the following instructions allowing time to think and write betweeneach one:

1. Write one sentence describing this room.

2. Look at one person in the room. Write one sentence describing her.

3. Write a sentence about he or shes thinking.

4. Describe the view through the window in a few words.

5. Listen what can you hear? Write that down.

6. How do you feel now?

7. Write something about the future.

8. OK now you have three minutes- look at what you have written.Change anything you want to. Put things in a different order. Crossthings out. Think about how it sounds. Your aim is to finish with ashort poem which could be shared between individuals or read outor put up on a poster, etc.

How to teach speaking

Speaking refers mainly to ask student to use all the language at their command

to perform some kind of oral task.

The speaking activities follow the ESA (Engage, Study and Activate) pattern,that is the teacher gets student interested in the topic, the students do the taskwhile the teacher watches and listens, and then the study any language issuesthat the teacher has identified as being problems.Basic reasons to give students speaking tasks:

Rehearsal: getting students to have a free discussion gives them a

chance to rehearse having discussions outside the classroom. Role-

playing prepares students to rehearse real-life events in the classroom.


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Feedback: speaking tasks where students are trying to use all and any

language they know provides feedback for both teacher and students.

Teachers can see how well students are doing and what language

problems they are having. Students can also show easy they find a

particular kind of speaking and what they need to improve. Speakingactivities can give them an enormous confidence and satisfaction, and

with sensitive teacher guidance can encourage them into further study.

Engagement: good speaking activities can and should be highly

motivating. If all students are participating fully- and if the teacher has set

up the activity properly and can give sympathetic and useful feedback-

they will get tremendous satisfaction from it. Many speaking tasks (role-

playing, discussion and problem- solving, etc) are intrinsically enjoyable

in themselves.

Types of speaking activities:

1. Information gaps (elementary/intermediate): two speakers have

different parts of information making up a whole. Because they have

different information, there is a gap between them.e.g. Describe and

Draw

Student 1: has a picture and gives instructions and descriptions.Student 2: draws what he/she hears, and asks questions.

2. Story-telling: this can be an extension of the information gap activity inwhich the teacher provides pictures about the story to the students, and

He/she asks students to gather in groups. Then each student from the

group makes a new group. The idea is to tell the others in the new group

about the picture he/she has seen and make up a new story with the help

of everyone.

3. Surveys (elementary level): Students are requested to prepare and/or

conduct a questionnaire or survey. Students go around the classquestioning other students and noting down what they say. Some

examples: TV programs, musical preferences, feelings and emotions.

The speaking activities follow the ESA pattern, that is, ENGAGE (Teacher

gets students interested in the topic), STUDY (students study any language

issue the teacher has identified as being problems) and ACTIVATE (students

do the task assigned)


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How should teachers correct speaking?

It is important for students to correct mistakes during speaking; however,

some recommendations should be taken into account:

When students are repeating sentences, it is advisable to correct

students pronunciation every time theres a problem.

When students are involved in a passionate discussion or playing a

role in a conversation, constant interruption from the teacher will

destroy the purpose of the speaking activity.

Many Teachers watch and listen while speaking activities are talking

place. They note down things when students cannot make

themselves understood or are making important mistakes.

Teachers should not interrupt while speaking activities are going on,

but giving feedback later.

As with any kind of correction, it is important not to single out for

particular criticism. Many teachers deal with the mistakes they heardwithout saying who made them.

Theres nothing wrong with Teachers getting involved in any speaking

activity, provided they dont start to dominate.

Sometimes, however, teachers will have to intervene in some way if

the activity is not going smoothly. Prompting is often necessary but,

as with correction, Teachers should do it sympathetically and

sensitively.

More speaking suggestions:

- Describe and arrange

- Find the differences

-Find someone who

- A photograph presentation


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LISTENING SKILLS

Goal: Comprehension

Listening activities:

1. Attract and hold the attention of students.2. Motivate students to listen carefully.

Reasons for using listening in the classroom:

1. Opportunities for hearing English outside the classroom are few.2. Students have great difficulty comprehending English spoken to them.

Reminders when teaching the listening skills:

1. Accustom students to the noise of the language: make selectivelistening:

Concentrate on certain features at a time.2. Avoid teacher talk (teacherese): Do not facilitate comprehension

artificially.3. Include types or varieties of English, from the most formal to the most

informal, if possible.

Selective Listening: This can be as specific as teaching discrimination

of sounds both in words and sentences.

Words:e.g. washing/watching

Sentences:e.g. Shes washing the car.Shes watching the car.

Discrimination of structure words that are usually unstressed and

thus difficult to hear accurately.

e.g Its in the box Give him the bookIts on the box Give her the book

Listening activities for young learners:

Young children learning English develop comprehension rapidly, especially

children who learn the language orally before being introduced to readingand writing in English.


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e.g stories. games, songs, poems, rhyme. (Illustrated)

Listening activities for older students:

Those ones that are introduced to language through writing rather thanspeech have difficulty recognizing spoken forms.1. Dictation in exercises can be helpful if more attention is paid to dictation

as a technique for teaching listening comprehension rather than anexercise in writing.

2. Dialogues.3. Radio or TV programs.4. Films.

The above exercises provide an excellent opportunity for students to increase

their listening comprehension of real-life language.

PEDAGOGICAL ARTIFACTS ANDREFLECTIVE WRITINGS

REFLECTION N1:

What have you learned from workshop N1?

Pienso que es importante para nosotros tener instancias de reflexin en formacolectiva ya que como vimos en el workshop la mayora de nosotros comparta

ciertos temores y tambin expectativas con respecto al proceso que iniciamoseste semestre.

Abordar tpicos como las dinmicas que se producen dentro del aula entreprofesor gua y practicante, entre profesor y alumnos, profesor en prctica yalumnos, es importante ya que nos permite ir visualizando el escenario en elque tendremos que desarrollar nuestra labor como docentes.


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The Practicum Process.Indira Garay Herrera.Reports and Pedagogical Reflections.

Observation stage.Pedagogical Artifacts n1

During my period of observation I realized that despite of the fact there are fewstudents in the classroom it doesnt mean that it is easy to maintain disciplineon it. My guide teacher was always shouting students to get them under control,but they were calmed down just for a short period of time and then they weretalking very loud and making the class a mess again.

Reflection n1:

Students get bored easily. I think it is important to keep in mind that factbecause we need to plan our lessons according to the characteristics of thestudents.They want to play and interact with teacher and their classmates and we haveto take advantages of that, creating interesting and entertaining activities suchas powerpoints, flashcard, listenings, gameboards, surveys, actings, etc. inorden to make the learning process easier.

Team Teaching stage.


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Pedagogical Artifacts n2

During that stage I could help my guide teacher in all the activities she preparedand I brought a lot of worksheets to the students. On the other hand I realizedthat one of the favourite activities of the teacher was translation of different kind

of text and students worked on it most of the time, however they did not seem tobe too much entertained, maybe due to they dont like to look up the meaningsof the words in the dictionary.

Interactions in the Classroom:Students always interact among themselves and they are talking all the time. Icould observe they formed little groups, boys in a place and girls in other.

At the beginning students did not interact with me, but I tried to get close ofthem and they were feeling more confident of me and they started making mequestions when they had doubts, I am always trying to help them in any thing

they need.

Reflection N2:Post- observation conferenceProspective Teachers name: Indira Garay HerreraDate: May 25, 2009

Supervisor: Isabel Vsquez Vicencio.

After finishing that day, I felt that I must improve the way I had been doing mylesson plans, they needed to be put in context bacause until that moment I justtaught grammar contents, I also realized I needed to put them into a sequencein order to get a clear structure of my lesson plans.

Regarding my feelings that day, I guess I felt a little uncomfortable and verynervous because I think I was not prepared to be evaluated likely because it

was so soon considering I had no previous experience eventhough I did myVise III last year, in my opinion it was not enough time to get confidence and itwas just my second lesson in front of the class.

My guide teacher has been a support in terms of she encourages me tocontinue ahead and I appreciate that a lot. Unfortunately she doesnt plan herlessons, even she doesnt use the textbook, she just searchs in planes yprogramas what contents has to teach and she looks for information from hereand there to perform the lessons. I would like she plans her lessons to followher as a model.

I didnt have great expectations about the students behavior because my guideteacher had told me they were not worried about learning and during the


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observation process I could see they didnt pay too much attention to theteacher, but to be honest I think they were quite interested in doing theexcercises I brought them and they had a good participation when they wereasked for going to the whiteboard when I presented my lesson.

After being supervised from the university I have been trying to do better lessonplans because I realized they need to have stages thoroughly planned andappropriate timing between other important things to get students engaged inthe learning process.

When I met my supervisor teacher after being evaluated, I felt a littledissapointed of myself because I knew there was something wrong with mylesson plans but I didnt do anything to get them right, because I didnt knowhow to do it.

After a couple of days I conclude that all those issues are part of the long

begining process of teaching and I just have to improve that things that makeme feel insecure and weak. I know I have classmates and teachers willing tohelp me when I need it.

Universidad de Playa AnchaEnglish PedagogyStudent Teaching Practice;Indira Garay Herrera.Final PracticumWorkshop N 2

Refer to the Teaching Stage you have already started and answer the followingquestions:

1. Do you feel satisfied with your performance as a teacher so far? Take aboutthe things you like and about the ones you dont like.

No, Im not satisfied at all becuase I think there was a lack of contextualizationin the way I planned my lesson. I just gave to my students excercises ongrammar and I didnt prepared activities such as dialogues, readings,listenings,etc.

I did likewise the teacher guide did, but after talking with my supervisor teacher Irealized I was wrong.The good thing is students participated despite they just did excercises ongrammar contents. Most of them showed engaged with the activity.

2. Guide teachers support: How effective has it been during this stage? Why?

She has been nice and affectionate, but she hasnt been a model to followbecause she doesnt plan the lessons, at least not in a traditional way, shedoesnt even work with the textbook of the Ministry of Education.

3. Students level of engagement: Do your students enjoy the classroomlearning activities presented? ; What do they say about them?


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They participated a lot independently of the grammar content of the lessons.They like to go to the whiteboard and answer the questions.

4. Planning and lesson preparation: What teaching approach do you consider

appropriate to students learning style? Which one are you actually using withthem? Why?

After being visited from the university I have done listenings, fill in theblanks,work in pairs.

5. Lesson Timing: How much of the planned activities do you actually cover ineach lesson? Is it what you expected?

Sometimes students take more time to do an activity than I expect, andsometimes they do the activities more fast.I have tried to do extra activities in

case students finish earlier.

Practica ProfesionalPedagoga en Ingls2009.Indira Garay Herrera.

Formato de consejo de curso

I.- Datos Generales

1.- Nombre de Establecimiento: Escuela Cardenal Jos Mara Caro.

2.- Curso: 8ao.

3.- Profesor Jefe: Adriana Rivas.

4.- Profesor en Prctica: Indira Garay Herrera.

5.- Fecha: Mircoles 3 de junio del 2009.

6.- Hora Inicio: 14 15:30.

II.- Desarrollo del consejo de curso.

1.- Tema Orientacin: Asistencia de los apoderados cuando son citados por losprofesores.La profesora recalca la importancia de que los padres participen de losprocesos educativos de sus hijos, hecho que desgraciadamente no se ha dadoen este curso por diversos motivos expuestos por los alumnos como por


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ejemplo; trabajo, falta de tiempo, olvido, no mostrar o no revisar la libreta decomunicaciones; etc.

2.- O.F.T cubierto: En esta oportunidad de trata un problema quelamentablemente es habitual dentro del aula. El extravo de objetos parece ser

una constante dentro del curso. La profesora advierte que ser inflexible si sesorprende a alguien sustrayendo los objetos de los compaeros ya que a todoslos apoderados les cuesta obtenerlos.Los alumnos enumeran los objetos que han perdido, pero ninguno sabe quienes la persona(s) que est sustrayendo los materiales.

III.- Tabla del consejo de Curso:

1.- Malas calificaciones en la asignatura de Ingls y matemticas:La profesora nombra a los estudiantes de peor rendimiento de dichasasignaturas y les pide le expliquen cul es el problema, a lo que ellos

responden entre otras cosas que no entienden, que no les gusta la asignatura oque no estudian.2.- Disciplina: La profesora llama la atencin de los estudiantes ya que variosdocentes se han quejado por el desorden reinante en la sala de clases, leealgunas anotaciones del libro de clases lo que refleja claramente el problemaque se est tratando.3.- Cuotas del centro de padres: Se les recuerda a los alumnos que adeudancuotas del centro general de padres que deben regularizar su situacin.

Formato de reuniones de Profesores

I. Datos GeneralesNombre del Establecimiento Educacional: Cardenal Jos Mara Caro.Profesor en Prctica: Indira Garay HerreraFecha: 24 de Junio de 2009Tabla de la Reunin: No existe tabla, los contenidos no van abordados en unorden 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 lostemas a conversar, por lo cual no hay una tabla ni orden en los temas que seabordarn. Por lo tanto al finalizar la reunin y analizando nuestros apuntesllegamos a determinar los temas que se tomaron en el consejo.

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

La optimizacin en la utilizacin del tiempo de las horas de clase, tambin losresultados de las pruebas SIMCE.


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Llamada de atencin a los profesores para que se preocuparan del orden,aseo y decoracin de las salas. Otro tema que se trato y que la Directora manifest como muy positivo fueque las planificaciones de Lenguaje y Matemticas vienen ya desarrolladas. Evaluacin de contenidos a los alumnos, la jefa de UTP debe conocer las

pruebas con anticipacin, una vez evaluadas debe haber una revisin con losalumnos para ver los errores y como mejorarlos, en este punto hay unaintervencin de la Directora en la que plantea que ella debe ir a observar lasclases 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 deformacin de futuros lderes.

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

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

Como finalizacin del consejo, los profesores fueron invitados por lasParvularias de Kinder y Pre-kinder par que conocieran las actividades que serealizan en un da de clases.

III.- Comentarios:

La realizacin de este Consejo de profesores fue ms bien una reunininformativa de parte de la directora del establecimiento a los profesores que enl trabajan.No se produjo un anlisis ni debate de ideas por parte de los profesores y elcuerpo de la UTP, slo se limitaron a decir lo que necesitan corregir pero no seacordaron plazos ni la forma en que estas correcciones debieran serrealizadas, lo que a mi parecer pudiera atentar contra la celeridad que estoscambios debieran ser hechos de parte de los docentes.

Formato de Reuniones de Padres y Apoderados

I.-Datos Generales

Formato de Reuniones de Padres y Apoderados

Nombre del establecimiento educacional: Colegio Cardenal Jos Mara CaroCurso: 8 Bsico

Profesor Jefe: Adriana Rivas.Profesor en prctica: Indira Garay Herrera.


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Fecha: 15 de Junio de 2009Hora Inicio: 16:00Hora termino: 17:15Tabla de Reunin:

II.- Tema Principal

Introduccin: La profesora saluda a los padres y apoderados que asisten a lareunin, les comunica que no se retiren al final de sta ya que se servir unaonce de camaradera.

1.- Fecha pruebas final de semestre: La profesora informa y pide que padres yapoderados tomen nota del calendario de pruebas para los alumnos de octavobsico.

2.- Rendimiento de los alumnos: La profesora hace hincapi en que losalumnos deben subir sus notas sobre todo en las asignaturas de Ingls yMatemticas y que es deber de los padres supervisar a sus hijos para questos estudien y hagan las tareas y trabajos asignados por todos susprofesores. Algunos apoderados le indican a la profesora que fueron citadospor la profesora de Ingls y que sta les habra hablado de la situacin de sushijos. La profesora de Matemticas no ha citado a ningn apoderado todava.

3.- Disciplina.La profesora hizo notar a los apoderados la directa relacin rendimiento-disciplina ya que justamente los alumnos con malas notas son los msindisciplinados.La profesora les hizo ver a los apoderados que de continuaresta tendencia varios de los alumnos con problemas podran quedar repitiendoy otros tendran dificultades para matricularse en un buen liceo el prximo ao.

III.- Comentarios:La profesora explic en detalle la situacin de sus alumnos y fue muy precisa ytransparente con los apoderados al pedirles mayor grado de compromiso con laeducacin de sus hijos, algunos apoderados daban como excusa la falta detiempo para supervisarlos.La sociedad en su conjunto debe tomar conciencia que la educacin no es unproceso que tiene lugar slo en las escuelas sino que es uno en el cual debenestar involucrados todos los actores en la vida de los educandos. Respeto,limpieza, honradez, etc. son principios transversales en todo el proceso deaprendizaje tanto en sus hogares como en la escuela.


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SCHOOL INFORMATION


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SCHOOL CARDENAL JOSE MARIA CARO

PRINCIPAL SELMA ALLIENDES CABRERA

ADRESS AV. PRINCIPAL S/N PARADERO 13CHORILLOS ALTO VIA DEL MAR.

CITY VIA DEL MAR

SCHOOLS PHONENUMBER 2 67 67 92

GRADE 8 th.

SCHEDULE MONDAYS 11:50 13:20WEDNESDAYS 14:00 15: 30

GUIDE TEACHERSNAME INGRID MATURANA RIFFO

GUIDE TEACHERSEMAIL ADRESS

[email protected]

UNIT PLANS AND LESSON PLANS

Lesson plan
mailto:[email protected]:[email protected]


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Date: May, Wednesday 20th,2009.- Level: 8th. Grade.

Skill: writing. Expected Outcomes: to complete sentences.To understand the Present perfect Form.

Resources: worksheets, pencils, eraser, etc.

Time Comments

Introduction: 10Students will answer present or Absent

Students will answer about what day is

today.

Students will remember last lesson.

Students will know the topic to teach.

Core of the class: 20Students will see in the whiteboardexercises in present perfect.

Students will read the exercises.

Students will compare present perfect andits equivalent in spanish preteritoperfecto.

While-stage: 30Students will develop a guide withexercises.

Students will review the guide.

Post-stage: 20Students will create sentences follow thecorrect form of the present perfect.

Closing:Recap main points learnt.Future learning.

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

Lesson plan (Supervised)

Date: May, Monday 25th, 2009.- Level: 8th grade


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Skill: Reading Comprehension Expected Outcomes: Complete simple sentenceswith words. Use some words in English in class.Put in orden the elements in affirmativesentences.

Resources: Photocopies, written exercises, pencil, eraser, etc.

Time Comments

Introduction: 10`-15`Students will answer what they learnt lastclass.

Students will give some examples of whatthey learnt last class.

Students will follow ,and/or listen someinstruction.

Core of the class:

Pre-stage: 25` Students will read the exercises and willanswer some questions about them.

While-stage: 25`Students will work on photocopies andthey will develop the exercises.

Post-stage: 25`Students will ask for clarification and willcomplete the spaces in blanks.

Closing: 5`-10

Students will share what they learnt.

Lesson plan

Date: May,Wednesday 27th, 2009.- Level: 8th.Grade.


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Skill: Listening. Expected Outcomes: To identify specific andgeneral information.

Resources: A printed song (I still havent found what Im looking for) performed by U2 for each

student, radio, compact disc U2s biography and worksheets.

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 know the topic to teach:

Present Perfect Tense.

Core of the class:

Pre-stage:Previous knowledge.

20 Students will learn the form of presentperfect.Students will connect Present Perfectwith its equivalent in spanish PreteritoPerfecto and they will give examples.

Students will fill in the blanks the presentperfect form of some verbs in a list ofsentences.

While-stage:

Reading.Listening.

30 Students will read a short biography about

the band U2 and they will answer orallysome questions related to the text.

Students will read and listen to the songtwice.

Student will fill in the blanks of the song.

Students will listen to the song again andthey will check the fillings in the blankswith the song.

Post-stage: 20 Students will orally say what the song isabout and they will share opinions of it.

Student will translate the song intospanish.


10 Students will share what they have learnt.

Students will know what they will learnnext lesson.

Lesson plan

Date: June, Monday 1st,2009 Level: 8th.Grade.


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Skill: Reading. Expected Outcomes: To identify specific andgeneral ideas.To recognize the communicative purpose of thetext.To complete a text using frequency adverbs.

Resources: Worksheets, boardgame, papelgrafo pencil, eraser,etc.

Time Comments

Introduction:






Core of the class:

Pre-stage:Previous konwledge.

20 Students will say what adverbs of frequency they know, in English orSpanish.

They will see an arrow of frequency (FromAlways 100% - to Never 0%).

While-stage:Incomplete ideas

30 Students will work in pairs and they will fillin the blanks with the frequency adverbs

theyll choose and other extra words.

Post-stage:

Boardgame

20 Students will play with boardgames inwhich they will say orally how often theydo things.


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

June; Wednesday 3rd, 2009 English test.

June; Monday8th, 2009 SIMCE.

Lesson plan


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Date: June; Wednesday, 10th. 2009 Level: 8th.

Skill: Speaking Expected Outcomes: To express possibility andobligation.To role-play communicative situations.

Resourses: A Power point, printed activities (class survey, summary and complete the sentences).

Time Comments

Introduction:

- Role calling.- Date.- Review.- New learning.(Can / Must

interrogative form)





Core of the class:

Pre-stage:Matching.

10 Students will see pictures in P. Point andthey will answer the given questions.Theywill match the pictures with the words.(ex:I cant fly--------Penguin).

They will see the results.

While-stage:Can interrogative form: ability/ possibility.Can you......?

35 Students will ask each other what canthey do and they will answer Yes, I can orNot, I cant.

Students will complete the survey.

Students will complete the summary.

Post-stage:Must interrogative form:Obligation/prohibition.

25 Students will read and completesentences about obligations andprohibitions.(must/ must not).

Students will see pictures and they willask themselves about what they must ormust not do and they will answer if theymust or mustnt do them.



Students will know what they will learnnext lesson.( frecuency adverbs).

Lesson plan


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Date: June; Monday 15th. 2009 Level: 8th. Grade.

Skill: Reading. Expected Outcomes: To identify type and purposeof the text, to identify specific and generalinformation.

Resourses: Students workbook, a legend.

Time Comments

Introduction:






Core of the class:Pre-stage.Previous knowledge: Talking abouttraditions.

Prediction.

Finding meanings.

15 Students will answer the question Whatdifferent kind of celebrations do youknow?1.-Students will see some pictures andidentify the type of celebration.2.- Students will look at the text and theywill predict what type is it.

Students will look up new words in adictionary.

While-stage:

Reading.

Students will read the text quickly and

check their predictions in exercise 3 just tovalidate predictions.

Students will read the text more carefullyand they will answer some questionsabout it to find specific information andgeneral information.

Students will read the text again they willconnect underlined words with theirdefinitions.

Post-stage:Writing

Students will complete a short letter to afriend related to national celebrations.


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

June; Wednesday17th. 2009 English Test.

Lesson plan (Supervised)


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Date: June, Monday, 22nd, 2009.- Level: 8th grade

Skill: Reading Expected Outcomes: To relate ideas withsentences connectors.

Resources: Printed worksheet, papelografo, printed boardgame, chips, dice.

Time Comments

Introduction:

- Role calling.- Date.- Review.1. New learning

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


Students will know the topic to teach:sentence connectors.

Core of the class:

Pre-stage:ReadingMatching

20`Students will read and underline sentenceconnectors and they will match questionsand answers.

While-stage:

Words order.

30`Students will put in order connectedsentences.

Post-stage:

Board game

20` Students will answer orally questionsboardgame.

Closing:

Recap main points learnt.Future learning.

10 Students will share what they learnt.


Lesson plan


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Date: June, Wednesday 24th, 2009.- Level: 8th grade.

Skill: Reading. Expected Outcomes: Identify general and specificinformation.To identify the order of elements in simple andcompound sentences.

Resourses: A printed tail for each student, pieces of sheet with verbs in continuous form, pieces ofsheet with personal pronouns.

Time Comments

Introduction:





Students will know the topic to teach: PastContinuous.

Core of the class:

Pre-stage:Reading

20 Students will read a little tail and they willunderline Past continuous sentences.

Students will identify the order of theelements in past continuous sentences(subject + verb to be + main verb +ing. form+ rest of the sentence)

Students will answer some questionsrelated to the tail.

While-stage:Mime

40 Students will form two groups and they willcompete with each other.

Students will see a piece of sheet with anaction on it and they will mime it.Thiscompetition will be done respecting turnsand when one group will be performing itsmime the other one will guess what actionis being performed.

Students will say orally when they guessthe action.

Post-stage: 10 Students will fill in the blanks some

sentences in past continuous form.Closing:Recap main points learnt.Future learning.



June,Monday 29th; 2009 day off.

Lesson plan


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Date: July,Wednesday 1st, 2009.- Level: 8th.Grade.

Skill: Listening. Expected Outcomes: To recognize the type of thetext.To comprehend the basic vocabulary related tothe topics of the level.

Resources: Radio, cd, a printed song, worksheets, pencils, eraser, etc.

Time Comments

Introduction:



Students will answer about what day is

today.



Core of the class:

Pre-stage:Story Building.

30 Students will build a story from a serialdrawings using past continuous.

Students will read their stories and theywill compare them.

While-stage:Listening.

25Students will remember who was JohnLennon .

Students will listen to the song JealousGuy performed by John Lennon.

Students will underline the Pastcontinuous form in the song.

Post-stage:Singing.

15 Students will sing the song.





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LEARNING MATERIAL

Present Perfect

El present perfect es un tiempo que sirve para describir acciones queacaban de suceder en el pasado y que guardan alguna relacin con elpresente. Equivale en castellano al pretrito perfecto:

I have bought a car. Yo he comprado un coche: nos indicaque la accin de comprar el coche acaba

de realizarse.

FORM

[has/have + past participle]

Examples:

You have seen that movie many times.

Have you seen that movie many times?

You have not seen that movie many times.

I have seen that movie twenty times.

I think I have met him once before.

There have been many earthquakes in California.

People have traveled to the Moon.

People have not traveled to Mars.

Have you read the book yet?

Nobody has everclimbed that mountain.

A: Has there everbeen a war in the United States?

B: Yes, there has been a war in the United States.

Present Perfect

El tiempo Present Perfect se usa para hablar de acciones comenzadas en el

pasado y que an continan en el presente. Por ejemplo:


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I have been here since Monday.He estado aqu desde el lunes.

Para formarlo, se usa el auxiliarHAVE, conjugado para la personacorrespondiente (cambia solamente para la tercera persona del singular),

seguido del participio pasado, que es igual para todas las personas.

TO BE

I have been

You have been

He has been

She has been

It has been

We have been

You have been

They have been

Para los verbos regulares, el participio pasado se forma tomando el propioverbo y agregando ed, o d si termina en vocal. Si termina en y, se cambiapor ied.

We have playedtennis for two hours.Hemos jugado tenis por dos horas.

She has arrivedlate again.Ha llegado tarde de nuevo.

You have studieda lot.Has estudiado mucho.

Los verbos irregulares tienen su propio participio pasado y la nica manera deaprenderlos es memorizarlos. Normalmente son los que aparecen en la tercera

columna de los listados de verbos irregulares en los diccionarios de ingls.

Por ejemplo el participio pasado del verbo TO SEE (ver) es seen. Siempre esigual para todas las personas.

We have seen many people around here.Hemos visto mucha gente por aqu.

She has seen many people around here.Ella ha visto mucha gente por aqu.


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Para realizar preguntas usando este tiempo, se usa HAVE (conjugado para lapersona correspondiente), seguido del sujeto, luego el participio pasado yfinalmente el resto de la oracin.

Have you had lunch?

Has almorzado?

La forma negativa se compone del auxiliarHAVE en su forma negativa(conjugado para la persona correspondiente), seguido del participio pasado,que es igual para todas las personas.

I havent seen him yet.An no lo he visto.

Presentamos aqu una pequea lista de algunos verbos irregulares con suparticipio pasado. Intente recordarlos!

INFINITIVO PARTICIPIO PASADO

go (ir) gone

have (tener) had

write (escribir) written

read (leer) read

catch (atrapar) caught

fall (caer) fallen

hear (escuchar) heard

see (ver) seen

say (decir) said

give (dar) given

know (saber) known


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Exercises on Present Perfect Simple

have or has

Fill in the blanks with have or has.

2. I .......................................... answered the question.

3. She ......................................opened the window.

4. They ................................... called us.

5. You .................................... carried a box.

6. It ......................................... rained a lot.

7. We ....................................... washed the car.

8. He ................................. ...... closed the window.

9. Jenny ................................... locked the door.10. The girls .............................. visited the museum.

11. John and Sophie .................. helped in the garden.

Exercise 2

Complete los recuadros usando el verbo entre parntesis en Present Perfect oSimple Past.

1. Jane (stay) .....................................at home yesterday.

2. Your letter (arrive)......................... two days ago.

3. I (live) ............................................ here for ten years.

4. Last week we (go) ..........................to the cinema.

5. The game (start) ............................They are playing now.

6. I (phone) ........................................you at five and you werent there.

7. I (lose) ............................................my watch, I cant find it.

8. Last month Sarah (travel) ..............to Italy.

9. I (work) ...........................................all day and now Im tired.

10. We (buy) .......................................a new house last week.


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BIOGRAPHY

U2 are a rock band formed in Dublin, Ireland. The band consists of Bono(vocals and guitar), The Edge (guitar, keyboards, and vocals), Adam Clayton(bass guitar), and Larry Mullen, Jr. (drums and percussion).

The band formed in 1976 when the members were teenagers with limitedmusical proficiency. By the mid-1980s, the band had become a top internationalact. Their success as a live act was greater than their success as a recordselling act until their 1987 album The Joshua Tree, which according to RollingStone, elevated the bands stature from heroes to superstars. U2 respondedto the dance and alternative rock revolutions and their own sense of musicalstagnation by reinventing themselves with their 1991 album Achtung Babyand

the accompanying Zoo TV Tour. Since 2000, U2 have pursued a moreconventional rock sound that retains the influence of their previous musicalexplorations.

U2 have sold more than 145 million albums worldwide and have won 22Grammy Awards,[5]more than any other band. In 2005, the band were inductedinto the Rock and Roll Hall of Fame in their first year of eligibility. Rolling Stonemagazine listed U2 at #22 in its list of the 100 greatest artists of all time.Throughout their career, as a band and as individuals, they have campaignedforhuman rights and social justice causes, including Amnesty International, theONE Campaign and Bonos DATA (Debt, AIDS, Trade in Africa) campaign.
http://en.wikipedia.org/wiki/Rock_musichttp://en.wikipedia.org/wiki/Dublinhttp://en.wikipedia.org/wiki/Republic_of_Irelandhttp://en.wikipedia.org/wiki/Bonohttp://en.wikipedia.org/wiki/Singinghttp://en.wikipedia.org/wiki/Guitarhttp://en.wikipedia.org/wiki/The_Edgehttp://en.wikipedia.org/wiki/Keyboardshttp://en.wikipedia.org/wiki/Adam_Claytonhttp://en.wikipedia.org/wiki/Bass_guitarhttp://en.wikipedia.org/wiki/Larry_Mullen,_Jr.http://en.wikipedia.org/wiki/Drum_kithttp://en.wikipedia.org/wiki/Percussion_instrumenthttp://en.wikipedia.org/wiki/The_Joshua_Treehttp://en.wikipedia.org/wiki/Rolling_Stonehttp://en.wikipedia.org/wiki/Rolling_Stonehttp://en.wikipedia.org/wiki/Electronic_dance_musichttp://en.wikipedia.org/wiki/Alternative_rockhttp://en.wikipedia.org/wiki/Achtung_Babyhttp://en.wikipedia.org/wiki/Zoo_TV_Tourhttp://en.wikipedia.org/wiki/Grammy_Awardhttp://en.wikipedia.org/wiki/U2#cite_note-4#cite_note-4http://en.wikipedia.org/wiki/U2#cite_note-4#cite_note-4http://en.wikipedia.org/wiki/Rock_and_Roll_Hall_of_Famehttp://en.wikipedia.org/wiki/Human_rightshttp://en.wikipedia.org/wiki/Social_justicehttp://en.wikipedia.org/wiki/Amnesty_Internationalhttp://en.wikipedia.org/wiki/ONE_Campaignhttp://en.wikipedia.org/wiki/DATAhttp://upload.wikimedia.org/wikipedia/commons/4/41/2005-11-21_U2_%40_MSG_by_ZG.JPGhttp://en.wikipedia.org/wiki/Rock_musichttp://en.wikipedia.org/wiki/Dublinhttp://en.wikipedia.org/wiki/Republic_of_Irelandhttp://en.wikipedia.org/wiki/Bonohttp://en.wikipedia.org/wiki/Singinghttp://en.wikipedia.org/wiki/Guitarhttp://en.wikipedia.org/wiki/The_Edgehttp://en.wikipedia.org/wiki/Keyboardshttp://en.wikipedia.org/wiki/Adam_Claytonhttp://en.wikipedia.org/wiki/Bass_guitarhttp://en.wikipedia.org/wiki/Larry_Mullen,_Jr.http://en.wikipedia.org/wiki/Drum_kithttp://en.wikipedia.org/wiki/Percussion_instrumenthttp://en.wikipedia.org/wiki/The_Joshua_Treehttp://en.wikipedia.org/wiki/Rolling_Stonehttp://en.wikipedia.org/wiki/Rolling_Stonehttp://en.wikipedia.org/wiki/Electronic_dance_musichttp://en.wikipedia.org/wiki/Alternative_rockhttp://en.wikipedia.org/wiki/Achtung_Babyhttp://en.wikipedia.org/wiki/Zoo_TV_Tourhttp://en.wikipedia.org/wiki/Grammy_Awardhttp://en.wikipedia.org/wiki/U2#cite_note-4#cite_note-4http://en.wikipedia.org/wiki/Rock_and_Roll_Hall_of_Famehttp://en.wikipedia.org/wiki/Human_rightshttp://en.wikipedia.org/wiki/Social_justicehttp://en.wikipedia.org/wiki/Amnesty_Internationalhttp://en.wikipedia.org/wiki/ONE_Campaignhttp://en.wikipedia.org/wiki/DATA


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ACTIVITY

I.- Read the U2s biography and answer the following questions:

1.- Where are they from?

2.- Who is the leader of the band?

3.- When did they form the band?

4.- How many albums have they sold?

5.- How many grammys have they won?

6.- What kind of causes do they support?

7.- Have you ever listened to a U2 song?


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I STILL HAVENT FOUND WHAT IM LOOKING FORPerformed by U2

I have climbed highest mountain

I have run through the fieldsOnly to be with youOnly to be with you.

I have _________I have crawledI _____ scaled these city wallsThese city wallsOnly to be with you

But I still __________ what Im looking for

But I still havent found what Im looking for

I have kissed honey lipsFelt the healing in her fingertipsIt burned like fireThis burning desireI have ____________ with the tongue of angelsI have held the hand of a devilIt was warm in the nightI was cold as a stone

But I still ___________what Im looking forBut I still havent found what Im looking for

I believe in the kingdom comeThen all the colors will bleed into oneBleed into oneWell yes Im still running

You broke the bones and youLoosed the chains

Carried the crossOf my shameOf my shameYou ______ I believed it

But _____ havent found what Im looking forBut I still havent ____ what Im looking forBut I still havent found what ___________But I still havent found what Im looking for.


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ACTIVITY

1.- Listen to the song carefuly and fill in the blanks with the missing words.

2.- Compare with your partner the missing words you both heard.

3.-What do you think is the song about?

4.- Translate the song into spanish.

FREQUENCY ADVERBS


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INCOMPLETE IDEAS

FREQUENCY ADVERBS: Always / usually / often / sometimes /seldom / never.

Work in pairs.

Build a story using frequency adverbs. You may need extra words to make it

complete.

On Mondays morning Peter............................ goes to the supermarket and he

buys ......................................... .His wife Sarah ............................ cooks lunch at

noon. She likes pasta but she ................................. cooks fried fish or fried

chicken. They ................................. have lunch together on Tuesdays, but

they are...........................to have breakfast. They .......................enjoy going to

.................................. on Wednesday. They ..................... go to...............................

and then they go .................................. .On Thursdays Sarah ....................... goes

to see her mother, Peter .............................. stays at home because he doesnt

like visiting people. Fridays night Peter and Sarah ................................................

..................................................... after dinner.

Glossary:

wife ............ esposa.

at noon....... al medio da.

fried .......... frito.

39


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40


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Start

see a dentistplay soccer

Go ahead three

spaces

go to the cinema clean the yard

go swimming

BOARD GAME: FREQUENCY ADVERBSFree space

take a shower

go to the stadium

Go ahead for two

spaces

go dance

go to the

supermarket

How often do you ..?

Always / Usually / Often / Sometimes / Seldom / Never.

read anewspaper

go back to the

stadium

Free two spaces

play basketball give flowers

Finish

41


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MODAL VERBS

POSSIBILITIES AND OBLIGATIONS: CAN/CANNOT- MUST/ MUSTNT

Peter: Mom, I dont want to go to the school anymore.Mom: Are you kidding? You must go to the school and study hard if you

want to be an astronaut!

Peter:Can I stay at home tomorrow?Mom: No, you cant, but you can invite your friends to play videogames after

school.

Peter: Great! We can play the entire day and we never get bored!Mom: Good! But you cant play the entire day, beacuse you must do your

homework and your friends too.

Peter: But mom, what things can I do? And what others must do?

Mom: Well, you can do things you have possibility to change. For example:

You can play videogames after school or if you prefer you can play

soccer after school.

But you must do all those things you dont have any chance to change,

because they are an obligation for example:

You must get up early and you must go to school everyday.

You must take a shower everyday.

You must not try alcoholic drinks.

Mom: Can you see the difference?

Peter: Yes, mom but what can I do if a friend offers me alcoholic drinks or

drugs?

Mom: It is simple honey! One of the most important things you can chooseis your friends. You must keep your principles and just say NO!

Peter: But sometimes I get very nervous.Mom: Dear; you can look the other way, turn around or start a conversation

with someone else, or just say good bye and come home.

Peter: Thanks mom.Mom: your welcome baby

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MODAL VERBS: CAN/CANNOT - MUST/MUST NOT

Can:Uses: Ability/ poss ibility.Example:

Tom can help your cat.

Wild animals can be

dangerous.

Eating out can be

costly.

CANNOT/CANT:

Uses: Inability/Impossibility.

Examples:

Elephants cant climbtrees.

Babies cant swim.

He cant dance.

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MUST:

Uses:Obligation/certainty.

Examples:

You must see a doctor if youre

not feeling better tomorrow.

This must be John now, I can

hear his voice.

MUST NOT/ MUSTNT

Uses: Prohibition.

Examples:

We mustnt talk about it. Its

confidential.

You must not go alone there.

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I cantfly

I cant run I can swimI canjump

What can they do? Match the pictures and the words .

whale kangaroo turtle penguin

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I cantfly

I cant run I can swimI canjump

What can they do? Match the pictures and the words .

whale kangaroo turtle penguin

Ask each other what can youdo and complete the

following survey:

Can you ?Yes, I can. Or not Icant.

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Play chess

Play the guitar

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swim

sing

48


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Drive a truck

Dance salsa

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Cook dinner

Speak Swedish

50


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Sleep on the bus

Daniel

Maritza

Joseline

Daniela

J. Pablo

Javiera

Cesa r

Fernanda

Sleep

On the

Bus.

swimCook

dinner

singPlayguitar

Play

chess

Dancesalsa

Class survey

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Summary

____ people/person can play chess.

____ people/person can play the guitar. ____ people/person can swim.

____ people/person can sing. ____ people/person can drive a truck.

____ people/person can dance salsa. ____ people/person can cook dinner.

____ people/person can sleep on the bus.

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Complete the sentences.

1. I must__________ more greasy food.

2. We must____ the bedroom. We havent done it for ages.

3. You must____ Sally. Let me introduce you.

4. I must____ now, its getting late.

5. I must_____ Betsy. I havent heard from her for ages.

6. We must____ the garage, its full of rubbish.7. You must_____ that book, you will enjoy it.

8. Peter must____ to the meeting. Its so important.

9. Joshua must_____ risk situation.

10. You must____ your parents when you get in troubles.

tell

clean

call

read

redecorate

eat

go

go

meet

avoid

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See the pictures and

decide if you must ormust not do that.

Say Must I .?. Or must not I.?

Yes, I must / No, I must not.

Go to school

everyday

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Brush my teeth.

after meals.

Fight.

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Take a shower

Try drugs.

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Do the homework.

SENTENCE CONNECTORS

AND, BUT, BECAUSE

Examples:

Summer days are hot and sunny.

In summer, I like to swim because the weather is nice.

I like summer but I dont like winter.

Match the two parts of the sentences below.

1.- Frogs can hop, because he has the flu.

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2.- Peter has a fever but they gave me a discount.

3.- You have to speak louder but she forgot to buy aspirin.

4.- Tom studied hard because he is late for a meeting.

5.- They like to watch sports but he failed the text.

6.- Jim is happy because he cant hear well.

7.- Henrry is worried and a terrible headache.

8.- She bought vitamins because he won the race.

9.- It was expensive and movies on tv.

10.- Paul cant go to work but they cant fly.

Note:

And: links two ideas that are related, I like tea and coffee.

But: links a positive and a negative idea, I like swimming, but I dont like

dancing.

Because: gives a reason, I went to the party because I wanted to seePeter.

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BOARDGAME ACTIVITY

DIRECTIONS:1.- Form groups of four and throw the dice to start the game:Each player throw the dice once each time and complete the sentences into theboardgame. Who arrives first to the finish place will win the game.

2.- Students will complete the sentences orally.

READ AND UNDERLINE THE CONNECTORS

Hello, my name is Melanie. In 2000, my dad, my mum, my brother and Iwent on a cruise in the Caribbean. There was a storm and a big wave washed

my brother and me off the ship. We swam to an island.

Start

I dont like to

see a dentistbecause......

I play soccer and

....

Go ahead three

spaces

I like going to

the cinemabecause.....

Yesterday I

cleaned the yard

and ........

I can swim but I

cant.......

BOARD GAME: SENTENCE CONNECTORS

e buys

uits

d.......

Free space

I took a

shower

because.....

I go to the

stadium and then

I go to ......

Go ahead for two

spaces

I went dance but

I didnt go to..........

AND / BUT / BECAUSE.

I read

ewspapersnd books

go back to

the stadium

Free two spaces

She plays

basketball and

.....

I gave her

flowers becauseit was her .........

Finish

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We built a small house in a tree because there were a lot of wild animals onthe island.

We lit a fire on a hill and kept it burning all the time. We lived on the islandfor six weeks.

Then a helicopter saw our fire and rescued us.

Match the questions with the answer.

1.- When did Melanie go on a cruise? A big wave.

2.- What washed them off the ship? In the Caribbean.

3.- Who lived on the island with Melanie? In 2000.

4.- Where was the island? Her brother.

Glossary:

1.- Dad pap

2.- Mum Mam

3.- Cruise Crucero

4.- Big wave Gran ola.5.- Wild animals Animales salvajes

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Exercise on Past Progressive/ Continuous.

Put the verbs into the correct form (past progressive).

1. When I phoned my friends, they (play)____________ monopoly.

2. Yesterday at six I (prepare)_______________ dinner.

3. The kids (play)____________ in the garden when it suddenly began to rain.

4. I (practise)______________ the guitar when he came home.

5. We (not / cycle)______________ all day.

6. While Aaron (work)_______________ in his room, his friends(swim)________________ in the pool.

7. I tried to tell them the truth but they (listen / not) ___________

8. What (you / do) _____________yesterday?

9. Most of the time we (sit)_____________ in the park.

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Exercises on Past Continuous 2

Use the past continuous tense or simple past tense as appropriate.

1 My brother and sister ____________ playing tennis at 11am yesterday.

2 __________________________ you still working at 7pm last night?

3 At 8.30am today I _______________ driving to work.

4 We _____________ sleeping at 11pm.

5 Why _________ he having lunch at 4pm?

6 I ______________ (meet) John in town yesterday. He

_____________(shop).

7 Mary _______________ (wait) for me when I _________________(arrive).

8 _____________ (he/have) a shower when I _________________(call)?

9 I _____________ (not/know) what to say ______________ he askedthat.

10

The telephone rang ____________ we _________________ (watch)TV.

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PAST CONTINUOUS

1.Past continuous - form.The past continuous of any verb is composed of two parts : the pasttense of the verb to be (was/were), and the base of the main verb +ing.

Subject was/were base-ing

They were watching

Affirmative

She was reading

Negative

She wasn't reading

Interrogative

Was she reading?

Interrogative negative

Wasn't she reading?

Example:to play, past continuous

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Affirmative Negative Interrogative

I was playing I was not playing Was I playing?

You were playing You were not

playing

Were you

playing?

He, she, it wasplaying

She wasn't playing Was sheplaying?

We were playing We weren't playing Were weplaying?

You were playing You weren'tplaying

Were youplaying?

They were playing They weren'tplaying

Were theyplaying?

2. Past continuous, functionThe past continuous describes actions or events in a time before now,which began in the past and was still going on at the time of speaking.In other words, it expresses an unfinished or incomplete action in the

past.

It is used:

often, to describe the background in a story written in thepast tense, e.g. "The sun was shiningand the birdswere singingas the elephant came out of the jungle. Theother animals were relaxingin the shade of the trees, butthe elephant moved very quickly. She waslookingfor herbaby, and she didn't notice the hunter who was watching

her through his binoculars. When the shot rang out, shewas runningtowards the river..."

to describe an unfinished action that was interrupted by

another event or action: "I was havinga beautiful dreamwhen the alarm clock rang."

to express a change of mind: e.g. "I was goingto spend

the day at the beach but I've decided to go on anexcursion instead."

with 'wonder', to make a very polite request: e.g. "I was

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wonderingif you could baby-sit for me tonight."

More examples:

a. They were waitingfor the bus when the accident happened.b. Caroline was skiingwhen she broke her leg.c. When we arrived he was havinga bath.d. When the fire started I was watchingtelevision.

Note: with verbs not normally used in the continuous form, the simplepast is used.

STORY BUILDING

Look at the drawings and build a story using Past Continuous

Tense.

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Jealous Guy

John LennonI was dreaming of the past

And my heart was beating fastI began to lose control

I began to lose control

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I didnt mean to hurt you

Im sorry that I made you cry

Oh no, I didnt want to hurt you

Im just a jealous guy

I was feeling insecure

You might not love me anymore

I was shivering inside

I was shivering inside



Oh no, I didnt want to hurt you

Im just a jealous guy

I didnt mean to hurt youIm sorry that I made you cry

Oh no, I didnt want to hurt youIm just a jealous guy

I was trying to catch your eyes

Thought that you was trying to hide

I was swallowing my painI was swallowing my pain



Oh no, I didn't want to hurt you

I'm just a jealous guy, watch out

I'm just a jealous guy, look out babe

I'm just a jealous guy.

ACTIVITY

I.- Before listening to the song answer this questions.

1.- Who knows Mr.John Lennon?2.- Is he alive or death?

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3.- Who was he ?

II.- Listen to the song carefully.

1.- Underline the Past Progressive form in the song.

2.- Sing the song with your partner.

III.- Answer the following questions.

1.- Did you like the song?2.- What is the song about?3.- Are you a jealous guy?

EVALUATION INSTRUMENTS

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TEST ON PRESENT PERFECT TENSE

Name:....................................................... Date:...................................

Grade:....................................................... Total score:..........................

I.- Complete the spaces in blank using Present Perfect or Simple Past.

1. Jane (stay) .....................................at home yesterday.

2. Your letter (arrive)......................... two days ago.

3. I (live) ............................................ here for ten years.

4. Last week we (go) ..........................to the cinema.

5. The game (start) ............................They are playing now.

6. I (phone) ........................................you at five and you werent there.

7. I (lose) ............................................my watch, I cant find it.

8. Last month Sarah (travel) ..............to Italy.

9. I (work) ...........................................all day and now Im tired.

10. We (buy) .......................................a new house last week.

II.- Complete the table below.

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Good luck!

ENGLISH TEST

Name: .................................................. Date: ........................................

The dog hasnt beaten the girl.

Have we lost the keys?

They have built the building.

We havent met Lucy.

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Grade: .................................................. Total Score: ...............................

I.- Choose the correct alternative to complete the sentences.

Must Can Must not Cannot

1.- I .................. dance salsa and rock and roll.

2.- Juan Carlos is late he ........................ run fast to arrive on time.

3.- Maritza .......................... drive a car.

4.- Fernanda and Daniel .............................. swim.

5.- Javiera ............................. speak English well.

6.- Cesar ................... see a doctor if he is not feeling better tomorrow.

7.- We .......................... eat greasy food.

8.- Daniela ..................... lose this opportunity.

9.- They ......................... go to the meeting its an obligation.

10.- Joseline ........................ play the guitar.

II.- Write 3 (three) sentences using the connectors: and, but, because.

Example: I always go to the supermarket on Sundays.

1.- .................................................................................................

2.- ...................................................................................................

3.- ....................................................................................................

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III.- Write 6 (six) sentences using the frequency adverbs: Always / Usually /Often / Sometimes / Seldom / Never.

Example: Ive never been in London.

1.- .....................................................................................................

2.- ......................................................................................................

3.- ......................................................................................................

4.- ......................................................................................................

5.- .......................................................................................................

6.- .......................................................................................................

IV.- Complete the table below.

We were not watching tv.

Was he waiting for you whenyou arrived?

They were studing yesterday.

Peter was not drinking alcohol.

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Desarrollar la comprensin a travs de textos tipo instructivo narrativo de creciente extensin y complejidad,adaptados y/ o autnticos.

PLANIFICACIN UNIDAD DIDCTICA

Lenguaje y comunicacinSector

16 horasTiempo8thbsicoCursoSelf careUnidad(Ncleo) deAprendizaje

Comprensin lectora: reconocimiento de la informacingeneral.Reconocimiento de la informacin especifica.Comprensin lxico fundamental relacionado con lostemas del nivel.

AprendizajesEsperados

Leer comprensivamente textos adaptadosy/o autnticos de mayor extensin ycomplejidad relacionada con el camposemntico del nivel identificando informacingeneral y algunos detalles en castellano, si

fuera necesario.

ObjetivoFundamental

Objetivo de aprendizaje de la unidad:

Contenidos del aprendizaje

Formacin tica: respeto por los modos

de ser, pensar y valorar otras culturas.

Crecimiento y autoestima: inters ycapacidad de conocer la realidad y

utilizar el conocimiento.

Trabajo en grupo

Prediccin del tema.

Localizacin de la informacin general y

especfica.

Textos tipo para la comprensin lectora,

articular, dialogo, entrevista.

ActitudinalesProcedimentalesConceptuales

-Autoevaluacin

-Registro de evaluaciones del

docente.

-Proceso

-Sumativa

-PowerPoint

-Data

-Radio

-CD con dialogo, palabras,

frases o narraciones.

-Texto de 8th bsico

-Lpices grafito y de color.

-Goma de borrar

-Flash Cards-Hojas con guas de

ejercicios

-Boardgames

-Class Survey

-Predecir el sentimiento que subyace el texto

-Leer el texto y confirmar la prediccin

-Leer y reconocer la idea central

-Comparten los sentimientos que despierta en ellos la lectura del

texto

Actividades Recursos Evaluacin

portafolio final Indira Garay

Documents