2009

UPLA FINAL PRACTICUM

PORTFOLIO

Name: Gino Muñoz

Subject: English Pedagogy

Teacher: Isabel Vasquez

Rodrigo Gonzalez

Class: Professional Practicum

 Index

Introduction

Reading Articles

Pedagogical Artifacts and Reflective Writing

Formato de Consejo de Curso

Reunión de Profesores

Reunión de Apoderados

School Information

Lesson Plans

Learning Material

Evaluations
 Introduction

This portofolio has the purpose to show and collect information about my
professional practicum that I did on the first semester of 2009, in a Public school of
Valparaiso, “Liceo Politécnico A. Nasar A-23 de Playa Ancha”.

In this portofolio I will collect any kind of useful tool or tips that made my process
better but not only good things but also I will try to collect any kind of feedback that
my guide teacher gave me during my classes in order to improve my knowledge
and to grow up as a english teacher. I will also collect materials and techniques
that I used in my classes and all information related to this wonderful process.

Finally, I would like to say that this educational tool will represent an exelent
material in a close future as a teacher of english.
 READING ARTICLES

How to be an Effective EFL Teacher

by David Martin

Over the short history of the ESL/EFL field various methods have been proposed.
Each method has in turn fallen out of favor and has been replaced with a new one.
Audiolingualism, functionalism, communicative paradigms, and now the fad is
"task-based syllabuses." In his critique of the task-based syllabus Sheen
(1994:127) points out, "frequent paradigm shifts in the field of second and foreign
language teaching have not resulted in significant progress in language learning."
Since no method has been proven to be more effective than another, many
teachers have jumped on the "eclectic" bandwagon. Common sense would have
this as the best available choice since variety is the spice of language.

Other than considering method, what can the EFL teacher do to ensure success?
What follows are some DOs and DONTs that I have found to be very useful in
teaching EFL in Japan. None are revolutionary; these are principles I didn't
necessarily learn in ESL graduate school, but should have been taught.

1. Learn your students' names.

This cannot be overemphasized. You will be able to control your class better and
gain more respect if you learn the students' names early on. If you are one who
has a poor memory for names, have all the students hold up name cards and take
a picture of them on the first day of class. On the second class, impress them by
showing them you know all their names.

2. Establish authority from the beginning.

Expect your students to use English 100% of the time, and accept it if they only
achieve 95% usage. Do not let them get away with speaking their mother tongue to
communicate with their partner. Deal quickly with inappropriate conduct in a
friendly yet firm manner.
\3. Be overly prepared.

If you don't have a clear lesson-plan down on paper, then make sure you have a
mental one. You should know about how long each activity will take and have an
additional activity prepared in case you have extra time.

4. Always consider the learners' needs when preparing for each lesson.

Why are your students studying English? How will they use English in the future?
What do they need to learn? If many of the students are going to study abroad at
an American university, for example, then the teacher should be preparing them for
listening to academic lectures and academic reading to some extent. If, on the
other hand, most of the students have no perceived need for English in the future,
perhaps you should be focusing on useful skills that they may use in the future, but
may not be essential--skills such as understanding movie dialog, listening to music,
writing a letter to a pen pal, etc.

5. Be prepared to make changes to or scrap your lesson plan.

If the lesson you have prepared just isn't working, don't be afraid to scrap it or
modify it. Be sensitive to the students--don't forge ahead with something that is
bound for disaster.

6. Find out what learners already know.

This is an ongoing process. Students may have already been taught a particular
grammar point or vocabulary. In Japan, with Japanese having so many loan words
from English, this is especially true. I have explained many words carefully before,
such as kids, nuance, elegant, only to find out later that they are now part of the
Japanese language.

7. Be knowledgeable about grammar.

This includes pronunciation, syntax, and sociolinguistic areas. You don't have to be
a linguist to teach EFL--most of what you need to know can be learned from
reading the students' textbooks. Often the rules and explanations about structure
in the students' texts are much more accessible and realistic than in texts used in
TESL syntax courses.

8. Be knowledgeable about the learners' culture.

In monolingual classrooms the learners' culture can be a valuable tool for
teaching.

9. Don't assume that your class textbook has the language that your
students need or want to learn.

Most textbooks follow the same tired, boring pattern and include the same major
functions, grammar and vocabulary. The main reason for this is not scientific at all--
it is the publisher's unwillingness to take a risk by publishing something new. Also,
by trying to please all teachers publishers force authors to water down their
materials to the extent of being unnatural at times. It is the teacher's responsibility
to add any extra necessary vocabulary, functions, grammar, or topics that you feel
the students may want or need.

10. Don't assume (falsely) that the class textbook will work.

Some activities in EFL textbooks fall apart completely in real classroom usage. It is
hard to believe that some of them have actually been piloted. Many activities must
be modified to make them work, and some have to be scrapped completely.

11. Choose your class textbooks very carefully.

Most teachers and students are dissatisfied with textbooks currently available.
Nevertheless, it is essential that you choose a textbook that is truly communicative
and meets the needs of your students.

12. Don't neglect useful vocabulary teaching.

The building blocks of language are not grammar and functions. The most
essential thing students need to learn is vocabulary; without vocabulary you have
no words to form syntax, no words to pronounce. Help your students to become
vocabulary hungry.

13. Proceed from more controlled activities to less controlled ones.

Not always, but in general, present and practice more structured activities before
freer, more open ones.

14. Don't neglect the teaching of listening.

It is the opinion of many ESL experts that listening is the most important skill to
teach your students. While listening to each other and to the teacher will improve
their overall listening ability, this can be no substitute for listening to authentic
English. As much as possible, try to expose your students to authentic English in a
variety of situations. The best way to do this and the most realistic is through
videos. Listening to audio cassettes in the classroom can improve listening ability,
but videos are much more motivating and culturally loaded.

15. Turn regular activities into games or competition.

Many familiar teaching points can be turned into games, or activities with a
competitive angle. A sure way to motivate students and liven up your classroom.

16. Motivate your students with variety.

By giving a variety of interesting topics and activities, students will be more

motivated and interested, and they are likely to practice more. With more on-task
time they will improve more rapidly.

17. Don't teach linguistics.

Language and culture are inseparable. If culture isn't a part of your lessons, then
you aren't really teaching language, you are teaching about language.

18. Don't teach phonetics.

By all means teach the more important aspects of pronunciation, but don't
bombard the students with minimal pair drills that cannot be applied to real
communication. They don't really understand the meaning of any of those minimal
pairs you teach anyway, do they? A more rational approach would be to teach
pronunciation in context, as necessary. For example, if you are teaching a section
on health, teach syllable stress with sickness words: fever, headache, backache,
earache, constipation, etc.

19. Don't leave the learners in the dark.

Explain exactly what they are expected to learn in a particular lesson. Make sure
that students know what they are doing and why. The lessons should be
transparent to the students, with a clear organization.

20. Be enthusiastic! Don't do it just for the money.

You don't have to be an actor or clown, but students appreciate it when the teacher
shows genuine interest in teaching. Teachers who are jaded with EFL would do
best to hide it, or consider moving on to another profession.

21. Show interest in the students as individuals.

Treat students as individuals, not subjects. Don't patronize or talk down to them;
talk to them as you would any other person. Only in this way will true
communication take place.

22. Allow opportunities to communicate directly with students.

Students want, more than anything, to talk with the teacher. Don't overdo pair and
group work to the point that they haven't had a chance to interact with you, too.

23. Allow time for free communication.

For speaking this would mean allowing time for free conversation, for writing doing
freewriting, for reading allowing time for extensive pleasure reading, and for
listening, listening for entertainment sake.

24. Use humor to liven up the class.

Make it a habit to get the students to laugh at least once per lesson.

25. Show an interest in the students' native language.

This is especially important in the monolingual classroom. Ignoring their L1 causes

some students to think (erroneously) that you don't respect them. If possible, use
the L1 periodically as part of the lesson. If nothing else, it will show the students
respect, and may loosen them up.

26. Don't have pets.

This is extremely hard to avoid, especially when a student is more outgoing or

interesting than others. Nevertheless, try to call on and attend to students as
equally as you can.

27. Circulate.

Move about the classroom. At times sit with groups and monitor, as well as joining
in on the communication. At times walk about, listen and observe.

28. Make your instructions short and clear.

Demonstrate rather than explaining whenever possible.

29. Speak up, but don't break anyone's eardrum.

If the students can't hear you, you are wasting your breath. Not as bad, but still
annoying is the teacher who thinks s/he must speak louder to be comprehended.
Research has already proven this to be false.

30. Don't talk too much.

Depending on the subject, you should be talking from about 5% to 30% of the
lesson. For speaking or writing, more than 10-15% would probably be too much.
Most lessons should be student-centered, not teacher-centered.

31. Don't talk too slow.

How do you expect your students to understand real English if you don't speak at a
fairly natural speed? Oversimplified and affected speech will hurt your students in
the long run. Shoot for moderate complexity and more repetition if needed.

32. Be sensitive to your students.

Watch their faces and reactions. Do they understand you? Are they interested or
bored? Try to be aware of what is going on in your classroom at all times. If you are
starting class and one student is still talking, try to gently get him/her to stop. If you
are sitting with a pair of students on one side of the room, try to be attentive to
what is happening in other groups as well. There may be a group across the room
that is confused and doesn't know what to do.

33. Don't be a psychiatrist.

Shy, introverted students are not going to change their personalities overnight in
order to learn English. Give these students opportunities to talk in small groups, but
don't expect them to shout out answers in front of the whole class.

34. Respect both "slow" and "fast" learners.

Language learning is not about intelligence; the important thing to stress is that the
students are improving.

35. Don't lose your cool.

If you do, you will lose hard-won respect. Even if you have to go so far as to leave
the classroom, do it in a controlled manner, explaining to the class or student why
you are unhappy with them.

36. Be frank.
Praise your students when they are getting better and encourage them when they
are not doing as well as they can.

37. Be a coach.

At times you must be more of a coach than a teacher. Push the students to write
those few extra lines, to get into their groups faster, to extend their conversations.

38. Be fair and realistic in testing.

Teach first and then test; don't test things that haven't been taught. Also, remember
that the main purpose of language is communication. This means that when
marking a dictation portion of a listening test, for example, a "What [ ] your
name?" response should get nearly full points because the listener has
demonstrated full comprehension.

39. Don't overcorrect.

For example, when correcting a narrative composition at low-intermediate level, it

doesn't make much sense to correct mistakes with relative clauses. Likewise, if
your class is practicing simple past tense, don't correct article usage at the same
time. If you think a student can correct their own mistake, don't supply the
correction for them, rather allow for some self-monitoring.

40. Be reflective.

Think about your own teaching. After each lesson is over take some time to reflect.
Was the lesson effective? What were the good and bad points? How could it be
improved?

41. Keep in shape.

EFL teachers don't have to become jaded with teaching. Get into it. Look at new
coursebooks and teacher training books to get new ideas. Share your ideas with
colleagues. Go to conferences.

42. Laugh at yourself sometimes.

There are those times when nothing goes right despite our best intentions. We
must be humble enough to admit to ourselves and to our students that we just
messed up.
 Pedagogical artifacts and

reflective writings
Observation stage

Pedagogical artifact Nº 1

When I started my observation stage, I tried to create a good atmosphere between

the students and I. despite of the fact that I had just two weeks for this stage, I felt
very comfortable talking with my students, telling a joke or just hear their
problems, likes or dislikes etc. I could say that I had the opportunity to know a little
bit about them. I would have preferred a longer observation stage, but it couldn´t
happen because of the teacher´s strike.

I think that this period is essential If you want to get a succesful practicum
process.

Reflection

I think this period is really important not only for us but also for students, here you
can create emotional bonds with them and, as a consequence, to create a good
atmosphere to work in a proper way. In my personal case, I consider that my
observation time was very poor, but despite of that fact, I believe that I could create
those emotional bonds with my students, maybe not with all of them but with most
of them.

Team-teaching stage

Pedagogical artifact Nº 2

I can say that this stage was very useful to know, learn and share new
methodologies of how to teach English in an EFL clasroom, speacially in a huge
class, about 40 students. We, me and my guide teacher, worked very well together,
I always tried to be a good helper. She always worked with lots of exercices to
make classes intereactive and meaningful, that is a good factor that I could
internalized and, in some degree, apply in my own classes.
Reflection

Instead of the fact that it was a short-term process, It was really significant for me,
to feel the support, the feedback of my guide teacher, the constructive critiques that
I received from my teacher. In this stage I could realize that I need to improve my
way of teaching, the class managment.

Formato de Consejo de Curso

Nombre del establecimiento educacional: Liceo A-23

curso: 2º medio A
Profesor Jefe: Julio Soza (ed. Fisica)
Profesor en practica: Gino Muñoz Olmedo
Fecha: 11/06/2009
Hora Inicio: 12:15
Hora termino: 13:00

II Desarrollo del consejo de Curso:

1. Tema de orientación: Comportamiento en las salas de clase.
2. OFT Cubierto: formación afectiva social y académica
3. Tabla del consejo de curso: No hay una tabla especifica, el profesor es quien da la pauta a los
estudiantes, estos en un momento toman el control del consejo y discuten sus temas de interes.

Formato de reuniones de Profesores

I. Datos Generales
Nombre del Establecimiento Educacional: Liceo A-23
Profesor en Práctica: Gino Muñoz Olmedo
Fecha: 10/06/2009
Tabla de la Reunión: Es guiada por el director.
Hora de Inicio: 17.00

Hora de Termino: 19.00

II. Tabla de Reunión:

No existe tabla, mas bien el director va habalndo de los puntos necesarios de saber, estos fueron
principalmente la recalendarización de los horarios por la recuperación que se debía hacer
despues del paro de profesores, tambien se dio a conocer el nuevo reglamento de evaluacion, el
cual fue creado por los profesores y directivos el año pasado y fue aprovado por la coorporación.
Luego los profesores se reunieron por departamento para ver en que se habia
concluido con los cursos y para planificar en conjunto elementos a ver durante las
recuperaciones, se concluyo que se tenia que entregar una pauta a UTP con los
aspectos señalados.

III. comentarios
La reunion, aunque algo extensa, sirvio para dejar en orden los procesos que seguirian despues
del largo paro de profesores, como se iba a recuperar las clases (viernes en la tarde) y como se
teninan que seguir lo conductos regulares para no entrabar el proceso de enseñanza de los
alumnos. Se hablaron de temas importantes para el futuro del Liceo, encontré una reunion
necesaria para los profesores.

Formato de Reuniones de Padres y Apoderados

I.-Datos Generales

Nombre del establecimiento educacional: Liceo A-23

Curso: 2º medio A
Profesor Jefe: María Teresa P.
Profesor en práctica: Gino Muñoz Olmedo
Fecha: 24/06/2009
Hora Inicio: 17.00
Hora termino: 18.45
Tabla de Reunión: No determinada
Comportamiento general.
Participación de los padres en el proceso de enseñanza de los alumnos.
Finalización de semestre.

Temas tratados:

- Se habló sobre la reincorporación de los alumnos a las clases habituales despues del
periodo dodne los profesores estuvieron en paro.

- Se formo una discusión acerca del tipo de recuperación que se haría, que finalmente
serian los viernes en la tarde. Cada viernes, a partir del consiguiente, representaria un dia
de la semana, es decir el primer viernes despues de la llegada al establecimiento despues
del paro, sería dia lunes y asi sucesivamente.

- El profesor se refirió al tema del comportamiento como de suma imoprtancia.

- Se hablo del rol del apoderado en la enseñanza de su pupilo, que la educación es una
meta compartida entre escuela, sociedad y familia.

- Los apoderados plantearon su preocupación, por los constantes robos que ultimamente se
han sufrido no solo en esa sala sino que en el establecimiento.

Como conclusión podemos decir que la reunión de aopderados sirvió para informarles sobre los
cambios grandes que vendrian con respecto a la recuperacion de clases, de los horarios nuevos
para que estuvieran al tanto de a que hora se entraba y se salia el dia viernes, obviamente también
se entregaron las notas parciales que hasta ese momento por el contexto eran pocas.
III.Comentario:
A modo personal me pareció una reunion un tanto monotona, donde no se tocaron en profundidad
temas de, quizas, mayor relevancia, aunque no desmerezco la importancia que tenia el hecho de
informar sobre las recuperaciones de clases, pero sin duda hubiese enfatizado mas los temas
como el comportamiento en sala de clases de sus pupilos.

SCHOOL INFORMATION

SCHOOL Liceo Politecnico A. Nazar A-23

PRINCIPAL Luis Pereira Vásquez

Errazuriz S/n
ADRESS

CITY Valparaiso

SCHOOL’S PHONE NUMBER 2 28 12 31

GRADE 2nd grade of high school

SCHEDULE Wesnesday 8.00 – 9.30

Friday 12.12 – 13.45

GUIDE TEACHER’S NAME Jimena Campos

GUIDE TEACHER’S EMAIL jime.campos@gmail.com

ADRESS
Lesson plan
Date: July 1st Level: 2nd grade of high school

Skill: Writing and speaking skills.

Expected Outcomes: students will be able to produce sentences in simple past and
to read and identify verbs in that tense.

Resources: Worksheets, whiteboard, markers, pen and notebook.

Time Comments

Introduction 10 • The teacher will review the contents seen in

min the last class and ask students if they can
Core of the class remember about the lesson. (Simple past,
regular verbs)
Pre-stage • The students will show the results of the
homework about what did they do in their
weekend? (simple past, orally) at the same
time the teacher will evaluate the results of
While-stage
the homework (extra points for the next
70 test)
min • The teacher will give them a list of irregular
verbs, and explain them how to use it.
• The teacher will explain his students the
Post-stage structure of negative and interrogative
sentences in simple past through a
comparison between present and past tense.
• The teacher will provide his students a
Closing worksheet. The students will do the activity.
Then, we will check it.
• In pairs, the students will ask each other
what did they do in the last summer
10 vacation?. Then, we will check orally.
min • The teacher will ask students some
vocabulary they checked and learnt during
the class and will review the structure of
affirmative, negative and interrogative
sentences.
 Lesson plan
Date: July 8th Level: 2nd grade of high school

Skill: Listening and written skills.

Expected Outcomes: students will be able to hear and recognize words in past
simple in a short conversation also they will be able to produce sentences in
negative form and finally they will internalize new vocabulary.

Resources: A record, worksheet, marker, netbook and speakers.

Time Comments

Introduction 20 • The teacher will check the attendance list.

min • The teacher will check the results of the
summative evaluation and will clarify any
doubt.
• The teacher will review the contents seen in
Core of the class the last class and ask students if they can
remember about the lesson. (simple past
Pre-stage negative form).
• The teacher will present the students a
15
grammar activity written in the board
min
related to negative form of a sentence in
While-stage past simple, in order to reinforce the topic
seen in the last class.
• The students will write in their notebooks the
activity and will do it asking for any doubt or
Post-stage 20 question to the teacher. Then we will correct
min the exercise.
• The teacher will explain his students the
structure of interrogative sentences in
simple past through a comparison with
25 present tense. Then the teacher will start
Closing
min asking his students did you_____ yesterday?
• Pre-listening: The teacher will show his
students flashcards with images related to
activities that they do in their free time and
10 will ask what they think the activity will be
min about.
• The students will hear a conversation and
they will do the activity presented in the
worksheet given.
• The teacher will review new vocabulary and
structures seen in the class and also will ask
what did they learn?
 Lesson plan

Date: July10st Level: 2nd grade of high school

Skill: Speaking and Reading skills.

Expected Outcomes: students will be able to produce sentences in simple past,

they will learn new vocabulary and they will be able to understand a short reading.

Resources: Worksheets, whiteboard, markers, pen and notebook.

Time Comments

• The teacher will check the attendace list.

• The teacher will give his students the results
Introduction 15 of the summative quiz.
min • The teacher will review the contents seen in
Core of the class
the last class and ask students if they can
10 remember about the lesson. (Simple past,
Pre-stage min questions).
• The teacher will ask his students what did
10 they do yesterday? In order to practice
While-stage min comunicative language.
• The teacher will request his students to ask
5 min
their classmates the same question (work in
pairs).
Post-stage • The teacher will introduce the new topic
25 talking about his experience in the summer
vacation.
min
• The teacher will give a handout with a
reading about summer vacation. The
students will read for the first time. They will
10 find new vocabulary.
Closing min • The teacher will request his students to do
the crossword in order to internalize new
vocabulary. They will read again in order to
understand what they are reading and they
10 will answer the questions given in the
min wordsheet.
• The teacher will request some students to
read in front of the class to check
pronunciation.
• The teacher will ask his students to write at
least a 5 lines writing about their own
10 summer vacation. Then they will share their
min works with their classmates.
• The teacher will students new vocabulary
they check and learnt during the class and
will ask what did they do? Or did they do?
 Lesson plan
Date: July 23th Level: 2nd grade of high school

Skill: Writing, speaking and Reading skills.

Expected Outcomes: students will be able to produce sentences in simple past,

they will learn new vocabulary and they will be able to understand a short reading.

Resources: Worksheets, whiteboard, markers, pen, data show and notebook.

Time Comments

Introduction 10 • The teacher will check the attendace list.

min • The teacher will review the contents seen in
the last class and ask students if they can
remember about the lesson.
Core of the class
• PPT presentation about Wh- questions (What
10 did you do in your vacation?). The students
Pre-stage min will do the activities presented in the
PPT.The teacher will clarify any doubt about
it.
While-stage • The teacher will ask his students what did
10
they do yesterday? In order to practice
min comunicative language.
• The teacher will request his students to ask
Post-stage their classmates the same question (work in
5 min pairs).
• The teacher will introduce the new topic
talking about his experience in the summer
vacation.
25 • The teacher will give a handout with a
min reading about summer vacation. The
students will read for the first time. They will
find new vocabulary.
Closing • The teacher will request his students to do
10 the crossword in order to internalize new
min vocabulary. They will read again in order to
understand what they are reading and they
will answer the questions given in the
wordsheet.The teacher will act the
10 conversation.
min • The teacher will request some students to
read in front of the class to check
pronunciation.
• The teacher will ask his students to write at
10 least a 5 lines writing about their own
min summer vacation.(summative homework)
• The teacher will check new vocabulary they
studied and learnt during the class.
 Lesson plan

Lesson plan
Date: July 29th Level: 2nd grade of high school

Skill: Speaking, reading skills.

Expected Outcomes: students will be able answer questins in simple past, they will
learn new vocabulary and they will be able to understand a short reading.

Resources: Worksheets, whiteboard, flashcards, markers, pen.

Time Comments

Introduction 10 • The teacher will greet his students.

min • The teacher will check the attendace list.
• The teacher will review the contents seen in
the last class and ask students if they can
Core of the class
remember about the lesson.
Pre-stage • The teacher will ask his students what did
you do yesterday? What did he/she do
10
yesterday? In order to practice comunicative
min language.
• The teacher will read quickly, the
conversation presented in the reading
While-stage 15 activity, then he will request his students to
read aloud to check pronunciation.
min
• The teacher will check the questions’ part of
the reading activity (homework) and will
give them feedback.
10 • The teacher will check new vocabulary
Post-stage
min (summer vacations) through a game, “the
hangman”, the teacher will give them clues
to guess the words.
• The teacher will give a handout with a
20 dialogue, the studentes will read it and will
min find vocabulary, then the teacher will
request his students to play the dialogue
Closing firstly working in pairs, then students will
check it in front of the class. The teacher will
20 give feedback about pronunciation or
min grammar use.

• The teacher will check grammar and

5 min vocabulary, that students learnt, orally
Date: July 30th Level: 2nd grade of high school

Skill: Speaking, writing, listening and reading skills.

Expected Outcomes: Students will be able to aplly previous knowledge to develop

the activities and exercises related to the unit (How was your summer?/simple past)

Resources: Worksheets, whiteboard, flashcards, markers, pen.

Time Comments

Introduction 15mi • The teacher will greet his students.

n • The teacher will check the attendace list.
• The teacher will review the contents seen in
10mi the last class and ask students if they can
Core of the class n remember about the lesson.
Pre-stage • The teacher will ask his students what did
20mi you do yesterday? What did he/she do
n yesterday? In order to practice comunicative
language.
• The teacher will check the homework
(dialogue) in an oral way. The students will
While-stage 15mi
play the dialogue in front of the class (extra
n point). The teacher will give them feedback
about pronunciation.
• The teacher will review the contents seen in
Post-stage the unit to prepare his students for the next
30
test, then he will give them a handout with
min grammar activities (regular, irregular,
positive and negative form, questions)
Closing
• The teacher will show them a series of
10mi flashcards with people doing actions in a
time line, then he will ask his students, as a
n
example, what did he do? Did she play
soccer yesterday? Where did he go?. That
activity will be helpful to practice what they
have learnt in the unit.
• The teacher will remember his students
about the next test, on Wednesday 4th.
 Lesson plan

Date: August 5st Level: 2nd grade of high school

Skill: Writing, reading skills.

Expected Outcomes: students will be able to understand grammar use through the
global test related to the unit Nº 3 “ how was your summer?”

Resources: Worksheets, whiteboard, markers, pen.

Time Comments

Introduction 10 • The teacher will greet his students.

min • The teacher will check the attendance list
• The teacher will review the contents seen in
the last class and ask students if they can
remember about the lesson.
Core of the class

Pre-stage • The teacher will give his students time to

reinforce knowledge, to clarify any doubt
45mi
While-stage before the global test.
n
• The teacher will give them the instructions
of the global test, for instance time, rules
etc.
Post-stage

• The students will do the global test.

• The students will finish the test.

Closing

5min • The teacher will say goodbye to his

students.
LEARNING MATERIALS
Listen and mark the correct verb.

Verbs
Rick: So what _(1)_ you do last weekend, meg?
1. a) do b) did c) fit

Meg: Oh, I _(2)_ a great time. I _(3)_ to a karaoke 2. a) had b) have c) cap

bar and _(4)_ with some friends on Saturday. 3. a) went b) goes c) go

4. a) talk b) sang c) sing

Rick: That sounds like fun. _(5)_ you go to Lucky´s?
5. a) sit b) do c) did
Meg: No, we _(6)_. We _(7)_ to that new place downtown.
6. a) did b) didn´t c) does

How about you? Did you go anywhere? 7. a) wear b) where c) went

Rick: No I didn´t go anywhere all weekend. 8. a) stayed b) cleaned c) started

9. a) study b) studyed c) studied

I just _(8)_ home and _(9)_for today´s spanish test.
10. a) forget b) forgive c) forgot
Meg: Our Spanish test is today? I _(10)_ all about that!

Rick:Don´t worry, you always get an A.

1Dialogue VOCABULARY

Robert: Hi Alice, what did you do in your winter vacations?

Alice: I did a lot of things. On Saturday, I went shopping.
Robert: What did you buy?
Alice: I bought some new clothes. I also played tennis.
Robert: Who did you play?
Alice: I played Tom.
Robert: Did you win?
Alice: Of course I won!
Robert: What did you do after your tennis match.
Alice: Well, I went home and took a shower and then went out.
Robert: Did you eat in a restaurant?
Alice: Yes, my friend Jacky and I ate at 'The Good Fork'
Robert: Did you enjoy your dinner?
Alice: Yes, we enjoyed our dinner very much thank you. We also drank some wonderful
wine!
Robert: Unfortunately, I didn't go out this weekend. I didn't eat in a restaurant and I didn't
play tennis.
Alice: What did you do?
Robert: I stayed home and studied for my test!
Alice: Poor you!
 2 Questions
A. “Did” Questions. (simple past)
Auxiliary Subject Verb Rest Answers
(Did)
I Watch TV yesterday? Yes, I did
He Play Tennis last month? No, He didn´t. He played Volleyball.
She Brush Her teeth in the morning? Yes, She did.
DID It
Run Last week? Yes, it did.
You A movie last weekend? No, You didn´t. You went to school
See
We Watermelon last Monday? Yes, we did
They Eat Shopping yesterday? No, They didn´t. They went to the
go beach

B. Wh- Questions (simple past)

Question Auxiliary Subject Verb Rest Answer
Word

What Did you do Yesterday evening? I did my homework

Who Did you Play In your winter I played Tom

vacation?

When Did she meet Her boyfriend? She met him

yesterday

Where Did she go After the tennis She went home and
match? took a shower
EVALUATIONS
Summative quiz

QUIZ

Name: _____________________________________ A
Date: ___________________________

• Fill in the gaps

VERB PAST SIMPLE MEANING

1. Play _________ Jugar

2. ________ Brushed
Cepillar

3. Go _________ ir

4. ________ Saw Ver

5. Write Wrote
________

6. Call Called
________

7. Walk _________
Caminar

8. ________ Read Leer

9. Drive Drove
________

10. Study _________

Estudiar
 • Write sentences in Past tense with the words in the box.

Go - Drink - Brush - Eat - Study - Make - Work

1. Last week I _________ to the stadium.

2. Rob and Rita __________ for the exam yesterday.

3. They __________ hot dogs.

4. My sister _________ a birthday cake for me last week.

5. The child _________ some milk last night.

Global Test