Solange Saldivar Muñoz

English Teaching Final Practicum

Teachers: Isabel Vasquéz and Rodrigo González.

Valparaíso, 2009
 INDEX

I. PORTFOLIO INTRODUCTION………………..3

II. READING ARTICLES……………………………4

III. PEDAGOGICAL ARTIFACTS…………………..5

IV. REFLECTIVE WRITING…………………………6

V. UNIT PLANS AND LESSON PLANS…………….

VI. LEARNING MATERIAL…………………………

VII. EVALUATION INSTRUMENTS………………..

I
PORTFOLIO INTRODUCTION
 This portfolio was created with the intention to provide my
classmates and supervision teachers with significant and meaningful
information about my final English Teaching Practicum, a challenging
process by which I’ve definitively learnt a lot from.

There is a big effort and work behind this important process, so I

hope you could enjoy this portfolio or at least take a look at what this
experience meant for me...

WELCOME TO MY PORTFOLIO!

II
READING ARTICLES

The following documents were very useful to me, as a prospective English

teacher, since their content helped me from a beginning (Vise I and Vise II) to
understand how important our final English Teaching would be in the future.
This process finally started this year to me, and several fears and expectations
come to my mind and many of the articles we read during the previous Vises and other
subjects such as: Didactics and Taller de Medios Integrados helped me in some way to
face this challenging process of Teaching English not just as a prospective teacher that
was doing her final practicum as a student, but a real English teacher.
 1) WHAT MAKES A GREAT TEACHER?
Posted by Chris Lehmann

I've seen teachers who worked for hours on their lessons, who were scholars in the field fail
miserably, and I've seen teachers who, if you gave them five minutes before they walked in to
glance over their material, they could run a class for an hour on any topic under the sun.

In the end, what makes a great teacher? I wish I had a magic eight-ball that allowed me to
figure this one out, but it's something I've really given a lot of thought to... and I think what
follows are at least some interesting ways to think about the profession.

I've been on the hiring committee at Beacon for several years, and I've seen us make some
amazing hires, and I've seen us make some less than amazing hires. I know what the things I
look for are, but finding the right mix, the right person can be so difficult.

So what makes a great teacher?

1) Passion for teaching. This can manifest itself so many ways. I'm the "jump around the
room" kind of teacher, and sure, that comes from a lot of passion, but some of the best
teachers I've known have had a passion that students had to be quiet to catch onto. For me,
when I was a young teacher, watching people like Maura Gouck and Marijolin DeJager teach
with their quiet passion and brilliance was so important to my development as a teacher.

2) Love of kids. You laugh, but it's true! I've seen people come in and talk about teaching
and talk about how much they love their subject and know about their subject, but they
never mention the kids. Worse, we had an interview once where the teacher clearly knew his
stuff, but he basically admitted that his classroom management style was fear and
intimidation. Not who I want teaching kids I care about.

3) Love of their subject. Again... pretty important. I spent four years dropping by Mike
Thayer's classroom because to watch him explain physics or calculus was, for me, to
understand how you could have a passion for something that was always a mystery for me.
Great teachers not only love their subject, but they love to share that joy with students.

4) Understand of the role of a school in a child's life. High school is more than the sum
of the classes the kids take. It's a time to grow, explore, try on identities, find joys that might
just last a lifetime. Sometimes the best teaching we do happens on basketball courts, in the
halls after a class, at a local coffee shop or in a drama studio. The best teachers know that
they are teachers for much more than the time they are in the physical classroom.

5) A willingness to change. This one gets overlooked sometimes, I think. I've written
about this before, but it bears repeating. We talk about how schools should be
transformative for kids, but I think they can be just as transformative for teachers. If you
expect kids to be changed by their interaction with you, it's got to be a two-way street.

6) A work-ethic that doesn't quit. It's a hard, draining job that will demand all that you
can give sometimes. You've got to be able to have some balance in your life, but there are
very few teachers who can be effective by cramming everything they need to do into the
hours allocated by the average teacher's contract. (And for the record, the overwhelming
majority of the teachers I've met put in hours well above and beyond the contract.)

7) A willingness to reflect. You've got to be able to ask why things went the way they
did... both on the good and the bad days. And you have to be able to admit when the
reasons it went bad were because of what you did, not what the students did. (Equally
important is the understanding that often things go right because of what the kids brought
to the table, not because your lesson plan should be bronzed.) Teaching requires a
willingness to cast a critical eye on your practice, your pedagogy and your self. And it can be
brutal.
 Organization. My personal Achilles heel, and one of the things I'm always working to
improve. My Palm Pilot helped, really. But I hate paperwork and official looking documents,
and it kills me. I am amazed at the people like Dale Lally who seem to get his papers handed
back before the kids hand them in or seems to be able to put his hands on every unit he's
ever taught within a moment's notice. Kids know what to expect, they know he's going to be
organized and have a structure to his class... and he's still creative and spontaneous and
interesting. I can only imagine how much better of a teacher I'd be if the structure of
everything I did was just a little more organized.

9) Understanding that being a "great teacher" is a constant struggle to always

improve. I'm starting my eighth year as a teacher in a little over two weeks. I'm pretty
proud of what I've accomplished, and I think I've had some moments of great teaching in my
career so far, but I also still see all the holes in my teaching -- sadly, often times mirroring
holes in my self -- and I still want to get better... because I think I've got a long way to go to
be a great teacher every day. And even if I get better at everything I see as weaknesses
now, I can only imagine what new challenges will face me on that day.

10) Enough ego to survive the hard days. The tough days will leave you curled up under
a desk, convinced that you can't teach or the world is too hard for these kids or the work is
too much or whatever the problem was that day... you have to have enough sense of self to
survive those days.

11) Enough humility to remember it's not about you. It's about the kids. If your ego
rules your classroom, if the class turns into "me v. them" or if you can't understand that a
sixteen year old might be able to tell you something you don't know, then don't teach. Or at
least, don't teach high school.

12) A willingness to work collaboratively. Sure, there are some great teachers who
close the door to their classroom and do what they want, but I think you send a strange
message to the kids that way sometimes. Teachers are part of a school community, and
even where that community can be flawed (and lots of schools are), a great teacher should
be willing to work to make the community a better place.

I wish I could say that I was good at all these things. I wish I could say that I even knew
every place I needed to improve. I don't... although, after eight years of journalling about
teaching (including the year student teaching), I certainly have a lot of writing to point me to
my own sense of self as a teacher. And after seven years at Beacon, I've had a chance to see
some of the best teachers in New York City practice their craft. I guess I'm questioning if I
even have the right to write this entry... but for me, the act of writing it is as much to
question my own sense of what makes a good teacher as it is to claim that I have any idea of
what does.

Preparing for teaching

Planning and Preparing for Teaching

Planning is the best antidote for the nerves that many people feel when teaching a subject for

the first time or meeting a new group of students. It is also the only way to ensure that your

educational objectives are achieved. Planning begins with thinking about how you would like your

students to approach their learning in your subject, and what you would like them to understand,

know or be able to do by the end of the semester. Whether you are planning a subject for the

first time, or reviewing an existing subject it is important to consider the effects of your teaching

and assessment on students' learning.

The following is an outline of four stages you could take in planning a subject. Each of these

stages should be considered as a guide, and the activities described may not necissarily occur in

the order provided. If you are taking over from someone else, your subject will already have

aims, a handbook description, indicative content, assessment tasks and indicative references

which have been approved by your Faculty board. Talk with your course co-ordinator or Faculty

administrator if you do not have a copy.

The approved outline will create the framework for further development that you do.

Preparation: stage one

Aims and Objectives

The very first thing to consider when you are planning a learning experience is what exactly you

intend your students to learn. Teaching and learning activities, content creation and assessment

all stem from these initial ideas.

• Consider what the overall objectives for the subject are.

• How do the subject's objectives fit into the overall educational aims and graduate profile

(you may wish to look at other subjects in the course to find out how yours is placed

overall).

• What do the aims mean, in terms of what you expect students to achieve in the subject

and at what level?

• What learning, teaching and assessment activities will help students to achieve the

subject aims?

Student Learning

• Consider the approach you would like students to take to their learning in your subject

(The way in which you intend student to learn will, in many respects, dictate how you

teach).

Context

• Find out all you can about where the subject fits into your course(s). If it is a prerequisite,

find out what other lecturers expect your students to know or be able to do.

• Find out how many students are normally expected to take the subject, significant points

about their backgrounds and characteristics, what knowledge, etc. they may be expected

to bring to your subject. Ask students if they have completed any industrial experience

and consider using this as a foundation for illustrating theoretical principles

• If the subject has been offered before, seek feedback from staff who have been involved

and look at archived materials relating to the subject if possible. Use the previous subject
 evaluations and any recommendations from an analysis of this evaluation if they are

available (contact the course coordinator to ask about Subject Feedback Surveys).

• Ask yourself whether you can give students some control and choice in what they will

learn, how they will learn it and how they will be assessed. Are there options which

students could choose within the subject? Could students negotiate the kinds of

assessment tasks or weighting of assessment tasks which they will complete? Could

students choose their own essay or project topics?

• The needs of the subject may have been debated in an Education conference, Faculty

retreats or course accreditation reviews. If possible attend any of the sessions involved in

debating the strengths and weaknesses about subjects and courses. Often much of the

context is verbal and may not be recorded in official reports.

• Consider how society has been engaging with issues that relate to the subject. Use

newspapers and consider allowing students to role play situations that are shaping

society today. Video documentaries, newspapers, the Internet and other media from

popular culture can be used here.

• Read the UTS mission and statements about teaching and learning, along with your

Faculty mission. If you are developing a new subject you should consider exploring what

these mean in the subject learning context.

Content

• Read the official handbook description of your subject.

• When you know enough about the general area of this subject and the context within

which it fits, select the broad content areas which the subject is to cover. You will need to

ensure that the subject fits the handbook description and approved subject content areas

but there may also be considerable flexibility about specific topics and approaches.

• Ask yourself whether the amount of content is realistic for the length of the course, the

characteristics of the students and the approach you would like them to take. Decide

realistically on the key content of the subject which students need to understand, and

the material which is non-essential but could add interest or extend some students. Think

again about giving students some choice within the non-essential subject content.

Compare the contents with other similar subjects as students are often comparing

learning effort in various subjects.

Organisation

• Select (from the content of the subject which you have already selected from the general

area of the subject) the material which could be covered in formal class contact time,

and appraise the remaining content with respect to how students will be

expected/required to learn it
 • Consider the possibility of team teaching so that at least one other lecturer is aware of

the planning issues, and the content of the subject. This may be important in times when

you are unable to continue to teach and someone else may have to take over the subject

with minimal disruption to student learning.

Teaching Approach

• Find out all you can about how such subjects as yours have been dealt with in higher

education: how topics are treated, discussed, explained, taught, negotiated by others

• Consider aspects of teaching and assessment where students can be given choice or

flexibility

• Work through (in your imagination) different possible ways in which you will teach the

essential material selected above (during the organisation stage), e.g. by lecture, by

discussion, by problem-solving, role play or simulations, debates, UTSOnline discussion,

links to important WWW sites, discussion of literary resources, self-managed learning

materials.

Assessment

• Think about who will make the decisions about types of assessment and assessment

weightings: will it be you or the students? How much choice will students be allowed?

• Consider how your teaching and assessment approaches might affect students' learning

approaches and outcomes. Try to plan assessment items that will allow students to show

their understanding of the subject, rather than how many facts they can remember.

• Plan ways of providing regular meaningful feedback to students.

• Consider using peer or self assessment processes to encourage students to become

critical of their own work.

• Consider the approaches students might take to your proposed assessment tasks. Does

the assessment encourage students to understand, extend their learning or relate the

subject to real world situations?

• Consider students' overall workload.

• Think how your assessment tasks relate to your objectives for student learning.

• Prepare a detailed statement of assessment procedures, eg. timing, type of assessment,

criteria for assessment, marking scheme, relation of assessments to objectives, etc. (for

information of or for negotiation with students).

Resources

• Decide upon/order textbook(s), copies of articles, etc. which will be required.

• Decide whether you will use UTSOnline and at which level.

 • Think about what sorts of physical resources you may need such as room furniture that

can be altered to allow different discussion modes, access to computer labs, projection

facilities etc.

Evaluation

• Plan to evaluate your teaching and the subject regularly. Regular evaluation will enable

you to improve the quality of the course and your teaching. This can be done by keeping

a journal of activities and changes you would like to make (and the reasons for them!),

by having other teachers 'sit in' on some classes, by asking the students what they have

understood to be most important in each session, by having a focus group of students

discuss important teaching and learning issues, and by using the Student Feedback

Survey system.

Preparation: stage two

Down to the nitty gritty - keep well ahead of the students, preferably finish preparation before

the semester begins. The sequence of Stage Two should be regarded as flexible. Items may be

taken in a different order. They will often be carried on simultaneously.

Student Learning

• At each stage ask yourself how your decisions might affect students' learning in the

subject

• Ask yourself again how you could give students some freedom of choice in learning the

subject

Content - Detail

• Reconsider your aims and objectives for the subject eg. what do you want your students

to know, understand or be able to do at the end of the semester?

• Begin to consider in detail how the essential content can be learned by the students.

Think about common student misconceptions in the subject and how these might best be

overcome.

• Decide what are the key problems, concepts, questions, developments etc.
 • Consider the examples you will use. Are they inclusive of female and male students and

students from different cultures and backgrounds. Make sure your material is up-to-date.

• Divide the essential subject matter into teaching sessions, with objectives for each: what

should students know, understand or be able to do after each?

• Try to provide flexibility for responding to students' needs: select optional content which

could be dropped if students need more time on difficult concepts, or which could be

used to add interest to sessions.

• Check your earlier decision about which material is to be covered in class and which is to

be covered by students themselves in other ways, and make any modifications which

now seem desirable.

Organisation - Detail

• Check the structure and sequence of what you will teach. Again review the possibilities

for flexibility and student choice.

• Prepare your sessions one by one, selecting material for each: main points,

examples/illustrations, student activities, references, etc.

• Decide on the teaching approaches for each topic: lecturer presentation, discussion,

small group work, individual student activities, practical sessions, independent learning

outside class.

• If some of the subject content, teaching or assessment methods will be negotiated with

students, or chosen by students, consider how this will be done.

• Inform any guest lecturers of the precise topic, the context in which it is being treated,

students' previous knowledge, emphasise the importance of student interaction.

• Check whether the amount of new material for each session is appropriate, considering

the type of subject and session and the students.

• Brief any tutors or demonstrators who will also be teaching the subject.

Teaching - Detail

• Compile any lecture notes, eg. introductory remarks, outline of session, connection to

last session, connections with other parallel segments (laboratory classes, tutorials, etc.;

lectures if you are doing a seminar); main points and sub-points, concepts, questions,

examples, illustrations, student activities, summary, questions for further consideration,

reading necessary or desirable, etc.

• Select audio-visual resources, make necessary orders or bookings, make sure video

resources are cued to the correct place, or that the WWW link is still active, etc.

• Prepare handouts, reading lists, problem sheets, study guides, laboratory manuals, etc.

[Handouts may contain, eg. session objectives, outline of session, definitions, references,
 diagrams, questions to be covered, space for student notes and group discussion

problems: reading lists may contain eg. prescribed texts, recommended reading with full

bibliographical details, selected chapters from books, articles, web links, etc. for further

reading or specific topics, plus guidance on the relative value (importance of what is

listed)].

• Prepare detailed advice as to how subject content not dealt with during teaching sessions

can be learned by students.

• Prepare any resources necessary for encouraging students to make choices about the

aspects of the subject where there is flexibility.

• Check the room in which you will be teaching: is it large enough, small enough? Does it

have the facilities you need? (If no room has been allocated, make your requirements

known). Consider the shape of the room and its suitability for group work. For example

tiered style lecture theatres are not suitable for smaller student project groups - flat

rooms may be more suited for this.

Preparation: stage three

Before each formal teaching session:

Student Learning

• Ask yourself: How will students benefit from this session? How are you going to ensure

that they learn during and after the session? How are you going to monitor their

learning? How will you encourage them to take a deep approach to their learning in the

session?

Materials

• Check notes for completeness, anticipate when and how audio-visual resources are used;

which segments are necessary parts of your input and student activity, which ones could

be deleted if time runs out; which ones are additional examples, illustrations needed for

clarification.

Rehearsal

• Before each class think through what you are going to say. Allow adequate time for

student activities and for debriefing them afterwards. Have you allowed time for

questions, clarifications, extra examples?

Opening

• Imagine the beginning of the session ? are your opening sentences interesting, exciting?

Will they gain students' attention immediately?

Room
 • Allow yourself time to get to the room so that you can check (when necessary and

possible) lights, furniture arrangements, OHP, microphone (check before whether you

need one!), and any other resources you are using. Some UTS rooms are equiped with

and airphone to contact ITS - find out where it is!

Greeting

• If possible, get to the room before the students do so that you can greet them informally

as they arrive and they have a chance to chat to you. If they are already there, enter

cheerfully.

Preparation: stage four

Looking further ahead:

Self Evaluation

• Plan to keep a reflective journal in which you note after each session what you wanted to

do but didn't do, what went well and what went wrong, whether the resources you used

worked well, whether and how you involved students during the session. (Also note what

you need to do for the next session, and particularly what you promised students you

would do). In a team teaching situation try to have a team de-briefing session to jointly

evaluate tutorials or other learning sessions. If there is no time for a face-to-face meeting

consider using email or the WEB based computer conferencing tool called UTSOnline

(Blackboard)

Student Evaluation

• Plan to get feedback from students about how sessions are going, eg. they can indicate

on a card the 'best' and 'worst' features of a particular session; ask the students to give

you a single question relating to the class - this will give you a good idea on areas that

the students didn't quite understand; in the middle of semester or a little later they can

complete a questionnaire (get in touch with the Planning and Quality unit (PQU) for

evaluation forms). Another good way to get feedback is to get students also to use a

reflective journal. Consider starting this with weekly reflections for say the first four

weeks and then link these reflections as part of the self-analysis and de-briefing sessions

for students. These early reflections can also be used as discourses on learning and

students are usually straightforward in supplying you with feedback.

• Use a student 'focus group' to discuss learning issues that are important to them. Attend

the session if your students are comfortable or ask them to write a summary of their

ideas.
 • Plan to review whether students' approached their learning in the way you expected.

Discuss students' learning approach with them. Discuss what changes you might make to

encourage understanding.

Colleague Evaluation

• Plan to get feedback from colleagues by asking someone to look at your course

materials, asking someone to sit in on an occasional session and give you feedback.

• Ask your academic supervisor or mentor on advice on developing the quality of your

teaching.

• Advice on the development and use of an Academic portfolio can be obtained from IML.

Choosing Teaching Methods

There is no single teaching method that is the best. Teaching methods depend on what you want

students to learn, how you think they may learn it best, the sort of class it may be, the sort of

content and the discipline, how many students are in the class and so on. Students usually

appreciate a variety of methods and enjoy working on ideas and concepts themselves. Always try

to involve the students as much as possible.

Questions you need to answer for yourself:

• What are my objectives for this subject?

• Is this teaching method suitable for achieving the objectives?

• Is there one which better achieves these in terms of student outcomes and/or my time

investment?

• Do I have time now to spend in the preparation of materials to save time later?
 III
PEDAGOGICAL ARTIFACTS

 Reflection Nº 1

Last final practicum session was a meaningful experience for me, mainly because we
were all able to discuss in groups about our own previous expectations for this final
practicum process, the fears we will facing during our participation as teachers at
schools and also the commitments that will guide our teaching performance throughout
these months now on, (aspects which are definitively essential when it comes to start
living a new stage in our lives in the near future).
Personally, when the sheet with the questions was given, I did not know what to answer
first, because it is a mixture of feelings towards this “challenging process”. Socializing
and discussing about our previous Vise’s experiences allowed us to realize that we had
very similar expectations, fears and goals for this final practicum and having done this
activity, many of the aforementioned topics (based on the discussion of every single
experience of the members of the group), were a reference to clarify which of them
could be easily solved by doing some particular activities or avoiding doing other things
that do not seem to be so useful in class.
Finally, this kind of activities which allow us to share information about our experiences
at schools help us to feel not only lonely in this process but supported by our peers and
supervisor teachers, mainly because they are able to guide our “first pedagogical
intentions” to a level where each of the student teachers could reach the most
important goal at this stage: to become an efficient teacher doing his/her best every
time.
 Workshop Nº 2 (Teaching Stage)

1) Do you feel satisfied with your performance as a teacher so far? Take

about the things you like and about the ones you don’t like.
I felt totally satisfied with the performance as a teacher, as I did my best planning
the lessons, creating the activities and preparing the material and handouts to give
my students in order to facilitate their undestanding.
2) Guide teacher’s support: How effective has it been during this stage?
Why?
The guide teacher’s suppoort was a fundamental issue in the whole process.
Thanks to her constant feedback and guidance she provide me , I could improve my
performance as a teacher during the next lessons.
3) Students’ level of engagement: Do your students enjoy the classroom
learning actitivities presented? What do they say?
Most of my students enjoyed the learning activities I presented during the Teaching
process. They told me that they could understand what I was teaching them,
because I had patience. That kind of comments made me feel more confident about
my performance as a teacher.
4) Planning and lesson preparation: What teaching approach do you
consider appropiate to students’ learning styles? Which one are
actually using with them? Why?
My teaching approach was based on my students’ needs and their own previous
knowledge, having took into account those aspects I could use also a
communicative approach, as they were also willing to participate in classes.
5) Lesson Timing: How much of the planned activities do you actually
cover in each lesson? Is it what you eexpected?
The most of the activities I planned were covered in the time I expected to cover. It
was a process the fact of giving time to students to do the activities, but finally I
could manage timing the activities and complete them on time successfully.

 Reflection Nº 3 (Post- observation feedback)

1) What aspects do you identify as critical once you have finished the
lesson? Refer about your own expectations, fears and resolutions.
One of the most difficult things we teachers have to deal with is the classroom
manage and the fact of creating a nice atmosphere in the classroom when students
don’t know you very well. In my case the first aspect was critical and that
demanded time on improving it during the whole process.
2) Also refer about the feelings that came up when socializing the above
issues with him or her.
My guide teacher suggested me some tips to manage the classroom, so I felt very
supported by her.
 Reflection Nº 4 The way I feel about the teachers’ strike

I am doing my Final Practicum at Liceo Politécnico A-23 and teachers’ strike

began a month ago or more. At first, I thought that it wouldn’t take so long, but

unfortunately it took us several days to attend classes again. I have to confess that I was

worried about this issue, because most of my classmates were accomplishing both

processes: Observation and Assistantship Stages while we were waiting for a solution to

the problem, but finally this awkward situation came to and end and teachers were

offered a useful solution to their dilemma, returning to schools.

Personally, I think that the strike affected students’ motivation, as they got used not

attending classes, taking this period of time as vacations. Actually, yesterday when I

attended one of my first classes of observation I could notice that they had forgotten

about what the teacher had taught them before the strike began.

Another fact that we should also consider, is how we will recuperate classes in order to

finish the three processes we are expected to accomplish during this practicum, but I

suppose the school will decide what the best is for its students.

Finally, I would say that my main expectation is to succeed in this process of final

practicum, since we as prospective teachers, we have a lot to do.

IV
REFLECTIVE WRITING

During the whole process of this final English Teaching Practicum, I could notice
that this experience made me feel that I was studying what I really liked to do in my
life.
To be honest, at the beginning of this year I hadn’t good expectations about this
process of becoming a teacher, and specially doing my final practicum at a state
school where most of the time, we teachers, have trouble with students’ behaviour
due to their social status and lack of motivation. A year ago when I was in Vise III I
 hadn’t a good experience with my guide teacher, and this issue made me feel
insecure and not motivated enough to believe that next year when I was supposed
to doing the final practicum, I mean this year, I would change my mind about this.
As every process in life, we have to improve many aspects and also learn from
our own mistakes and aims, and this one was not the exception. It was an instance
to prove myself that I was capable of doing many things, facing challenging
situations and overcoming them succesfully step by step.
I’m really pleased and happy with my performance as a teacher. I feel that I
accomplished all the objectives I proposed the first day I went to the school were I
supposed to teach: doing my best, creating a good atmosphere in the classroom,
and obviously what is most important being a complete teacher, not just an English
teacher, but a person who is able to provide values and principles to students.

V
UNIT PLANS AND LESSON PLANS

Planificación Unidad Didáctica

Sector: Lenguaje y Comunicación Sub-sector: Idioma Extranjero Inglés

Unidad (Núcleo) de Aprendizaje: My Family and Friends Curso: 1º Medio E Tiempo:
16 hrs.
Objetivo Fundamental: Escribir oraciones sintácticamente correctas y comunicativamente
apropiadas.
Aprendizajes Esperados: Desarrollar la comprensión escrita de los alumnos, completando y
redactando oraciones para
demostrar comprensión del
texto.
Objetivo de Aprendizaje de la Unidad: Los alumnos serán capaces de completar y redactar
oraciones, así como resolver ejercicios para demostrar comprensión del texto.
Contenidos del Aprendizaje
Conceptuales Procedimentales Actitudinales
Expressions related to family members; Completar frases, oraciones, puzzles, Comprender las ideas presentadas y
Vocabulary; Family relationships; diálogos. respetar la diversidad de planteamiento,
Possessive case; Verb To Be; Questions Redactar oraciones simples en forma sentimientos y valores expresados en
words; Nouns; Plural forms of some afirmativa, negativa e interrogativa. textos escritos y orales en la Lengua
nouns; Possessive adjectives and Present Responder o formular preguntas, Extranjera.
Continuous. utilizando fórmulas ya aprendidas.
Modelar el diálogo con el profesor/a o
con otro estudiante.
Practicar el diálogo con otro compañero.

Actividades Recursos Evaluación

-Matching -Flashcards 1) Sumativa:
-Filling the gaps -Power Point Presentations -Quizzes
-Wordsearching -Cd’s -Final Test Coef.2 ( Units 2 and 3)
-Answering questions -Handouts 2) Formativa:
-Completing sentences -Radio -Oral interrogations
-Group and pair work
-Training assessment

Lesson Plan

Date: July 6 th, 2009 Level: NM1

Resources:
-Laptop -Power Point Presentation
-Flashcards -Audio

Lesson Structure Time Procedures/Activities

1) Introduction 5 minutes -The prospective teacher will greet students:
Good Evening, class! How are you today?
-Role Calling
-Warm-up
2) Core of the class

- Students will learn the members of the family, providing them new
Pre-stage
vocabulary about this content. Then, they will be able to apply this
30 minutes
content using verb to be. Ex: Bart Simpson is Marge and Homer’s son.

-The teacher presents the objectives of the class. Introduce the members
While-stage 20 minutes of the family taking into account their previous knowledge and providing
new information.
Students will be able to classify the members of the family into male and
female.

Post-stage - The teacher will use a poster of the Simpson in order provide students a
25 minutes
model of the family members. Students will be able to recognize every
member of the Simpson applying the new content.
- Students will listen to the history of The Simpson Family and then the
3) Closing teacher will write some exercises on the whiteboard about what students
already listened to, using verb to be. 20 min

The teacher will recount new vocabulary and some students will be asked
15 minutes to explain their meaning in English.

Lesson Plan

Date: July 7 th, 2009 Level: NM1

Resources:
-Teacher’s voice -Whiteboard -Poster
-Flashcards - Markers

Lesson Structure Time Procedures/Activities

1) Introduction 5 minutes -The prospective teacher will greet students:
Good Evening, class! How are you today?
-Role Calling
-Warm-up
2) Core of the class
- The teacher will ask what they did in the last lesson. Check some

Pre-stage members of the family, content seen in the previous class.

35 minutes

-The teacher will present the classroom language students will have to use
in the class in order to improve their oral skills.
-The teacher will provide a model of the use of this classroom language,
While-stage creating a dialogue between the guide teacher and the student.
Next lesson, the teacher will bring the classroom language written in
“cartulina” in order to stick them on the wall of the classroom.

The teacher will introduce a new content “the possessive case”, writing
35 minutes
Post-stage on the board some examples and then she will write some exercises on
the board related to the Simpson’s and the family in general.
10 minutes... the teacher will do an oral activity; she will comment the
family relationships and students will be able to recognize who they are.
3) Closing Ex: My mother’s son is my______________.

15 minutes - Some students will be asked to give some examples about the
possessive case using the Simpson family.

Lesson Plan

Date: July 20 th, 2009 Level: NM1

Resources:
-Teacher’s voice -Whiteboard
-Flashcards - Markers

Lesson Structure Time Procedures/Activities

1) Introduction 5 minutes -The prospective teacher will greet students:
Good Evening, class! How are you today?
-Role Calling
-Warm-up
2) Core of the class
- The teacher will ask what they did in the last lesson. Check some
members of the family, content seen in the previous class.
Pre-stage
25 minutes
- The teacher will review the contents seen in previous classes in order to
clarify doubts and ensure their understanding. She will use examples of
the Simpsons and family in general and she will correct the mistakes
students usually make.
- .Students will be able to complete a handout about the family members
While-stage
30 minutes and possessive case. They will be able to identify some information of a
text, complete sentences, matching pictures with the sentences, stating if
the sentences are true of false.

15 minutes -The teacher will walk around the classroom, helping students to
Post-stage
accomplish the objectives of the activity, and providing feedback.

-The teacher will write the mistakes on the board in order to correct them
15 minutes
in front the whole class and finally the teacher will correct the handout
3) Closing
loud and finally the teacher will ask students to solve some exercises
loud.

Lesson Plan

Date: July 21st, 2009 Level: NM1

Skill: Writing and Speaking

Expected Outcomes: Students will be able to identify the family members; to establish their relationship with them ; to
introduce themselves and the members of their families or friends, providing personal information, and describing them using
the adjectives and practicing verb to be. Example: She is my sister. Her name is Karina. She is 15 years old. She is shy,
sensitive and very intelligent.

Resources:
-Laptop -Power Point Presentation
-Flashcards -Pictures of students’ families and friends

5 minutes -The prospective teacher will greet students:

Good Evening, class! How are you today?
-The prospective teacher will introduce the Supervisor Teacher providing
students an ‘implicit model’ to introduce people.
-Role Calling
-Warm-up

-The teacher presents the objectives of the class.

-The teacher will show a power point presentation about her, her family and friends, in order to provide a
35 minutes
model. (In the presentation is present the present simple continuous structure, which will be introduce next
classes; this content was used to familiarize students with a new structure in order to make students’
understanding easier on the next lessons.
-Checking new vocabulary from the presentation, using flashcards.
-Students will reinforce the contents by doing some exercises from the presentation.

The teacher will give students a handout in order to complete it with their own family and friends’ personal
information, using verb to be and the adjectives.
-Students will work with the pictures of their families and friends.
-Students will introduce the members of their families, giving personal information and describing them
using the adjectives.
-Students will be able to write down in the sheet full sentences about their families and friends.
30 minutes
-Students will introduce his/her family ands friends, describing them each other, in order to check
pronunciation and develop students’ oral skills.

-Monitoring students while they are developing the activity, walking around the classroom and checking if
they are accomplishing the objectives of the activity.
-The teacher will give feedback to students, correct mistakes and write them on the board in order to ensure
students’ understanding.

10 minutes
The teacher will ask students if they enjoyed the activity.
-The teacher will choose some students to introduce their families to the rest of the class.
-The teacher will recount the new vocabulary seen in class and students will be asked to explain their
meaning.

10 minutes

Lesson Plan

Date: July 28 st, 2009 Level: NM1

Skill: Writing and Listening.

Expected Outcomes: Students will be able to apply The Present Continuous Tense content and reinforcing it by doing some exercises
from the power point presentation, describing what the people are doing in the flashcards, matching the actions with its sentences,
completing sentences, answering questions and also understanding what the people are doing by a listening activity.

Resources:
-Laptop -Power Point Presentation
-Flashcards -Audio

1) Introduction 5 minutes -The prospective teacher will greet students:

Good Evening, class! How are you today?
-The prospective teacher will introduce the Supervisor Teacher.
-Role Calling
-Warm-up

2) Core of the class

-The teacher presents the objectives of the class.
-The teacher will show a power point presentation about Present Continuous Tense, an
example of its use on Internet (Twitter), and students will be able to do exercises and a
Pre-stage
30 minutes listening activity.
-Checking new vocabulary from the presentation, using flashcards.
-Students will reinforce the contents by doing some exercises from the presentation.

The teacher will give students a handout in order to reinforce the use of Present
Continuous Tense by doing exercises of completing, matching, answering questions,
While-stage 30 minutes etc.

-Monitoring students while they are developing the activity, walking around the
classroom and checking if they are accomplishing the objectives of the activity.
-The teacher will give feedback to students, correct mistakes and write them on the
15 minutes board in order to ensure students’ understanding.
Post-stage

The teacher will ask students if they enjoyed the activity.

-The teacher will recount the new vocabulary seen in class and students will be asked
to explain their meaning with a guessing game.
-Some students will be asked to perform a verb by using body language and their
3) Closing
10 minutes classmates will have to guess which verb was in order to reinforce that content.

VI
LEARNING MATERIAL

Name___________________Grade___________________
Liceo Politécnico A-23
Inglés 1º medio

LET’S PRACTICE VERB TO BE (Ser o estar)

1. Complete with AM – IS or ARE:
A) The weather ____ very nice today. It is not cold. It____ warm.
B) I___Paul and I____ 25 years old.
C) You____ slim and tall.
D) Wisin y Yandel_____ reggeaton singers. They____ from Puerto Rico.
E) Cristiano Ronaldo_____a famous footballl player. He____ portuguese.
F) We____ good students.
G) Valparaíso____ a beautiful and exciting city.
H) Britney Spears____ a pop singer from USA. She____ American.

2. Write the opposites. Use the adjectives in the box below:

Young - Tall – Fat – Pretty

A) Ugly --- C) Slim ---

B) Old --- D) Short ---

3. Answer the following questions about these famous people:

EXAMPLE:
Is Ronaldo bold? Yes, he is.
Where is he from? He is from Brazil. He is brazilian.
Is he a professional tennis player? No, he is not. He is a football player.
Is Ronaldo fat nowadays? Yes, he is.

Who is he?____________________________________
Is he short and fat? _________________________________
Is he the president of Canada?_______________________
Where is he from?___________________________________
Is he single or married?______________________________
 Is he a famous football player?______________________
Is he Brazilian?_____________________________________
Is he bad at football?_______________________________
Is he one of the most well-paid football players of the world?
____________________________________

I B S C W B M H O L I C O U C
R S P E R U V O A S P A I N K
Are they E F N V B H R N T P I H T L J
L N B R A Z I L T L F C A B A
A V E H Z T A I R F T A L A X
N M W R N C E J Y N P I I M B
D L Y E S E U F A J Y A Z N
U H G R D E S P Q H G C Q A T
J R K W N X A Z F G E I X N C
reggeaton A L S C F J A A V M Z C A I N
R G E R M A N Y Z D P Z G H V
Q I K C L A G U T R O P Z C T
singers?___________________________
Is the song ‘abusadora’ their latest hit?_________________
Are they brothers?_________________________
Is ‘the big boss’ their identification?___________________

4. Find the 9 countries and put their nationalities below:

WORD
SEARCH!
 COUNTRIES NATIONALITIES

1. I_____________________ -- _________________________

2. P____________________ -- _________________________

3. J_____________________ -- _________________________

4. S____________________ -- _________________________

5. A____________________ -- _________________________

6. E____________________ -- _________________________

7. C____________________ -- _________________________

8. G____________________ -- _________________________

9. U____________________ -- _________________________

Name: __________________ Grade: _________________ Date: _______________

Present Continuous

Examples:
 Look at the pictures and write the answers:

Verb List
with pictures

Write Read Run Sit Sing

Clean Cut Call Watch Play

Look Talk Jump Point Paint

Pick-up
Drink Climb
Walk Kiss
Drive Garden
Dance Play
Make
Draw Ride Cry Wash Swim Cook

Name: __________________ Grade: _________________ Date: _______________

 Aprendizajes Esperados: A través de guía, los alumnos aplicarán el nuevo contenido visto en la
clase de hoy, Present Continuous Tense, con el fin de reforzar y facilitar el aprendizaje de los
alumnos mediante variados ejercicios.

Let’s read!

Kate’s family What ARE they DOING?

Ann Tom Margaret

Peter Diana Kate

1) Choose from the box below the correct verb to describe what is Kate’s
family doing.
 Example:

I’am reading an interesting book

COOK – WATCH – EAT - LISTEN TO – SLEEP

a) Kate’s grandmother is______________

b) b) Kate’s mum is_______________
c) Peter is_____________________
d) d) Peter’s little sister is______________
e) Ann’s father is_______________

After reading

2) Answer the questions using present continuous.

Example: Is Kate’s mum washing the dishes?

No, she is not washing the dishes. She is cooking.

a) Is Kate’s grandfather watching TV? ______________________

b) Is Peter playing the guitar?
c) What is Peter doing?
d) Is Kate’s sister eating oranges?
e) What is Kate eating?
f) Is Anne cooking?
g) What is Anne cooking?
______________________
______________________
______________________
______________________
______________________
______________________

3) Match the pictures with the sentences.

A B C D E F

H I JK
M
L
Example: He is swimming. A_

1) He is running. ___ 2) It is raining. ___ 3) She is writing a letter. ___

4) He is working hard. ___ 5) He is drinking wine. ___ 6) They are dancing.___
7) He is swimming.___ 8) She is driving a car.___ 9) He is wearing a hat.___
10) She is surfing in the sea.___ 11) It is flying.___ 12) He is surfing the net. ___

4) Look at the picture and write sentences about what is Kate doing at this
moment.
Example: They are not walking on the street.

1) (watch TV)……………………………………………………………………………
2) (read a magazine)………………………………………………………………
3) (wear a hat)…………………………………………………………………………
4) (write a letter)………………………………………………………………………
5) (laugh)……………………………………………………………………………………
6) (talk)………………………………………………………………………………………
7) (sit on the sofa)……………………………………………………………………
8) (dance)…………………………………………………………………………………

5) Rewrite the sentences in the correct order.

 1)you/dancing/Are/?………………………………………………………………………………………………
……
2) in/father/working/My/is/Italy……………………………………………………………………………………
3) ?/he/Is/using/computer/a…………………………………………………………………………………………
4) wearing/is/scarf/a/She………………………………………………………………………………………………
5) not/raining/It/is…………………………………………………………………………………………………………
6) studying/We/English/are…………………………………………………………………………………………………

6) Translate into English.

1) Marta está tocando la guitarra……………………………………………………………………………………
2) Paul está nadando en la piscina…………………………………………………………………………………
3) Ellos están jugando volleyball ………………………………………………………………………………………
4) Nosotros estamos comiendo pizza………………………………………………………………………………
5) Él está cocinando carne………………………………………………………………………………………………
6) Está nevando………………………………………………………………………………………………………………

Vocabulary:
- piscina: swimming pool - nevar: snow - carne: meat -surf the net: navegar en Internet
 VII
EVALUATION INSTRUMENTS

Name: __________________ Grade: _________________ Date: _______________

Let’s practice VERB TO BE, and the ADJECTIVES with…

MY FAMILY AND FRIENDS!

 Aprendizajes Esperados: A través de esta actividad (evaluación sumativa), los alumnos

aplicarán y repasarán los contenidos vistos anteriormente en clases: verb To Be, and the use
of the adjectives, proporcionando información de ellos mismos, sus familias y/o amigos.

 Instrucciones: A partir de la presentación que acaban de observar, tendrán que pegar las
fotografías de Uds., su familia y/o amigos en el recuadro que aparece a continuación. Deberán
presentarlos otorgando información personal y descripciones físicas y psicológicas de las
persona(s).

Example: This is my brother. His name is Marcelo. He is 12 years old. He is short and thin. He
loves playing football.
 English Test Coef. 2 FORM A

Score:______pts/
35 pts.
Name:_________________ Grade:_________________ Date:__________________

I) Read the text and answer the questions below. Circle the correct alternative. (4 pts)

Hello! My name is Anne. I’m 14 years old and I’m from U.S.A. There are three people in my
family; my mother, my father and I. My mum is a loving, sensitive and hard-working woman.
She’s a hairstylist, but at this moment she is working at a supermarket as a cashier. My dad
is an English teacher. He is medium height and slim. He is the best father in the world!

1) Is Anne American? A) Yes, she is. B) No, she isn’t.

2) Anne’s father is: A) sensitive and tall B) hard-working and fat C) slim and medium
height

3) Is Anne’s mum a lazy woman? A) No, she isn’t. B) Yes, she is.

4) Anne’s mother is working now as: A) English teacher B) hairstylist C) cashier

II) Match the members of the family. III) Complete the sentences using verb to be. (6 pts)
(5 pts)

Example: Example: I am a very good

student.
Mother D__ A) Sobrino
1) Grandson_____ B) Tío 1) Carol and Arenita _____ boyfriend and girlfriend.
2) Daughter_____ C) Hija 2) It ____ raining! Take an umbrella with
you.
3) Cousin____ D )Madre 3) My parents_____ vacationing in New York.
4) Nephew____ E) Nieto 4) My brother and I____ not in the same school.
5) Uncle_____ F) Primo (a) 5) Britney Spears____ world-famous singer from U.S.A.
G) Tía 6) ____he watching T.V now? No, he____
sleeping.

IV) Complete the text about The Simpsons using the adjectives from the box.
(10 pts)
vegetarian – fat - lazy – naughty – troublemaker - happy - young – intelligent -aggressive – beer drinker - good –
animals’ lover– overweight

The Simpsons are a ____________ family. They live in Springfield in The United States. Homer,
the father, works as a safety inspector at the Nuclear Power Plant. He is
very______________because he sleeps all day long, even when he is working! Homer always goes
to Moe’s Tavern with his friends. He is a ______________.
Marge is Homer’s wife and she is a stereotypical American housewife and mother. Marge and
Homer have 3 children: Bart, Lisa and Maggie. Bart Simpson is a _______________ boy and a
_________________. He isn’t a _____________ student.
 Lisa is 8 years old and she loves going to school. She is very ________________ and she loves
animals. She is an_______________. She doesn’t eat meat because she is _________________
and Maggie Simpson is a _________________ baby who rarely speaks.

V) Look at the pictures and match them with the sentences below. (5 pts)

Example: They are running.

1) They are playing basketball.

2) They are having dinner.
3) He is fishing.
4) She is gardening.
5) It is flying in the sky.

V) Look at the pictures and identify what are the people doing. Choose the
verb from the box and make a sentence with it using present continuous
(5 pts)
COOK
DRAW
READ
PAINT
DRIVE
Jo is c
DRINK
POINT

English Test Coef. 2 FORM B

Score:______pts/
35 pts.
Name:_________________ Grade:_________________ Date:__________________

I) Read the text and answer the questions below. Circle the correct alternative. (4 pts)

Hello! My name is Mario and I’m a student from Australia. In my family there are five people: my
grandfather, my grandmother, my mum, my brother Tom and I. Tom and I are 15 years old. He is a
fashionable and good-looking boy, but he is a little bit lazy because he never helps at home. He is also a
bad student at school. My gradparents are originally from Sweden, but at this moment they are
vacationing here for 15 days. My mum is a pretty and loving woman. She is the best mother in the
world!

1) Is Mario British? A) No, he isn`t. B) Yes, he is.

2) Mario’s brother is: A) fashionable and ugly B) lazy C) good student
3) Are Mario’s grandparents from Australia? A) Yes, they are. B) No, they aren’t.
4) Are Mario’s grandparents in Sweden now? A) Yes, they’re B) No, they are not.
 II) Match the members of the family. III) Complete the sentences using verb to
be .(6 pts)
(5 pts)

Example: Example: You are a very good

student.
Mother D__ A) Esposo
1) Son_____ B) Tío 1) Michael and Janet Jackson_____ brother and sister.
2) Aunt_____ C) Hijo 2) Valparaíso____ a beautiful and exciticing
city.
3) Wife____ D) Madre 3) We ____ not from Brazil. We ____
Argentinian.
4) Grandfather____ E) Abuelo 4) I ___ a loyal and sensitive person.
5) Husband_____ F) Tía 5) ____ Barack Obama the president of U.S.A? Yes,
he is.
G) Esposa 6) D.Yankee and Don Omar_____
reggeton singers.

IV) Complete the text about The Simpsons with the adjectives from the box. (10
pts)

vegetarian – fat - lazy – naughty – troublemaker - happy - young – intelligent -aggressive – beer drinker - good –
animals’ lover– overweight

The Simpsons are a ____________ family. They live in Springfield in The United States. Homer,
the father, works as a safety inspector at the Nuclear Power Plant. He is
very______________because he sleeps all day long, even when he is working! Homer always goes
to Moe’s Tavern with his friends. He is a ______________.
Marge is Homer’s wife and she is a stereotypical American housewife and mother. Marge and
Homer have 3 children: Bart, Lisa and Maggie. Bart Simpson is a _______________ boy and a
_________________. He isn’t a _____________ student.
Lisa is 8 years old and she loves going to school. She is very ________________ and she loves
animals. She is an_______________. She doesn’t eat meat because she is _________________
and Maggie Simpson is a _________________ baby who rarely speaks.

V) Look at the pictures and match them with the sentences below. (5 pts)

Example: She is playing the saxophone.

1) He is drawing.
2) He is smelling a flower.
3) He is taking a shower.
4) They are driving a car.
WATCH5) She is drinking a glass of water.
PAINT
VI)
WASH Look at the pictures and identify what are the people doing. Choose the
KISS verb from the box and make a sentence with it using present continuous.
DRAW ( 5 pts)
EAT
READ
Peter is eating ____________ ____________ _____________ ____________ __________