Final portfolio Ariela Ortiz

8/14/2019 Final portfolio Ariela Ortiz

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Ariela Ortiz Millacura

Liceo A-23 Alfredo Nazar FeresProfesional PracticumTeachers: Isabel Vsquez

Rodrigo GonzlezEnglish Pedagogy, prom. 2003

August, 2009

INDEX

Introduction 3Reading articles 4Pedagogical artifacts 8Reflective teaching 15School information 16Unit plans and lessons plans 17Learning material (written and/or audio) 31

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Evaluation instruments 50

I

PORTFOLIO INTRODUCTION

The following portfolio shows my process in professional practice

as a teacher.

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This stage was very important to me because it strengthens my

vocation and fills my expectations for my future.

At first I was complicated by the fact that reports are sent to blog,

because I had not had contact with this medium before, but it seems

interesting to integrate this technology in our learning to apply it to our

students as well. In addition, to take advantage of the technological

resources we have available.

To further my experience in this practice, I can say it has been full

of pleasant situations, knowledge and anxiety about what might happen

in the classroom and supervision of our teachers. but everything

became more significant with the support and guidance of our teachers

supervisors in weekly meetings and the welcome reception of the

teacher guide.

Now I invite you to know the contents of my portfolio, my

documents and appraisals.

IIREADING ARTICLES

Work Refusers! Here's Help to End Your Continuing Classroom

Management Hassles

By:Ruth Wells

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Every teacher, every counselor, every principal knows youngsters

who won't do their work. Some of these work refusers often fail to show

up. When they do show up, they often say little, and some may be

nearly mute. Some may not even make eye contact.

Typically, adults consider two options: pushing the child or backing

off. All types of "pushing" can fail, whether rewards, consequences,

pressure or logic are used. Backing off can't ever work because if you

back off then you're not offering the child an education, or whatever

your service is. The world demands skills from every one of us. No

exceptions are made for those who endured abuse or neglect. We spend

hours thoroughly covering work refusers in our workshop, and can't fit

all that comprehensive, step-by-step guidance here, but we'll give you

some key tips on one central, critical aspect of working with work

refusers: control.

It's Pain, Not a Game

Many work refusers face enormous challenges from severe family

problems like violence or incest, to challenges like disabilities and

emotional disorders. Work refusal can appear to be a game, but

especially with victimized youngsters, it's not a game at all. Getting

"stuck" is the only way they know to survive.

Strategy: Few kids will ever say "I was beaten last night so math seems

irrelevant. Can I skip the exam?" For distressed kids who don't wish to

disclose the nature of their distress, simply allow them to say whether

it's a "good work day" or "bad work day." How much work could you do

after a beating? Deeply appreciative of accommodations, some students

work very hard on the days that they're able to.

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You're a Life Line

You may be the only sane, sober adult some students know-- a

fact that you may want to keep in mind.

Strategy: If you're a teacher, then you may live with on-going "testing

mania," and other big pressures to produce results at school. It can be

hard to remember that humanity is always more important than scores.

Forget the humanity you won't get good scores. Remember the

humanity, you'll maximize your humans and their scores.

Tiny Increments

Traumatized kids have so little energy left for school: Surviving the

beatings, homelessness, incest, or neglect can demand all the child's

resources.

Strategy: Raise expectations in tiny increments. If a student says your

goals are too easy, that's just right. Aim for lots of small successes

rather than a big failure followed by seizing up and absences.

Discern Causes

Look beyond the work refusal to improve it.

Strategy: Ask students why they don't work. When many say "I don't

know," reply: "If you did know, what would it be?" This off-beat method

can yield important answers. Be ready to arrange help for the seriousissues students cite.

Strike the Balance

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Neither pushing or backing off works, even though they tend to be

the most commonly used options.

Strategy: So what does work if the two most common methods are so

ineffective? Striking the balance between those two options. That means

that you never abandon your mission, but you don't accomplish it at all

costs. That balance is dynamic and shifting, so it will vary from day to

day, even hour to hour. For example, imagine a child has a dad who is a

long haul truck driver, and very violent.

When dad is home, this is a very troubled kid who does little work:

coping with the violence takes all her energy. So, you increase theaccommodations you make, and decrease expectations. When dad is on

the road, the child may be more functional. Now, you reduce the

accommodations, and increase expectations. If you correctly strike the

balance, you'll maximize the education and other services that you can

give to children carrying unbearable loads.

A Final Thought: Consider this true story as a way to understand your

potential impact on vulnerable children who refuse to work: "Mom hasn't

moved in three days. I'm worried," the first grader said when asked why

he couldn't work. Tragically, upon investigation, the boy's Mom had

passed without any adult knowing. Looking back, would you want to

have taken the time to ask, or would you be satisfied that you had only

focused on getting the work done?

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III

PEDAGOGICAL ARTIFACTS

Reflection N1

I had a great time when we worked on the workshop last April 8th.

When we had to talk about our expectations I remembered when I

started my course of studies and I wanted to be a good teacher but I

didn't know how to do it. During these years my professors gave me all

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the tools and now I am able to put in practice what I have learned.

Now I can prove to my guide teacher, my supervisor teacher, to my

students and myself that I have good tools for doing a good job in the

classroom.

And my former expectation is to win a gratifying experience with

my students and to manage dicipline problems in the classroom.

About my fears, I can say that were the same as my classmates,

dicipline problems and entertaining activities for our students, but I

think it would be easy for us to manage them because we have a lot of

materials for working on and if we think positively we can do our best.

As I have more experience teaching to teenagers than children, I

would be improve my skills in case I have to teach to kids.

I am very happy to be in this stage of my career because I can see

behind, those years full of hopes, fears, hard work, assesments, and

anxious to get to this time.

I really want to have a good time and I promise to give my best in

my most important practice as an English teacher.

THE PRACTICUM PROCESS

Reports and Pedagogical reflections

I Observation Stage

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Reflection N1

This stage of observation is very important because you can have

some ideas about the students, their feeelings, likes and dislikes, its

the best approach to know what vocabulary or items you can

compliment with your unit plan.

This is a good way to analice the teacher and learn the best way to

manage difficult situations and which activities really works with

students.

I would have preferred a longer observation stage, but due the

teachers strike it couldnt be possible.

II. Team-teaching stage.

a) Pedagogical artifact N2

The guide teacher knew that it would be difficult to take all the time

to do every stage, so he asked me for help in the classes when i had to

observe. This consisted on help students in te activities and solving

problems about that, for example check that the sentences or

vocabulary the students wrote were correct.

Reflection N2 Interactions in the classroom

Instead of the fact that we had a short time to do this process, it

was important because I could feel suported by the guide teacher, the

constructive critiques that he gave me were useful.

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I could see that students didnt have problems in ask for help in

their activities or when they had some doubts they asked and it wasnt a

problem because the others students didnt told jokes. They were

ashamed. That was very helping for me, to improve my way of teaching

and fix the class and the time they need to learn in every session.

WORKSHOP N2

Refer to the Teaching Stage you have already started and answer

the following questions:

1.- Do you feel satisfied with your perfomance as a teacher so

far? Take about the things you like and about the ones you dont

like.

I felt very good teaching to my students, because they were

interested in learning and participate in class. They liked the activities

and asked me for further vocabulary to use it to translate songs and

videogames.

I know that I have problems with my voice that is low and it

makes difficult to manage the students discipline; other problem is the

time consumed in class due some students dont work or they need

more time than is given, that was I couldnt finish the entire class.

I liked the participation of the students and the help in the perfomances

we made in class like presentation, dialogs and descriptions. I felt

supported by the guide teacher and that was important for me to

encourage myself in doing new and funny activities.

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2.- Guide teachers support: How effective has it been during this

stage? Why?

The guide teachers support has been important, significative and

effective that I felt very comfortable from the very first time I started

my professional practicum at school. He always told me my positive

aspects and negatives too about my perfomance. He suggests what to

do and how. He also gave me pieces of advice in order to success in my

teaching process.

3.- Students level of engagement: Do your students enjoy the

classroom learning activities presented?; What do they say about

them?

I think my students have enjoyed the majority of my activities

because they worked easily and quickly with them. I presented written

activities, they had to draw in some ocations, they performed a role-

play, and also they participated in activities made in power point showed

by a data show; I tried to do them as funny I think they would find

them.

4.- Planning and lesson preparation: What teaching approach do

you consider appropiate to students learning style? Which one

are you actually using with them? Why?

At the beggining, I tried to present games in English in order to

keep my students focused on them, but it didnt work at all because just

a team worked and the rest of the students started to do other things.

So I decided to present written activities from the board like an old style

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or a traditional method; I had to stand in front of the class, give the

instructions and ask for write it. I also included activities for fun in case

they didnt understand what I had teached.

I know that my students learned what I taught, but is easy for

them if they write on their notebooks and complementing that with

exercises and games.

5.- Lesson timing: How much of the planned activities do you

actually cover in each lesson? Is it what you expected?

The activities were able to cover almost all of my planned activities

during two periods, and I had an extra sheet with activities just in case,

and sometimes I gave the students a guide with activities to save time.

Reflection N3 (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 that teachers have to dela with is the

discipline in the classroom and manage a quiet atmosphere, most if you

are a practicant and dont know well each other. In my case, I thought it

would be more difficult tahn it really was.

2.- Also refer about the feelings that came up when socializing

the above issues with him or her.

My guide teacher was very supportive with me and he gave me pieces of

advices to manage the classroom. I felt very comfortable with him and

his tips.

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Reflection N4 The way I feel about the teachers strike

I am doing my Final Practicum at Liceo A-23 Alfredo Nazar Feres

and the teachers strike began just the day after the official presentation

in that school. At the beggining, I thought it would take just a pair of

days, but it extended for almost two months. I was frustrated during

this time because I couldnt even plan my classes without any reference

of the grade I was given.

My big fear during the strike, was the fact that I would take the

next semester to do my final practicum and I didnt want to delay this

subject for more. Finally the University came up with the idea of giving

us more time to continue with a normal process.

I could notice in my first observation, that student forgot almost

everything that the teacher taught before the strike and he had to re-

start again, losing time and trying to motivate the students to remember

what they learned before.

Finally, my expectations are to succeed in my final practicum and

that the time would be sufficient to do everything we have to.

IV

REFLECTIVE WRITING

Along this whole process of final practicum, I could see that this

experience had made me feel bigger and sure about my vocation than

before, full of expectations for my future as an English teacher.

From the beginning of this academical year, I was anxious about

my final practicum and how to succeed in it; but when the teachers

strike started, I tried to be calmed, but it was difficult because it took

more time that I could imagine. Then, when we returned to schools, my

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troubles were the students motivation and discipline, everything was

solved by my guide teachers help and advice. He encouraged me to do

the activities, he recomends me what and how to do my classes and the

constructive criticals were very importants and useful. I am pleased by

his help and support. Now I feel that i can do my best in my classes,

creating innovatory activities and create a nice atmosphere in the

classroom. And how our professors at the University taught to us, we

firstly are teachers that teach values, respect, tolerance and principles,

then we are a teacher of any subject like English, Math, Biology, etc.

And we always have to think we are the best to give our best to others

everywhere.

SCHOOL INFORMATION

School: Liceo Politcnico A-23 Alfredo Nazar Feres.

Principal: Luis Pereira

City: Valparaso.

Address: Errazuriz s/n Playa Ancha.

Schools phone number: 32-2281231Grade: 1st grade D high school.

Schedule: Monday and Wednesday 10:35 12:05.-

Guide Teachers name: Pedro Espinoza Luna.

Guide Teachers email address: [email protected]

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V

UNIT PLANS AND LESSON PLANS

1st Lesson plan

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Date: Wednesday, June 17th

, 2009.- Level: 1st

grade D High School

Skill: Oral and written expression.Expected Outcomes: To learn and apply vocabulary about people, hobbies and family.

To recognize and learn simple tense and personal pronouns.

Resources: Whiteboard, markers, pen and paper.

Introduction

Role callingMotivation

Core of the classPre-stageIntroducing myself

While-stageIntroducing studentsthemselves

Post-stageComparing answers

Sharing opinions

ClosingLooking forinformation

Time

10

10

20

10

15

15

10

Comments

Greet to the studentsCall the roleExplain to the students what the teacher is going todo in that session.

The teacher introduces herself as an example on theboard of the following activity, she explains studentsthat they will do the same, giving a model in theboard with useful vocabulary. The example on theboard is a survey with personal information that

includes preferences and physical description.

Each student writes in their copybooks their ownpresentation, following the board model.

In pairs, the students introduce themselves eachother.The teacher corrects the pronunciation and grammar.

Teacher asks students about their task and she writeskey words on the board from the answers. She asks

the students to write the list of key words on theircopybooks.

Teacher asks the class to handle the written surveythat is an accumulative grade work.

The teacher asks as a homework to bring informationabout their family: jobs, free time, hobbies, etc.

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2nd Lesson plan

3rd Lesson plan

Date: Monday, June 22nd

, 2009.- Level: 1st

grade D High School

Skills: Oral and written expression.Expected Outcomes:To learn and apply vocabulary about description of people and family.To recognize and learn simple tense and personal pronouns

Resources: whiteboard, markers, list of vocabulary related to physical description andfamily.

Introduction

Core of the classPre-stageReview last class

While-stageMaking a presentation

Enlarge our likes anddislikes

Knowing the use ofpresent simple tense

Post-stageIntroducing my family

ClosingReview

Time

10

10

10

15

20

10

15

Comments

Greet the students.Take roll call.Explain students what the teacher is going to do inthis session.

The teacher asks the students what they did lastsession and explains what was forgot by thestudents, in order to have te same level among them.

The students work in groups and make apresentation that will be perfomed to theirclassmates.

The teacher writes key word about likes and dislikes.

The teacher explains the simple present tense,emphasizing the use of s in the third person (he,she, it)

Introduce the family, using present simple. Ex: sheis She works in Handle this presentation for anaccumulative grade work.

Summary of the class.

Date: Wednesday, June 24th

, 2009.- Level: 1st

grade D High School

Skills: Oral and written expression.Expected Outcomes:To learn and apply vocabulary about description of people and family.To recognize and learn simple tense and personal pronouns

Resources: whiteboard, markers, list of vocabulary related to physical description andfamily.

Introduction

Core of the classPre-stageKnowing newvocabulary

While-stageIntroducing my family

Post-stage

Making my own familytree

Closing

Complete sentences

Time

10

15

15

15

25

10

Comments


The teacher writes a familys vocabulary list that iswritten by the students. After the class write thevocabulary, they learn the pronunciation of these

words.

The students writes a presentation of their familiesand relatives given their personal information.

The teacher draws a family tree on the board and thestudents identify the members.

The teacher asks the students to draw and identifytheir relatives in a family tree that is handled to theteacher for an accumulative grade.

The students complete sentences about familymembers.Summary of the class.

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4th Lesson plan

Date: Wednesday, July 1st

, 2009.- Level: 1st

grade D High School

Skills: Oral and written expression.Expected Outcomes:To learn and apply vocabulary of physical appearance.To recognize and learn simple tense and personal pronouns

Resources: whiteboard, markers, list of vocabulary related to physical description andflash cards with different kind of people.

Introduction

Core of the classPre-stageIntroducing newvocabulary

While-stageDescribing myself

Describing people

Post-stage

Adding ideas

Closing

Time

10

15

20

25

10

10

Comments


The teacher writes a vocabulary list of physicalappearance and the students learn the pronunciation.

In pairs, the students describes themselves using thevocabulary. This description is written and thestudents read it to their classmates.

The teacher shows flash cards to the students and fixthem on the board. Every row in the classroom hasthree choices and choose one to write the descriptionon the board.

The whole class add ideas for the others rowdescription.


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5th Lesson plan

Date: Friday, July 3rd

, 2009.- Level: 1st

grade D High School

Skills: Oral and written expression.Expected Outcomes:To learn and apply vocabulary about physical description.To recognize and simple tense and personal pronouns.

Resources: whiteboard, markers, list of vocabulary related to physical description.

Introduction


While-stageCreate a description.

Post-stagePresentation of thedescription.

Closing

Family relationships

Time

10

15

15

10

10

Comments

Greet the students.Take roll call.Explain students what the teacher is going to do inthat class.

The teacher writes some exercises about physicaldescription using vocabulary and present simple.The idea is to review the last session.

The students work in groups of 4 and make adescription of a famous person that will be showed totheir classmates and they will have to guess who theperson is.

The students read their description in front of theclass and the rest of their classmates have to guess

who the person is being presented.


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6th Lesson plan

Date: Monday, July 6th

, 2009.- Level: 1st

grade D High School

Skills: Oral and written expression.Expected Outcomes:To learn and apply question words to apply in conversations.To recognize and learn simple tense and third person.

Resources: whiteboard, markers, list of vocabulary related to physical description.

Introduction


While-stageLearning questionwords

Making andrequesting questions

Post-stageInterviewing aclassmate

Closing

Time

10

15

10

25

20

10

Comments


The teacher write exercises of complete thesentences related to family relations.

The teacher teaches question words: What, Where,Who, and How, in present simple, she givesexamples.

The teacher writes exercises of answer the questionusing question words. Then the students change theactivity and they write the questions.

In pairs, students ask to a classmate about their lives,using the words learned.


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7th Lesson plan

8th Lesson Plan

Date: Monday, July 27th

, 2009.- Level: 1st

grade D High School

Skills: Oral and written expression.Expected Outcomes: To apply all the knowledge the students got through the classes.

Resources: whiteboard, markers, written test.

Introduction

Core of the classPre-stage

While-stage

Post-stage

Closing

Time

10

10

35

05

20

10

Comments

Greet the students.

Take roll call.Explain students what the teacher is going to do inthis session.

The teacher gives the instructions for doing the test,then she gives the written test to the students.

The students answer the test.

The students give back the test to the teacher.

The teacher introduces students the next unit.She gives some examples of There is and There are,also some prepositions: on, under, in and next to.


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9th Lesson Plan

Date: Wednesday, July 29th

, 2009.- Level: 1st

grade D High School

Skills: Oral and written expression.Expected Outcomes:To learn and apply There is and there are in conversations and written exercises.To recognize the use of a/ an for singular nouns.To learn new vocabulary related to room.

Resources: whiteboard, markers, bedrooms vocabulary and exercise guide.

Introduction

Core of the classPre-stageIntroducing a new unit.

While-stageWorking in the newguide

Post-stageKnowing prepositions

Closing

Time

10

25

20

25

10

Comments


The teacher writes and explains the use of a/an forsingular nouns; gives some examples and asks forquestions. Then she does the same to introduce thereis and there are.Using vocabulary of classroom the students clasify

things in singular and plural. Then they work in pairs,take turns to make sentences using there is and thereare. To check the learning, the teacher asks: Isthere...? or Are there...? using the informationprovided before.

The teacher gives an exercisess guide to studentsthat contains a bedrooms picture in which the classhave to label the objects.

The teacher writes and explains the prepositions: on,

under, in and next to; she gives examples in theclassroom, using thing in it.


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10th Lesson plan

Date: Monday, August 3rd

, 2009.- Level: 1st

grade D High School

Skills: Oral and written expression.Expected Outcomes:To apply There is and there are in conversations and written exercises.To recognize the use of a/ an for singular nouns.To learn new vocabulary related to room.

Resources: whiteboard, markers, bedrooms vocabulary and exercise guide.

Introduction

Core of the classPre-stage

While-stage

Post-stage

Closing

Time

10

10

30

30

10

Comments


The teacher gives instructions for doing the guide,then she gives the worksheet of that guide to thestudents.

The students answer the guide.

The students work with the activity on the board thatis showed by a data show. They have to draw thingsthat the bedroom needs, then they have to writesentences using There is, there are and theprepositions: on, under, in and next to.All the activities are evaluated.


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PLANIFICACIN UNIDAD DIDCTICA

Date: Wednesday, August 5th, 2009.- Level: 1st grade D High School

Skills: Oral and written expression.

Expected Outcomes:To recognize and correct mistakes made in the use of There is, there are andprepositions: on, under, in and next to.

Resources: whiteboard, markers, list of vocabulary bedroom and classroom.

Introduction

Core of the classPre-stageCorrecting the last test

While-stageReview last class

Correcting theevaluated workshop

Post-stageEvaluation

Closing

Time

10

15

10

25

20

10

Comments

Greet the students.Take roll call.Explain students what the teacher is going to do in

this session.Write the objectives for this sesion.

First of all, the teacher ask for the students that didntsit the test to do it in that moment because is the lasttime they can sit the test before finish the semester.The teacher and students correct the mistakes madein the test related to presentation of ourselves andphysical description.The correction is made on the board.

The teacher write exercises to reinforce the studentsknowledge.of the use of There is, There are andprepositions. The idea is to clear some errors thatstudents make in the aplication of this unit.

As we solve the problems before, now we correct theevaluated workshop that was solved last Monday.Some students write on the board the answer keys.

The teacher writes the marks in the classbook. Theteacher asess knowledge, team work andparticipation. Every item has a mark.


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Sub Sector Ingls

Unidad (Ncleo) deAprendizaje

Introducing ourselves and our city Cuo

ObjetivoFundament

al

- Habilidades comunicativas, capacidad de exponer ideas,resolucin de problemas, establecimiento de relacionesentre distintos sectores de aprendizaje.

AprendizajesEsperados

Objetivo de aprendizaje de la unidad:

Contenidos del aprendizajeConceptuales Procedimentales

Grammar

-Verb to Be-Present Simple-There is, There are-Personal pronounsVocabulary-Family members-Hobbies-Professions and places

- Dilogos de presentacin.

- Confeccin de entrevista- Presentacin oral

-Ejercicios de completacin y transformacoraciones.

Actividades

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licitar y entregar informacin oralmente y por escrito; desarrollar dilogos simples relacionados con los tlectura o de su vida personal aplicando micro funciones tales como: saludar, presentarse, despedirse,

scar informacin, expresar e inquirir acerca de gustos y preferencias.


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Comprensin lectora por etapas- Pre-lectura- Lectura- Post- lectura

Comprensin auditiva- Pre-audicin- Audicin- Post-audicin

Expresin oralExpresin escrita

- Papel y l- Pizarrn- Plumone- Flash ca- Material

- Textos re- Material

PLANIFICACIN UNIDAD DIDCTICA

Sub Sector Ingls

Unidad (Ncleo) deAprendizaje

Showing my bedroom and classroom

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ObjetivoFundamental

- Habilidadescomunicativas,

- capacidad de

exponerideas,resolucin deproblemas,establecimiento derelacionesentredistintossectores deaprendizaje.

AprendizajesEsperado

s

Comprensin lectora- Lee y entiende informacin general.- Lee y reconoce el propsito de la comunicacin.Comprensin auditiva- Escucha y entiende informacin general.

-Escucha y entiende el propsito del mensaje de textos Produccin Oral- Demuestra competencia en comunicacin oral bsica.Produccin Escrita- Realiza tareas escritas bsicas de completacin y reda9

Objetivo de aprendizaje de la unidad:

Contenidos del aprendizajeConceptuales Procedimentales

Grammar-A/an-There is, There

are-Prepositions:on, under, in,next to.Vocabulary-Bedroom-classroom

- Descripcin de su dormitorio y hogar.- Redactar situaciones en el hogar- Presentacin oral

-Ejercicios de completacin y transformacin de oraciones.

Actividades

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Solicitar y entregar informacin oralmente y por escrito; desarrollar dilo-gos simples relacionados con los textos de lectura o de su vida personalaplicando micro funciones tales como: describir su dormitorio, entorno,barrio y ciudad, dar y buscar informacin.


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Comprensin lectora por etapas- Pre-lectura- Lectura- Post- lectura

Comprensin auditiva- Pre-audicin- Audicin- Post-audicin

Expresin oralExpresin escrita

- Papel y l- Pizarrn- Plumone- Flash ca- Material

- Textos re- Material

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VILEARNING MATERIALS

Written Survey

Name: ....................................Surname: ................................Age: .......................................Birthday: ................................Address: .................................

Free timeI like: ...............................................................................I dont like .......................................................................

FavouritesMy favourite movie is ..........................................My favourite band is ............................................My favourite food is .............................................My favourite place to go is ....................................

ProjectsMy projects are to have .........................,travel to ...............................................

and go to the ........................................s concert.

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Vocabulary

DESCRIBING PEOPLE

Attractive atractivo

Beautiful hermoso

good-looking guapo

Handsome guapo (para hombres)Old viejo

Pale plido

Plain poco atractivo

Pret bonito (para mujeres)

Tanned bronceado

Ugly feo

Unattractive poco atractivo

Young joven

baby-faced con cara de bebfresh-faced con cara fresca, joven

pasty-faced con cara plida

round-faced con cara redonda

stone-faced con cara de piedra (que no muestra emociones)

thin-faced con cara delgada

Short bajo

medium height de estatura media

Tall alto

Tiny pequeo

average build de constitucin media

Muscular musculoso

Overweight gordo, excedido de peso

Plump regordete

Skinny flaco

Slender esbelto

Slim delgado

Stocky corpulento

Stout corpulentoThin flaco

well-built fornido

Elegant elegante

Scruffy desaliado

Smart elegante

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untidy-looking desaliado

well-dressed bien vestido

short/long hair cabello corto/largo

straight hair cabello liso

curly hair cabello rizadodark/light hair cabello oscuro/claro

Black hair cabello negro

Blond/fair hair cabello rubio

brown hair cabello castao

grey hair cabello con algunas canas

White hair canas

Redhead pelirrojo

Receding hair entradas (en el cabello)

Bald calvo

Braid trenzaBun moo

Ponytail cola (en el cabello)

Beard barba

Birthmark marca de nacimiento

Braces aparato de ortodoncia

Freckle peca

Mole lunar

moustache bigote

Scar cicatriz

sideboards (GB),sideburns (US)

patillas

Tattoo tatuaje

Wart verruga

Wrinkle arruga

PERSONALITY- Positive aspect

ambitious ambicioso

attentive corts

audacious audaz

calm calmo

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charming encantador

cheerful = amusing divertido

considerate considerado

courageous = brave valiente

creative creativo

curious curiosodetermined = b-willed decidido

energetic energtico

extroverted extrovertido

frank franco

friendly amigable

generous generoso

gentle = kind, polite amable

honest = truthful honesto

humble humilde

ingenious ingeniosolikable / likeable agradable, simptico

loyal = faithful leal

mature maduro

obedient obediente

optimistic optimista

organized organizado

passionate apasionado

patient paciente

polite amable

practical prctico

realistic realista

reliable = trustworthy confiable

respectful respetuoso

responsible responsable

self-confident seguro

sensible sensato

sensitive sensible

sincere sincero

sociable = outgoing sociable

strong fuerte

sympathetic compasivo

thankful = grateful agradecido

tolerant = patient paciente

understanding comprensivo

zealous entusiasta

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PERSONALITY

- Negative aspect

absent-minded distrado, despistado

aggressive agresivoannoying molesto

arrogant arrogante, prepotente

bad-tempered malhumorado

boastful fanfarrn

bossy mandn

cheeky atrevido

clumsy torpe

deceitful falso

dishonest deshonesto

disrespectful irrespetuosodominant dominante

dull = boring aburrido

eccentric excntrico

envious envidioso

forgetful olvidadizo

frivolous frvolo

fussy quisquilloso

hypocritical hipcrita

impatient impaciente

impulsive impulsivoindifferent indiferente

insecure inseguro

insensitive insensible

insolent insolente

introverted introvertido

irascible irascible

irresponsible irresponsable

jealous celoso

lazy haragn

lonely solitariomaterialistic materialista

mean = cruel cruel

mean = stingy, tight-fisted mezquino

modest modesto

moody malhumorado

nosey metido

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obsessed obsesionado

pessimistic pesimista

proud = arrogant orgulloso

quarrelsome pendenciero

querulous quejumbroso

resentful rencorosorude = impolite descorts

selfish egosta

self-seeking interesado

shy tmido

spiteful rencoroso

strict estricto

stubborn = obstinate obstinado

talkative charlatn

unpredictable impredecible

unreliable = untrustworthy desconfiableunsympathetic aptico

vain = conceited vanidoso

weak dbil

Extended and Nuclear familiesThis is an extended family. The grandparents, parents, and children are all

together in one apartment. An uncle, an aunt, and two cousins are in anotherapartment in the same building. Extended families are very common around theworld.

This is a nuclear family. Only the mother, father and children are in thishome. The grandparents, aunts, uncles, and cousins are in different homes.Nuclear families are very common in many countries.

QuestionsIs your family a nuclear family or an extended family?Which type of family is common in your country?In your opinion, what are some good things and bad things about these differenttypes of families?

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Family Relationships

Wifes mother = mother- in- lawHusbands mother

Wifes father =father in lawHusbands father

Sons wife = daughter- in law

Daughters husband=son-in- law

Wifes sister = sister-in-lawHusbands sister

Wifes brother =brother-in-lawHusbands brother

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- When and where did you last go to Santiago?- What are the main leisure activities in your family?

Family- How many people live with you?

- Did you get on with everyone?- Are your parents strict?- Who is the head of the family?- When do you see your cousins?- Do you have any pet?

Describing peopleIm going to dictate some woerds. Put them under three headings:Hair/Face, Build and Opinion.Tall straight thin handsome short long beautiful blond medium height curly pretty nice smart wavy.

Write a short description of someone in the class, but dont write thepersons name. Ill collect the descriptions and read them out to guesswho it is.

Describe the perfect man/woman from your opinion.

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Write the name of the members of this family

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Link a/ an to the singular things.Cut the cards and link with the right choise.

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Actividades para el dia lunes 3 de agosto:

Vocabulario:

Cama: BedAlmohada: pillowCloset: closet

Jewelry box: joyeroComb: peinetaHairbrush: cepillo para el peloCurtains: cortinasVelador: night tableMirror: espejoClothes: ropaClock: relojWardrobe: ropero, armarioTable: mesaPoster: poster

Chest of drawers: cmoda, cajonera.

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Liceo Alfredo Nazar FeresEnglishs Departament

English Guide

A / an.

We use A with consonants (b,c,d,f,g,h,j,k,l,m,n,p,q,r,s,t,v,w,x,y,z)Examples: A chair, a TV, a clock.We use AN with vowels (a,e,i,o,u)Examples: An apple, an elephant, an umbrella.

There is/ There are

Affirmative Negative Questions Short answers

There is

(Theres)

There isnt

(There is not)

Is there...? Yes, there is.

No, there isnt.There are There arent

(There are not)Are there...? Yes, there are.

No, there arent.

Prepositions: on, under, in, next to.

On Under In Next to

Name the things in the picture.

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Answer the questions

Are there video cassettes on the shelf?

Is there a pizza next to the bed?

Are there toys under the bed?

Describe your own bedroom. Use the vocabulary written on theboard.

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Activity for Data Show

1.- Draw 10 things that the bedroom needs.2.- Name the things you drew before

3.- Write 10 sentences using There is, There are and the prepositions On, under,in and next to.

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VIIEVALUATION INSTRUMENTS

Liceo Alfredo Nazar FeresEnglishs Departament

English Written Test

Name .................................................................Grade ................................Date...............

Total score 35 points

1.- Make a conversation between Jenny and John.(6 points)

John: Hi, I.............John

Jenny: Nice to meet you, John.

Where are ......................?

John: I............. from Via del Mar.And you?

Jenny: I .......... Valparaiso.John: How old ................. you?Jenny: I ............... 14 years old.John: Me too!

2.- Reading.Meet Paulo Gmez and his family, and then answer with True or

False.(5 points)

Hello. My name is Paulo. I am from Brazil. I am fourteen. My bigbrother, Sal is sixteen and my little sister Carla is ten. My mother isSofa and my father is Jos. My mother is a secretary and my father isan electrician.

a.- ____ Paulo is from Argentina.b.- ____ Sal is Paulos uncle.c.- ____ Carla is Paulos little sister.d.- ____ Sofa works in an hospital.e.- ____ Jos, the father, works with electricity.

3.- Complete. (8 points)a.- My mothers sister is my....................................................b.- My uncles son is my.........................................................c.- My brothers daughter is my...............................................d.- My fathers mom is my......................................................

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4. Vocabulary, put the meaning of this words in spanish.( 6 points)

1. Handsome ..........................2. Tall ..........................

3. Blond curly hair ..........................4. Ugly ..........................5. Beautiful ..........................6. Small ..........................

5.- Describing people. Write a description of a famous person you like.(10 points)

.....................................................................................................

.....................................................................................................

.....................................................................................................

.....................................................................................................

.....................................................................................................

.....................................................................................................

.....................................................................................................

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Liceo Alfredo Nazar Feres 30 points

Englishs Departament Score: points

Teacher: Ariela Ortiz M.

Name: Grade: Date:

English Workshop

I. Look at the picture of the room. Complete the sentences using

there is or there are.(14 points)

1.- ....................................................... a table next to the bed.

2.- On the table .................................................... three books.

3.- Next to the books .......................... two pens and a calculator.

4.- .......................................................... a ball under the table.

5.- ....................................... a picture in the room. In the picture

............................................. four dolphins.

6.- On the bed ....................................... a small cat.

II. Look at the picture again and answer these questions with

short answers. (12 points)

1.- Is there a table next to the bed?

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............................................................................

2.- Are there four books on the table?

.............................................................................

3.- Is there a ruler on the table?

.............................................................................

4.- Is there a ball under the table?

.............................................................................

5.- Are there whales in the picture?

.............................................................................

6.- Is there a cat in the room?

.............................................................................

III. Chose the right alternative. (4 points)

1.- There are two stars in the chilean flag.

a. Yes, there are. b. No, there arent.

2.- Is there a clock under the whiteboard?

a. No, there isnt. b. Yes, there is.

3.- Are there six lights in the classroom?

a. Yes, there is. b. No, there arent.

4.-There is a plant next to the window.


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Liceo Alfredo Nazar Feres 3 pointsEnglishs Departament Score: pointsTeacher: Ariela Ortiz M.

Name: Grade: Date:

English Workshop

I. Look at the picture of the room. Complete the sentences using

there is or there are.(14 points)

1.- ....................................... a radio next to the bed.2.- In the chest of drawers..............................clothes.3.- Next to the books ...................................... lamp.4.- .............................................. shoes on the floor.5.- ..................................... a picture in the room. In the picture.......................................... a singer.6.- On the bed .............................................. a boy.

II. Look at the picture again and answer these questions with

short answers. (12 points)

1.- Is there a bag next to the bed?

.............................................................................

2.- Are there four books on the chest of drawers?

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.............................................................................

3.- Is there a raquet next to the table?

.............................................................................

4.- Is there a ball on the floor?

.............................................................................

5.- Are there animals in the picture?

.............................................................................

6.- Is there a cat in the room?

.............................................................................

III. Chose the right alternative. (4 points)

1.- There are two stars in the chilean flag.

a. Yes, there are. b. No, there arent.

2.- Is there a clock under the whiteboard?


3.- Are there six lights in the classroom?

a. Yes, there is. b. No, there arent.

4.-There is a plant next to the window.


Documents

Final portfolio Ariela Ortiz