Portfolio Práctica Profesional Pedagogía en Inglés 2012

Práctica Profesional Pedagogía en Inglés 2012

Portfolio

Práctica Profesional

Pedagogía en Inglés

2012

Name: Lorena López Manriquez

Subject: Práctica Profesional, Pedagogía en Inglés 2012

Teacher: Prof. Isabel Vasquez Vicencio

Class: 2nd grade and 6th grade

Year: 2012

School: Escuela Básica Paul Harris (Elementary School)

Guide Teachers: Vilma Hormázabal Campaña y Nataly Fuentealba Orrego


INDEX

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

REFLECTIVE WRITINGS......................................................................................................4

OBSERVATION AND ASSISTANT REPORT.................................................................10

INFORME DE REUNIÓN DE PROFESORES.................................................................17

INFORME DE REUNION DE PADRES Y APODERADOS...........................................19

INFORME DE CONSEJO DE CURSO Y ORIENTACIÓN............................................21

LESSON PLANS......................................................................................................................28

LESSON PLANS 6th GRADE..............................................................................................28

LESSON PLANS 2nd GRADE.............................................................................................46

LEARNING MATERIALS.....................................................................................................54

LEARNING MATERIALS 6th GRADE.............................................................................54

LEARNING MATERIALS 2nd GRADE.............................................................................88

EVALUATION INSTRUMENTS.........................................................................................101

EVALUATION INSTRUMENTS 6th GRADE.................................................................101

EVALUATION INSTRUMENTS 2nd GRADE................................................................110

EVALUATION.......................................................................................................................113

AUTOEVALUACION.......................................................................................................113

EXTRAS.................................................................................................................................117

CONCLUSION.......................................................................................................................119

2


INTRODUCTION

In my fifth year of university I am glad to present this final work.

This work concludes with the Práctica Profesional of English pedagogy 2012. This work will be presenting what were the aspects learned and also the material used in this process.

Through this portfolio will be shown the progress made by the practicing teacher. It will be shown how the practicing teacher progressed with the help of the guide teacher and the supervisor teacher.

The progress and reflections of the “teacher to be” will be shown through some papers that reflect the ideologies and discoveries made by me.

3


REFLECTIVE WRITINGS

At the Escuela Básica Paul Harris, I had two classes. One with 2nd grade and 6th

grade, the first one was formed by twenty seven students, 8 girls and nineteen boys. The

second one was formed by twenty six students, thirteen girls and thirteen boys.

The classroom of the 2nd grade class was bigger than for the students of 6th grade.

The classrooms were made half concrete and half wood. The school provided the

English teacher with data show, computer and a radio. The students were in charge of

setting these materials.

Observation Stage

This stage permitted me to learn about the characteristics of the classes. I could

notice all the different ways in which they could understand better the language. For

example that some of the students learned a lot through images. It was easier for them to

get the message when I moved through the classroom and also that it was very

motivating for them to move them around the classroom.

It allows me also to realize that they needed clearer instructions related to

everything not only the activities but also the classroom management.

It was amazing for me to notice how much vocabulary they had. They only used

listing and reading in classes this was the goal of the school. It was surprising for me

that they could understand audios and answer correctly. it was challenging for me to

teach such a skillful class.

What I also learned there were some important aspects about teaching English.

Which are to be considered, confident, updated and more in order for us to be complex

teachers that do think in the needs of the students we have in charge, but not only we

have to be competent, but also we do want to form students with the enough amount of

skills for them to develop their professional lives in the society. Some of those are the

creation of the basic conditions to be part of classroom, the form in which we teach and

the future of the students.

4


My experience learning a second language in a more formal educational frame

had not been the best. The problems for me were more related to my communication

skills. My experiences have strongly influenced my teaching philosophy. That is why I

am very interesting in the well fare of the students at the moment of participating in my

classes.

Why is it important to complete students’ basic needs in the classroom? Because

there is a hierarchy of needs to be accomplished. Lower-order basic needs have to be

fulfilled first in order for the student to reach the higher-order needs. Self-actualization

is at the top of the hierarchy as a higher-order need; therefore, all the beyond ones have

to be satisfied to achieve the last one.

That is why I tried to be close to the students and learned their names as soon as

possible and treat them with love and patience.

5

Práctica Profesional Pedagogía en Inglés 2012Team Teaching Stage

This stage made me realized how important was to have everything prepared

before the class. Also how important was to have a second plan or even a third one. It

was helpful because I learned which one were the shy students and helped me to plan in

my mind that when I were teaching I had to pay attention to those students but also to

the whole class.

In this stage I also learned some techniques to keep the class working and also to

keep them in their seats and in silence. Each group is different therefore I know that all

this techniques that worked for some of the classes will not work with all the classes

that I may have in the future. According to the characteristics of the groups I have to

create new ideas to keep them interested in the class.

Through this stage it was easier to see which one were the students that were

very badly-behaved and notice that they needed more attention and they needed a task

to do. For example to be the one who gives the worksheets and that is one of the thing

that I would do in the future, I am going to give to a student, that I know it is a bit

complicated, an special task in the classroom. However, I could also see what was for

them the faster and less complicated way to learn the topics or the vocabulary and think

in ways that those could help my classes to be more meaningful for them.

Though teachers must be aware that the way they learned it is not going to be the

same way that her/his students will learn. Because of that we will not all day long

develop visual or logical learning strategies the entire lesson, they absolutely have to

have the opportunity to develop their own ways of learning. Due to there is a number of

different ways to achieve an L2, we have to make them know that using different

strategies leading them to find the best techniques for them to learn. One of my future

ideas is to give to students different techniques to study not only English but also other

subject. In that way they could also see in the teacher a friend and an interest on them.

6

Práctica Profesional Pedagogía en Inglés 2012Teaching Stage

I like the idea to give content and learning opportunities within situations or

memories which they can relate that content with an image or a different memory.

Those experiences give them the chance to have more possibilities that they can retain

knowledge. Those were some of the situations that I used in the classroom while

teaching. I tried to make them participate creating thing and completing task in which

they have more involved not only their paper and their pencils.

What I learned in those situations was that they can be done but students need a

lot of directions. It has to be everything organized other way it can turn into a real mess.

Therefore in the future I going to give clearer instructions in these activities it is better

to create a routine in that way they will know what to do and the teacher will save some

time for more teaching time.

Call the attention of the students with different things it an important ice breaker.

Bringing realia into the class calls students attention immediately, not only little

children but also high school students, in that way we have catch their attention and

through an interesting a creative topic we can keep it throughout the class. We know

their attention span is the minimum, then we have to make sure to use the time we have

to make it meaningful and to make them retain as much as they can. It does not mean

we have to teach a lot but to teach with quality more than quantity.

I noticed also it was great to move around the class to make sure everybody got

the idea of the task. In that way the teaching was also more individually and you get to

know your students’ skills more than just standing in front of the class. That is why I

tried to be close to the students and to be almost like their friend, but I noticed that it is

very hard to do so when you do not know your students enough and they do not know

you either. They have to know and sure that you are the teacher and the authority

capable of teaching and dealing with problems. They are very clever and they noticed

when you feel stressed or even when you do not know what to do.

Therefore I have decided I will do so but also not be soft at the moment of

telling the rules of the classroom. I have to wait a little to let them know my abilities

7

Práctica Profesional Pedagogía en Inglés 2012and also to let me know them what they are capable of. Doing so I could keep better

relationships inside the class and also my classes will be more successful.

8


SCHOOL’S INFORMATION

This municipalized establishment is the result of a fusion between: Escuela Paul

Harris and the Escuela Tranque Sur in 1994, whose place is used currently the

establishment Escuela Paul Harris. Both schools started in the years of 1966 y 1965.

In 1998, the school began with the full system schedule.

School Escuela Paul Harris

Address Tranque Forestal s/n

City Viña del Mar

School’s Phone number 032-2582203

Grade 2ºB and 6ºA grade (elementary)

Schedule. Teaching time Tuesday: 11:05-13:40

Wednesday: 12:10-13:40

Schedule stay at school Tuesday: 10:00-11:05

Wednesday: 11:15-12:10

Guide teacher’s name Vilma Hormasabal y Nataly Fuentelaba

Guide teacher’s E-mail Address [email protected]

[email protected]

Guide teacher’s Phone Number 98217249/89969571 Respectively

9

mailto:[email protected]

mailto:[email protected]


REPORTS

OBSERVATION AND ASSISTANT REPORT

Observation Stage

Name of student teacher: Lorena López Manriquez Number of students: 27

Name of School: Escuela Básica Paul Harris Date: It started on August 21

Task 1: The School and Learning Environment

Briefly and objectively describe the following aspects:

1. The school:

Describe the general background of the school including the physical location, organisation, student population, philosophy and educational and behavioural policies.

Escuela Básica Paul Harris is located in Avenida Viña del Mar without number,

a municipalized school. The way you get there from Viña del Mar square is almost only

by colectivo. There is one bus that gets there but it does not go very frequently.

Students that goes there are almost all from the hill in which the school is. They

do not go down the hill very often according to what the teachers said.

The school is mostly made of wood; it has six levels in which the classroom and

offices are. They are organized by the level of the students. Old students are farther than

the young students. They have a cafeteria in which almost all the students eat their

lunch.

The students’ population is approximately 460. By each class are like 26

students. There are two classes of the different level for example 2 first grades, 2 second

grades etc. when students are in classes the authority in charge of them is the teacher in

front of the class, but when they are in the break the authorities in charge are the

inspectors that deals with the big behavioural problems at the school.

10


2. The classroom

Describe the atmosphere of the room and the levels of engagement in the room. Make notes on seating, sight lines, space, air, light, whiteboard, equipment, etc

Inside the classrooms the atmosphere in terms of task students almost never

want to work because the time in which I was I the classroom was almost the time to go

for lunch therefore they were always asking “what time it is?”

The table of the teacher was in front of the class and students’ seat were placed

looking at the whiteboard. The sight line was almost a metre and a half there was not

much space for the teacher to move in front of the class but around the class it was more

successful. At the end of the classroom in one of my classes there was a huge space in

which students can stand and look for their books and notebooks.

The air was always limited; the classroom did not have enough ventilation.

Therefore sometime it was hard to be in the classroom more when it was a sunny day.

The illumination was the needed no more and no less. But sometime when using the

data show I needed to close the curtains but that was all.

The school supply us with the necessary equipment for the English classes, but I

had to ask for them some hour before in order for them to know and save them for me.

3. The activities & resources

a) Make notes on the kind of activities used, the nature of student involvement, balance of student doing things and teacher doing things

I used activities developed for my in worksheets but they were always with

material and texts and audios from the students’ book in order for them to be accurate

for the students. They were also inspired by some English books that I got from a

university in EEUU.

I tried to use activities in which the students could participate more actively. At

the beginning the class was almost focused in vocabulary and then students can used

that vocabulary in texts, songs or sentences.

11


b) Describe the resources used and the materials available within the school. How

are the resources used in the classroom?

At the school there were a computer lab and in the same lab teachers can ask for

materials. The materials available were laptops, computers, data shows, radios and

speakers. They were all available for the teachers. They have to be asked some hour

before in order for the person in charge give them to you.

These materials were used i the classroom by the teacher some students offered

some help at the moment of setting the materials, offer that was accepted for the teacher

in charge.

12


Observation Stage

Name of student teacher: Lorena López Manriquez Number of students: 27

Name of School: Escuela Básica Paul Harris Date: It started on August 21

Task 2: Student learning

In this second observation task, you should focus on the things that help to create conditions for effective learning and on the aspects that play a part in preventing learning.

1. The learners

How motivated are the learners? Why? To what extent are they taking part in their own learning? To what extent are they expecting the teacher to do the work for them?

Some of the students were motivated to the point in which they started to ask “what

are we going to do today?” but other were not motivated to the point of asking all the

time “what time it is?”

The time that corresponds to English classes was almost the last one before lunch

therefore students were tired and they only wanted to go out and eat something.

They took part in their own learning when they took their vocabulary notebooks

without to be asked and they wrote the new words on them. They asked thing they did

not know. Some of them were always expecting the teacher to do their work. They said

“I do not know” and waited for the time when we checked the activities in order for

them to copy them.

13

Práctica Profesional Pedagogía en Inglés 20122. Behaviour during classroom activities

Describe the ways students are encouraged to participate in activities. Are there any particular strategies for managing issues and motivating students? Are there any students with special needs?

Students were encouraged to participate by asking them in front of the class in

that way they have to collaborate in order for them not to be embarrassed in front of the

class.

There was a strategy when there was a lot of noise made by the students. It was

that the teacher started to count one, two, three until five and students have to move

their arms up or down and finally they could stay in their paces quietly.

3. Discuss the learning styles and levels of English in the classroom.

From all the learning styles existent, almost all were present in the classroom:

Logical-mathematical, Spatial, Linguistic, Bodily-kinesthetic, Musical, Interpersonal,

Intrapersonal, Naturalistic, and Existential.

Thanks to the different topics that we developed all of these styles were in the

classroom. Of course students used the one which they fell more comfortable.

14

Práctica Profesional Pedagogía en Inglés 2012Team Teaching Stage

Name of student teacher: Lorena López Manriquez

Name of School: Escuela Básica Paul Harris

Number of students: 27

Date: It started on August 28

Task 1:

For the following questions describe as accurately as you can the type of work performed as the assistant of your guide teacher:

1. What kind of activity did you perform the first time your guide teacher asked for your help? How long did it take?

She asked me to help her to check that everybody had finished a task by writing

on students work. It took me like 5 minutes.

2. What were the students doing before you started helping out? Who gave the instructions, you or your guide teacher?

The instruction was given by my guide teacher and told the whole in order for

the students to know that I could also check the task. Before that students were standing

all at the same time to go where the teacher was to check their tasks and go out before.

3. How did the students react? Describe the atmosphere of the room and the levels of engagement in the room.

It was almost time to go out but the students reacted in a good way because they

started to seat down or get close to me to be checked. In that way the task of checking

was made faster by the two of us.

4. What other assignments were asked you to do? How often?

Once the teacher asked me to check some tests, also she asked me to go out to

the cafeteria with the student that already finished their work while she stayed in the

classroom with the rest. This one was asked more frequently like twice in a month.

15


5. What activities or resources did you propose? Were they used? How

effective were they?

Once I propose to use a worksheet at the begging of the class like for 5 minutes

because it was too long, it was to write the number from 100 to 1000, after these five

minute we could switched to something more interesting for the class. But sadly it was

not taken into account.

6. Were you asked to prepare any kind of special audio visual material for the required assignments? How did the student like it?

When I started to teach in second grade I was asked to use data show and to

show pictures to the students because this materials calls the attention of the students a

lot. It was very appreciated by the class and also by the teacher.

7. Did your guide teacher provide feedback on your performance in the classroom? How often? How did you react?

Yes she did, all classes after the class she gave me feedback about what was

good and what could have been different. This was also because I always gave her my

lesson plan printed in order for her and for me to improve. I always listened to her and

try to take it into account next time teaching.

16


INFORME DE REUNIÓN DE PROFESORES

I. Datos Generales:

Nombre del Establecimiento Educacional: Escuela Básica Paul Harris

Profesor en Práctica: Lorena López Manriquez

Fecha: 3 de Octubre de 2012

Tabla de la reunión:

Despedida del inspector general y bienvenida al nuevo inspector general.

Acto del día del profesor.

Comida para celebrar el día del profesor.

Feria científica a realizarse en la semana día viernes.

Hora (inicio y término): 14:40-16:00

II. Instrucciones:

1. Complete la información que encontrará en el punto “I. Datos Generales”2. Escriba los temas propuestos en la tabla de la reunión, destacando el tema principal que la convocó.

Creo que es la profesora secretaria la que lee el acta del consejo de profesores.

Despedida del inspector general y bienvenida al nuevo inspector general: Se

informa de como se llevara a cavo la despedida del profesor que por muchos años fue

el inspector general de la escuela. La profesora encargada muestra y se canta la

canción que será cantada para el por toda la escuela.

Acto del día del profesor: Se llama a la comisión del día del profesor al frente.

Informan del acto a llevar cavo se ponen de acuerdo en cuanto a que cursos

participaran del acto.

Comida para celebrar el día del profesor: Se llama a las encargadas de

“bienestar” al frente. Comentan acerca de la cantidad de dinero que se utilizará y

cuanto será necesario pagar. Se habla del lugar en el que se desarrollara esta comida.

Este y el día del profesor son los temas mas destacados de la reunión de profesores.

17


Feria científica a realizarse en la semana día viernes: se llama al frente a la

comisión de la feria científica. Se entregan materiales para que los profesores se lo

hagan llegar a los alumnos. Se informa de la manera en como los cursos pasaran por lo

stand de la presentación.

3. Comente sus impresiones de la reunión. Puede referirse a: Aquellos temas que estaban en Tabla y no fueron tratados.

La reunión fue bien organizada ya que los temas que estaban en tabla fueron

tratados y aclarados para los profesores. Creo que esto se debe a que estas reuniones se

llevan a cavo cada semana.

Modalidad de la reunión. ¿Quién la conduce?

La reunión es dirigida por el director don Cristian Ramos Gómez. Los temas que

están en la tabla y que serán hablados son leídos por una profesora en el acta.

Modalidad de Intervención de los profesores.

Los profesores intervienen con gran libertad en los temas tratados. Pueden

opinar sobre todos lo temas y los que quieren cooperar o reclamar por algo lo hacen sin

temor incluso se ríen de algunos temas que no son tan sensibles.

Clima de la reunión (frecuencia de participación de los profesores, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.)

La participación de los profesores fue activa. Aunque hubo algunos que no

opinaron nunca.

En un momento hubo un problema con el dinero de bienestar, las encargadas del

año actual le pidieron ayuda y cuentas a la encargada del año pasado por lo que esta

profesora se molestó y aclaró que ella ya no estaba a cargo de eso que por lo tanto ellas

debían ser las que dieran cuantas no la que estaba a cargo el año pasado.

18


INFORME DE REUNION DE PADRES Y APODERADOS

I. Datos Generales:


Curso: 2° año B

Profesor jefe: Vilma Hormazábal Campaña


Fecha: 05 de Diciembre de 2012

Hora (inicio y término): 16:00-17:50

Tabla de la reunión:

Planificación de despedida del año.Planificación de paseo de fin de año.Situación académica de los alumnos.

II. Instrucciones:

1. Complete la información que encontrará a continuación.2. Escriba sucintamente los temas propuestos en la tabla de la reunión,

destacando el tema principal que la convocó.

Planificación de despedida del año. Se plantan los planes que fueron designados

de ante mano y se informa la cantidad de dinero necesario. Se dan opciones para

organizar la convivencia de fin de año. Llegan a la conclusión de que cada alumno

traerá su propia colación y compartirán en la sala de clases. Se les recuerda a los

apoderados que no hay clases ni el lunes ni el martes solo el miércoles que será el día de

la convivencia.

Planificación de paseo de fin de año. Se pregunta quienes serán las personas que

acompañaran a los alumnos se les informa que deberán pagar mas dinero si van más de

una persona con los alumnos. Estos dos primeros temas fueron los más relevantes en la

reunión.

Situación académica de los alumnos. Se llama a los apoderados individualmente

para mostrar la situación de los alumnos.

19


3. Comente sus impresiones de la reunión. Puede referirse a: Aquellos temas que estaban en Tabla y no fueron tratados.

Los temas fueron todos tratados pero no todos con la misma importancia.

Conducción de la reunión por parte del profesor jefe

Debido a que los apoderados fueron llamados de a uno para mostrarles los

antecedentes académicos de sus hijos, se fueron retirando por lo que la conclusión de la

reunión fue implícita.

Intervenciones de los apoderados (presidente de curso, secretario (a), tesorero (a).

Las intervenciones de los apoderados son frecuentes. Cada uno de los que

pertenecen a la directiva del curso cumplió su función.

Clima de la reunión (participación de los apoderados, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.)

Una situación inesperada fue que a causa de un problema que tuvieron dos

alumnos los apoderados de estos alumnos se pusieron a discutir a causa de eso.

Tratamiento de los OFT del nivel en la reunión.

Se consideran temas relacionados a los OFT del nivel pero debido a que era

una reunión de conclusión de año no se trataron con gran relevancia.

20


INFORME DE CONSEJO DE CURSO Y ORIENTACIÓN

I. Datos Generales:


Curso: 6° año B

Profesor jefe: Nataly García


Fecha: 21 de Noviembre del 2012

Hora (inicio y término): 8:30 hasta las 9:30

II.- Desarrollo del consejo de curso

Tema de Orientación: Relación con profesores nuevos.

OFT cubierto: La Persona y su Entorno

Respetar y valorar las ideas y creencias distintas de las propias, en los

espacios escolares, familiares y comunitarios, con sus profesores, familia y pares,

reconociendo el diálogo como fuente permanente de humanización, de superación de

diferencias y de acercamiento a la verdad;

Participar solidaria y responsablemente en las actividades y proyectos del

establecimiento, en la familia y en la comunidad;

Reconocer la importancia del trabajo –manual e intelectual– como forma de

desarrollo personal, familiar, social y de contribución al bien común. Valorar la

dignidad esencial de todo trabajo, y el valor eminente de la persona que lo realiza.

Valorar sus procesos y resultados con criterios de satisfacción personal y sentido de

vida, calidad, productividad, innovación, responsabilidad social e impacto sobre el

medio ambiente;

Desarrollar la iniciativa personal, la creatividad, el trabajo en equipo, el espíritu

emprendedor y las relaciones basadas en la confianza mutua y responsable;

Conocer y valorar los actores, la historia, las tradiciones, los símbolos, el

patrimonio territorial y cultural de la nación, en el contexto de un mundo crecientemente

21

Práctica Profesional Pedagogía en Inglés 2012globalizado e interdependiente, comprendiendo la tensión y la complementariedad que

existe entre ambos planos;

Tabla del Consejo de Curso:

Clases con los demás profesores y comportamiento en ellas.

Animarlos a completar un árbol de manzanas las cuales representan lo bien que se han

comportado a lo largo de la semana.

Adornar la sala con creaciones de ellos para la navidad.

22


UNIT PLANS

Unidad 5 “Celebrations””Tiempo: septiembreCurso: Sexto A, 2012

Aprendizaje Esperado Contenidos Materiales Evaluación OFT

Escuchar y reproducir textos orales canciones, poemas, adivinanzas y diálogos, para identificar y familiarizarse con los sonidos propios del idioma. Aprender palabras relacionadas con celebraciones, ropas típicas, fechas y expresiones de tiempo pasado. Responder preguntas acerca de eventos en el pasado con expresiones de tiempo. Escuchar textos orales en usando las siguientes estrategias para apoyar la comprensión: hacer predicciones, basándose apoyo visual; focalizar la atención en palabras claves.

Textos Programas de TV, trabalenguas, canciones, entrevista de radio, historietas, folletos, blog y entrevista. Vocabulario.

Celebraciones chilenas y extranjeras, ropa, fechas, expresiones de tiempo pasado, verbos en pasado. Gramática. Pasado del

verbo To be algunos verbos irregulares, preguntas con Wh, en pasado, adverbios de tiempo. Funciones. Hablar,

preguntar y responder acerca de eventos del pasado usando expresiones de pasado y hablar de fechas concretas.

Libro de InglésCDRadio

Reflexiones acerca del aprendizaje individual (self test) Minitests Test your knoledge Oral expresions Observation sheet Rubrics

Demostrar curiosidad e interés por conocer tanto su realidad como otras culturas, valorándolo y ampliando su conocimiento de mundo. Demostrar respeto a otras personas, realidades o culturas, reconociendo sus aportes y valorando la diversidad de modos de vida.


Unidad (Nucleo) de Aprendizaje

Objetivo de la unidad

Objetivo Fundamental

6to ANoviembre, cuatro semanas.

1. Comprender textos orales valiéndose de conocimientos previos, ayudas visuales, conversaciones previas y vocabulario de ayuda.2. Comprender textos escritos a través de la ayuda visual, técnicas mientras leen y reconocer palabras que ya conocen (cognados).3.- Reproducen y crean oraciones relacionadas con su vida personal más específicamente lugares naturales, paisajes y otros lugares de la ciudad.4.- Crean oraciones escritas simples utilizando léxico relacionado con lugares naturales, paisajes y otros lugares de la ciudad por ejemplo la playa, montañas, desiertos o islas.

Léxico relacionado con la vida personal y social como las vacaciones y los eventos especiales en con lugares naturales, del mar y montañas.Tiempo verbal pasado simple afirmativo, negativo y interrogativo. Wh- preguntas acerca de lugares en la ciudad y otros.

Unir conceptos e imágenes.Predecir y hacer promesas reconociendo palabras, imágenes y títulos.Reconocer palabras especificas en un texto o audio.Ejercicios de alternativas.

Respetar y cuidar el planeta.Conocimiento de si mismos reconociendo las potencialidades de cada uno.Valorar la vida en sociedad y en la naturaleza.Compromiso con las actividades dentro de la sala de clases.

Landscapes

Curso Tiempo

Aprendizajes esperados

Comprender textos orales y escritos junto con vocabulario relacionados con lugares naturales, del mar y montañas.

Conceptuales Procedimentales Actitudinales

Contenidos del aprendizaje

InglésSector

Escuchar conversaciones, anuncios y adivinanzas. Leer historias, adivinanzas y un folleto.Presentar personas y presentarse uno mismo.Preguntar y responder preguntas acerca de predicciones y promesas.

Actividades

Momento : Formativa Evaluaciones clase a clase.Instrumentos: guías y pruebas escritas.

Computador, Parlantes, Data, Worksheets, Fotos, Videos

Recursos Evaluación

• Comprender auditivamente expresiones del lenguaje funcional de la sala de clases y una variedad de textos cortos adaptados y/o auténticos simples relacionados con el campo semántico del nivel, dando señales de comprensión global, en castellano, si fuera necesario.• Leer comprensivamente instrucciones, oraciones simples y textos cortos adaptados y/o auténticos simples, dando señales de comprensión global, en castellano, si fuera necesario.• Reproducir oralmente expresiones de baja y alta frecuencia, trabalenguas, diálogos simples, canciones y oraciones simples imitando los sonidos propios de la lengua extranjera.






26

Práctica Profesional Pedagogía en Inglés 2012Sector InglésProfesora guía: Vilma HormazabalProfesora en práctica: Lorena LópezUnidad (Núcleo) de Aprendizaje

Profesiones Curso 2 año B Tiempo 3 semanas, 3 clases de 45 min cada una

ObjetivoFundamental

Identificar profesiones y oficios mediante las diversas habilidades de producción y recepción.

AprendizajesEsperados

Ampliar el desarrollo de las habilidades de producción y recepción a través de diversas actividades enfocadas a la identificación de profesiones y oficios.

Contenidos del Aprendizaje

Conceptuales Procedimentales ActitudinalesFire fighter, police officer, doctor, nurse, chef, teacher, waiter, dentist, singer, dancer, astronaut, photographer, pilot, musician.Enfoque grammatical: ejemplo I’m a nurse, she is a pilot, he is a Singer; I’m not a doctor, she is not a police officer, he is not a teacher.

Participación de loa alumnos en frente de la sala. Profesora ejemplifica las actividades. Las actividades tienden a enfocar distintos tipos de estrategias de aprendizaje de los alumnos.

Superación personal.Respeto por los demás y las diferentes ideas.Crecimiento y autoafirmación personal a través del conocimiento de sus aspiraciones.Observación positiva del futuro.Valorar la vida en sociedad y cooperación mutua.

Actividades Recursos EvaluaciónDecir las palabras.Escribir las palabras.Completar la oración.Unir conceptos con imágenes.Los alumnos dicen las palabras en voz alta.Escribir las oraciones en orden.Escribir oraciones.

Libro del alumno.Pizarra.Cuaderno.Lápices de colores.

Evaluaciones formativas al final de cada lección, con la que se refuerzan los contenidos y existe el espacio para la retroalimentación.Evaluación sumativa, escrita. Se comprueba que el alumno es capaz de identificar las profesiones y oficios a través de: completar la oración, unir conceptos con imágenes, escribir oraciones en orden.


28

2do B4 clases de 45 min

1. Compresión de palabras aisladas a través de la comprensión del léxico fundamental relacionado con los temas del nivel.2. Comprensión lectora: Los alumnos y las alumnas demuestran comprensión de oraciones y frases mediante la comprensión del léxico fundamental relacionado con los temas del nivel y contenidos conceptuales de la unidad.3.- Expresión Oral. Producen frases u oraciones para demostrar compresión. 4.- Expresión escrita. Escriben frases u oraciones simples para demostrar compresión, completan oraciones.

Léxicos relacionados a la escuela y snacks de la misma escuela: ej. Pencil case, glue stick, orange, sandwich, etc.Oraciones afirmativas simples utilizando present simple.Tiempo verbal Presente simple: this/ that is my pen/sharpener.I have a sandwish, she has a pencil.

-Reconocer objetos , identificarlos y nombrarlos.-Al comprender una oración completan lo que falta de ella.-Unir conceptos con palabras a la ves oraciones con conceptos.-Crear oraciones con la guía suficiente de acuerdo a su nivel.

Superación personal. Respeto por los demás y las diferentes ideas. Crecimiento y autoafirmación personal a través del conocimiento de sus aspiraciones. Observación positiva del futuro. Valorar la vida en sociedad y cooperación mutua.

School Supplies, Snacks

CursoTiempo

Aprendizajes esperados

Identificar objetos de la escuela y hablar de posesiones.

Conceptuales Procedimentales Actitudinales

Contenidos del aprendizaje

InglésSector

Compresión auditiva: 1.-Identificar palabras aisladas.Compresión lectora: 1) Identificar vocabulario y contenidos conceptuales de la unidad, 2) Seguir instrucciones, 3) seleccionar verdadero o falso.Compresión Oral: 1) Repetir de frases y palabras, 2) producir oraciones simples.Compresión escrita: 1) completar oraciones, 2) Escribir vocabulario, frases y oraciones simples.

Actividades

Momento : Formativa Instrumento: Prueba escrita Momento: FormativaInstrumento : Prueba escrita.

ComputadorParlantesDataWorksheets

Recursos Evaluación

• Leer y comprender el significado de palabras aisladas y frases cortas relacionadas con el campo semántico correspondiente al nivel, uniendo el sonido con la palabra escrita.• Comprender auditivamente órdenes e instrucciones simples, enunciados cortos y preguntas relacionadas con el lenguaje instruccional de la sala de clases.• Discriminar auditivamente sonidos, palabras y oraciones relacionadas con el campo semántico correspondiente al nivel.






LESSON PLANSLESSON PLANS 6th GRADE

Guide teacher: Nataly Fuentealba Practicing teacher: Lorena LópezDate: Tuesday 11th, September 2012 Level: low-intermediateSkill: listening, writing.Expected Outcomes: Students will be able to identify past tense verbs (regular and irregular) by listening and writing the verbs in the correct form.

Resources: computer, data, work sheets, students’ book, Celine Dion song: “because you loved me”.

Introduction

Core of the classPre-stage

While-Stage

Post-stage

Closing

Time

5 min

13 min

6 min

16 min

5 min

Comments

Students are introduced to the past tense inductively by asking them through a power point presentation what did they like? Where did they go? What did they eat? And what did they play in fiestas patrias? Students are asked to divide a piece of paper into four parts to answer these questions in each of them.

To model this activity the volunteers students can tell us what they did the 4th of July in their country last year or the teacher. Some of the students are asked to tell the class one of the answers. After this some verbs are shown to remind the students and to approach the previous knowledge (data show).

A song that contains a lot of past tense verbs is introduced to the students. To give them a frame of what is the song about the teacher shows through the same power point some pictures to let the students predict what the song is going to be about.

Students are asked to complete some sentences in the first activity of the worksheet.Students are asked to fill in the blanks of the song. They listen to the song how many times is necessary. The song has the verbs in infinitive just in front of the lines where they have to fill in. Students need to listen to the song and write the verb in the correct form.

Then students answer what the song is about. The whole class checked the answers. If the students want they can sing.


Lesson Plan

Guide teacher: Nataly Fuentealba Practicing teacher: Lorena López

Date: Wednesday 3th, October 2012 Level: low-intermediate

Skill: reading, writing, listening, speaking.

Expected Outcomes: Students will be able to understand a text related to free time activities to do on vacations.

Resources: computer, data, worksheets, pictures.

Introduction


While-Stage

Post-stage

Closing

Time

10 min

15 min

20 min

20 min

25 min

Comments

Students will work in pairs. To form pairs students will pick the half part of a picture and find the other half. In that way they will find a partner.

Students will read the text and find the words they know. They will write them on a box and also write the meaning of them. After that they will share some of the words.

Students will sequence some sentences according to the text. Students can use their dictionaries. Teacher will be monitoring if the student do not understand some words teacher will write them on the board with the meaning.

Students will decide whether the sentences are true or false according to the text. If the sentences are false the students will write the correct sentences.

Students read some sentences and match them with the corresponding connector. Then they will write the complete sentences.The students will write a title for the text. Then they will share some of them.

31


Lesson Plan


Date: Wednesday 3th, October 2012 Level: low-intermediate

Skill: reading, writing, listening, speaking.

Expected Outcomes: Students will be able to understand a text related to free time activities to do on vacations.


Introduction


While-Stage

Post-stage

Closing

Time

10 min

15 min

20 min

20 min

25 min

Comments

Students will work in pairs. To form the pairs students will pick the half part of a picture and find the other half. In that way they will find a partner.

Students will read the text and find the words they know. They will write them on a box and also write the meaning of them. After that they will share some of the words.

Students will sequence some sentences according to the text. Students can use their dictionaries. Teacher will be monitoring if the student do not understand some words teacher will write them on the board with the meaning.

Students will decide whether the sentences are true or false according to the text. If the sentences are false the students will write the correct sentences.

Students read some sentences and match them with the corresponding connector. Then they will write the complete sentences.The students will write a title for the text. Then they will share some of them.

32


Lesson plan Paul Harris School

Subject: Idioma Extranjero InglésUnidad: Unidad 6 “Holiday”Contenido (s): Vocabulary about free time activitiesTiempo: 45 minutes


Date: Wednesday 9th, October 2012 Level: 6th grade

Skill: listening, speaking, reading, writing.Expected Outcomes: Students will be able to listen and identify single words from a listening about a free day.Activity: Listening activity with an audio.Length of the video: 0:39 minResources: computer, data, worksheets, pictures, a listening http://www.esl-lab.com/fun/funrd1.htm.

Introduction


While-Stage

Post-stage

Closing

Time5 min

15 min

10 min

10 min

5 min

CommentsRole calling. Write the date and the objective of the class on the whiteboard. Remind the students they will have a global test on October 24th.

Students will look at a power point with words related to free time activities.Students will form 4 groups and put a sentence in the correct order. Then they will stand in front the class and the whole class will judge if it is right.These words are going to be used to complete a crossword puzzle. Students complete the crossword puzzle with the pictures clues from the handout and the words written on the power point. After they will write the words.

Students will listen to the audio twice or more if it is necessary. The last time while they are listening they will identify the correct words from the audio. If the teachers does not have internet access will ask some of the American volunteers students to read it out loud.

Student will listen again to the audio and answer five multiple choice questions.

Check that everybody gives back their worksheets and that the classroom is clean enough. Say good bye to the students.

33



Subject: Idioma Extranjero InglésUnidad: Unidad 6 “Holiday”Contenido (s): ¨going to¨Tiempo: 90 minutes

Guide teacher: Nataly Fuentealba Practicing teacher: Lorena LópezDate: Wednesday 10th, October 2012 Level: 6th gradeSkill: reading, writing, listening.Expected Outcomes: Students will be able to use the form “going to” in simple sentences, answering to questions.Activity: Reading.Resources: computer, data, worksheets, pictures.

Introduction


While-Stage

Post-stage

Closing

Time10 min

15 min

20 min

20 min

25 min


Students will review some vocabulary that will be used in the text through a power point. Then students will match the meaning of the words with the correct words.

Student will read the text and complete a box with the information that appears in the text. After they answer they will organize four pictures with the corresponding places. Then they will complete some sentences, using ¨going to¨, with the names of the places.

Students will write what they think will be a perfect vacation for them, describing the perfect weather, place, people, time in the year for them. They will be guided by a box asking for the information needed. Then they will answer some question related to their holidays with the help of a ¨a grammar point box¨.

Teacher will Check that everybody finishes and gives the worksheets back. Organize the classroom, clean it if it is necessary. Say good bye to the students.

34



Subject: Idioma Extranjero InglésUnidad: Unidad 6 “Holiday”Contenido (s): Listening to vocabulary about free time activitiesTiempo: 45 minutes

Guide teacher: Nataly Fuentealba Practicing teacher: Lorena LópezDate: Wednesday 16th, October 2012 Level: 6th gradeSkill: listening, speaking, reading, writing.Expected Outcomes: Students will be able to listen and identify single words from a listening about a free day.Activity: Listening activity with an audio.Length of the video: 0:39 min

Resources: computer, data, worksheets, pictures, a listening http://www.esl-lab.com/fun/funrd1.htm.

Introduction


While-Stage

Post-stage

Closing

Time5 min

5 min

10 min

10 min

5 min


Students will look at a power point with words related to free time activities to remind vocabulary.Students will complete the crossword puzzle with the pictures clues from the handout and the words written on the power point. After they will list the words in the worksheet.

Students will listen to the audio twice or more if it is necessary. The last time while they are listening they will identify the correct words from the audio. If the teachers will ask some of the American volunteers students to read it out loud.

Student will listen again to the audio and answer five multiple choice questions.

Check that everybody gives back their worksheets and that the classroom is clean enough. Say good bye to the students.

35



Subject: Idioma Extranjero InglésUnidad: Unidad 6 “Holiday”Contenido (s): ¨going to¨Tiempo: 90 minutes

Guide teacher: Nataly Fuentealba Practicing teacher: Lorena LópezDate: Wednesday 17th, October 2012 Level: 6th gradeSkill: reading, writing, listening.Expected Outcomes: Students will be able to use the form “going to” in simple sentences, answering to questions.Activity: Reading.


Introduction


While-Stage

Post-stage

Closing

Time

10 min

20 min

15 min

20 min

25 min

Comments

Role calling. Write the date and the objective of the class on the whiteboard. Remind the students they will have a global test on October 24th.

Students will look at 2 videos and will create some sentences predicting what is going to happen using “going to”. They will be guided by a frame that they will complete and then they will create.

Students will review some vocabulary that will be used in the text through a power point. Students will finish the worksheets of last week.

Students will complete the worksheets left last week, they will answer some question related to their holidays with the help of a ¨a grammar point box¨.Students who already finish the worksheets will work in extra-work to reinforce the content for the global test.


36



Subject: Idioma Extranjero InglésUnidad: Unidad 6 “Holiday”Contenido (s): Vocabulary, listening, reading and ¨going to¨ about celebrations and holidays.Tiempo: 45 minutes

Guide teacher: Nataly Fuentealba Practicing teacher: Lorena LópezDate: Tuesday 23th, October 2012 Level: 6th gradeSkill: reading, writing, listening.Expected Outcomes: students will be prepared to the format of the next global test using vocabulary, listening, reading and ¨going to¨ related to celebrations and holidays.Activity: Find words, listening for specific words, complete sentences.


Introduction


While-Stage

Post-stage

Closing

Time5 min

10 min

15 min

10 min

5 min


Students will find words related to dates and holidays in an alphabet soup. Next they will write the meaning of the words in the lines that appear in the worksheet.

Through the help of a power point students will complete three sentences using past simple. These sentences are about celebrations. The teacher will give to the students some clues to understand the sentences and the volunteers will give some examples to know how to use yesterday, last month and last week.Then students will listen to a text read by the volunteers and choose between the words that are in italics and circle the correct one according to the listening.

Students will answer the question: what is the main idea of the text and choose the correct alternative.Students will watch a video and they will have to guess what is going to happen. The teacher will give them three options. They will have to choose and write the sentence in the worksheet.


37





Date: wednesday 24th, October 2012 Level: 6th grade

Skill: reading, writing, listening.Expected Outcomes: students will be evaluated with a written global test using vocabulary, listening, reading and ¨going to¨ related to celebrations and holidays.Activity: Find words, listening for specific words, complete sentences.

Resources: tests, data, computer.

Introduction


While-Stage

Post-stage

Closing

Time5 min

10 min

15 min

10 min

5 min

CommentsRole calling. Write the date and the objective of the class on the whiteboard.

Then students will listen to a text read by the teacher and choose between the words that are in italics and circle the correct one according to the listening.Then students will watch a video and they will have to guess what is going to happen. The teacher will give them three options. They will have to choose and write the sentence in the worksheet.Next, students will answer the question: what is the main idea of the text and choose the correct alternative.

Students will find words related to dates and holidays in an alphabet soup. Next they will write the meaning of the words in the lines that appear in the worksheet.

Students will complete three sentences using past simple. These sentences are about celebrations with past time expressions: yesterday, last month and last week.

Teacher will Check that everybody finishes and gives the tests back. Organize the classroom; clean it if it is necessary. Say good bye to the students.

38




Guide teacher: Nataly Fuentealba Practicing teacher: Lorena LópezDate: Wednesday 30th, October 2012 Level: 6th gradeSkill: reading, writing, listening.Expected Outcomes: Students will be able to recognize words in a song that uses the form “going to”Activity: Find words, listening for specific words, complete sentences.

Resources: tests, data, computer, a Betles’ song “ you are going to lose that girl”Length of the video: 2.40 min.

Introduction


While-Stage

Post-stage

Closing

Time

5 min

10 min

15 min

10 min

5 min

Comments

Role calling. Write the date and the objective of the class on the whiteboard.

Students will listen to a song, find and write some words they recognize in their notebooks. Students will say out loud the words they found and teacher will write them on the white board.

Then students will choose according to what they listen the right word in the song.Students will listen to the song again but with the lyrics in that way they will recognize more words to share with the class.

Next the class will write the meaning of the words on the whiteboard. This will be done after students watch the video in Spanish.

Teacher will Check that everybody finishes and gives the worksheets back. Everybody has to have the words written in their worksheets. Organize the classroom, clean it if it is necessary. Say good bye to the students.

39



Subject: Idioma Extranjero InglésUnidad: Unidad 7 “Landscapes”Contenido (s): Tiempo: 90 minutes

Guide teacher: Nataly Fuentealba Practicing teacher: Lorena LópezDate: Wednesday 31th, October 2012 Level: 6th gradeSkill: reading, writing, listening.Expected Outcomes: Students will be able to use vocabulary related to the Halloween festivity and to identify sentences from an audio.Activity: Reading.


Introduction


While-Stage

Post-stage

Closing

Time

5 min

20 min

20 min

20 min

20 min

5 min

Comments

Greetings. Role calling. Write the date and the objective of the class on the whiteboard. Give instructions to the class.

Students will look at some pictures and identify the places. They will also identify the kind of fauna of the place. They will be guided by the teacher and some vocabulary added to the power point.

Students will look at a picture of Halloween disguises and they will name animals that are used in this festivity. Students will also be asked in which places this celebration is developed.Next students will complete a worksheet composed of a crossword puzzle, order words, complete sentences, and put a song in the correct order according to what they hear.

Students will answer some true or false statements related to the song.


40



Subject: Idioma Extranjero InglésUnidad: Unidad 7 “Landscapes”Contenido (s): Tiempo: 45 minutes

Guide teacher: Nataly Fuentealba Practicing teacher: Lorena LópezDate: Tuesday 6th, November 2012 Level: 6th gradeSkill: reading, writing, listening.Expected Outcomes: Students will be able to identify specific information from a TV program.Activity: listening, Reading, writing.Length of the audio: 1,50Resources: computer, data, worksheets, pictures, written pieces of paper.

Introduction

Core of the class

Pre-stage

While-Stage

Post-stage

Closing

Time

5 min

8 min

17 min

10 min

5 min

Comments


Students will look at some pictures and identify the places. They will be guided by the teacher and some vocabulary added to introduce the topic of taking care of natural sites.Students will complete the activity number 1 from page 106 of their book.

Students will listen to an audio and will complete activities # 5 to 8 of the book. Teacher will check answers with the class.

Students will be divided in three groups and will organize a sentence per group. Then they will show to the class the sentence, write it on the board and everybody has to write it on their paper.


41


Lesson plan Model Paul Harris School

Subject: Idioma Extranjero InglésUnidad: Unidad 7 “Landscapes”Contenido (s): Vocabulary related to landscapes and creation of sentencesTiempo: 90 minutes

Guide teacher: Nataly Fuentealba Practicing teacher: Lorena LópezDate: Wednesday 7th, November 2012 Level: 6th gradeSkill: reading, writing, listening.Expected Outcomes: Students will be able to use vocabulary related to landscapes and create sentences with them.Activity: Reading, listening.Resources: computer, data, worksheets, pictures, written pieces of paper.Length of the video: 1:00

Introduction


While-Stage

Post-stage

Closing

Time

5 min

25 min

25 min

30 min

5 min

Comments


Students will look at some pictures and identify the places.Students will be divided in groups and will organize a sentence per group. Then they will show to the class the sentence, write it on the board and everybody has to write it on their paper. They will be guided by the teacher and some vocabulary added to the power point.

Students will read s text about Llaima Volcano eruption. They will watch a video to be more connected to the topic. They will identify the words they know. And write their meaning in a box.

Students will be given the half of a photo and they will have to find their partner. They will work in groups. Teacher will model the activity. First they will paste the pictures together in the worksheet.Then they will write a sentence about the picture, specifying subject, special site, weather conditions and the animals you can find there. Pictures will be shown before the activity.


42



Subject: Idioma Extranjero InglésUnidad: Unidad 7 “Landscapes”Contenido (s): Vocabulary related to animals and listening to an interview.Tiempo: 45 minutes

Guide teacher: Nataly Fuentealba Practicing teacher: Lorena LópezDate: Wednesday 13th, November 2012 Level: 6th gradeSkill: writing, listening, reading.Expected Outcomes: Students will be able to listen and understand an interview. To use vocabulary related to animals.Activity: listening, reading, and matching.Resources: computer, data, worksheets, pictures, written pieces of paper.Length of the audio: number 56, 1:21

Introduction


While-Stage

Post-stage

Closing

Time

5 min

10 min

15 min

10 min

5 min

Comments


Students will look at some pictures in a power point about natural places and animals. They will be given a word they will have to paste it on the right picture. Then they will look at some pictures in their worksheets and they will write the thing they recognize in the pictures. Students will write them in English and Spanish.

Next they will match some words with its meaning and circle the word with a negative connotation.Then students will choose according to what they listen the right word in the text.

Finally students will complete two sentences related to the previous text.


43



Subject: Idioma Extranjero InglésUnidad: Unidad 7 “Landscapes”Contenido (s): Vocabulary related to animals Tiempo: 90 minutes

Guide teacher: Nataly Fuentealba Practicing teacher: Lorena LópezDate: Wednesday 14th, November 2012 Level: 6th gradeSkill: reading, writing, listening.Expected Outcomes: students will be able to use vocabulary related to animal in contextActivity: Reading, listening.Resources: computer, data, worksheets, pictures, written pieces of paper.Length of the video: 1:00

Introduction


While-Stage

Post-stage

Closing

Time

5 min

25 min

25 min

30 min

5 min

Comments


Students will look at some pictures, identify the places and learn more vocabulary related to the following text. A word will be given for two students they will have to decide which of the meanings in the whiteboard correspond to the word.

Students will read a text about water problem. They will watch a video to be more connected to the topic. They will identify the words they know. And write their meaning in a box.

Students will choose the correct alternative to complete a sentence about the text. Then they will unscramble some sentences.Students will be given a photo. They will work in pairs. Teacher will model the activity. They will paste the pictures together in the worksheet.Then they will write three sentences about the picture.


44



Subject: Idioma Extranjero InglésUnidad: Unidad 7 “Landscapes”Contenido (s): Vocabulary related to the song “It will rain”. The form “will” in question and affirmative sentences.Tiempo: 45 minutes

Guide teacher: Nataly Fuentealba Practicing teacher: Lorena LópezDate: Wednesday 20th, November 2012 Level: 6th gradeSkill: listening, reading, writing.Expected Outcomes: Students will be able to ask and talk about predictions and make predictions.Activity: listening, reading, writing.Resources: computer, data, worksheets, pictures, written pieces of paper.Length of the audio: 3: 45 minutes. Bruno Mars’ song “it will rain”.

Introduction


While-Stage

Post-stage

Closing

Time5 min

10 min

15 min

10 min

5 min

CommentsGreetings. Role calling. Write the date and the objective of the class on the whiteboard. Give instructions to the class.

The teacher will review some vocabulary with the students. They will complete the missing letters to form the word.

Then students will be grouped by four or three forming six or seven groups. Pieces of paper will be given to each group in order for them to organize a sentence answering to six or seven questions that will be written on a power point presentation. The pieces of paper will rotate in order for all the groups to organize the sentences. To check the sentences of each group, they will have to write the sentences in a worksheet given. The whole class will review the sentences. They will be written on the whiteboard, students can correct their own mistakes. They can correct the sentences on the worksheets. After this, students will listen to a song and put a cross (X) by the lines that are not in it. Then the teacher will review it with the whole class. The teacher will take the worksheets back.

Students will listen again to the chorus and they will answer again to a question: what will happen if he loses her? They will answer in a piece of paper.Some pictures will be shown to the class in order for them to predict what will happen. They will answer to some question that will appear with the pictures. They will answer in a piece of paper previously given by the teacher.


45



Subject: Idioma Extranjero InglésUnidad: Unidad 7 “Landscapes”Contenido (s): vocabulary related to the environment and how to protect the planet in context, listening to details.Tiempo: 90 minutes

Guide teacher: Nataly Fuentealba Practicing teacher: Lorena LópezDate: Wednesday 21th, November 2012 Level: 6th gradeSkill: listening, reading, writing.Expected Outcomes: students will be able to increase vocabulary related to the environment and how to protect the planet in context, and practice listening to details.Activity: Reading, listening.Resources: computer, data, worksheets, pictures, written pieces of paper.Length of the video: 1:00

Introduction


While-Stage

Post-stage

Closing

Time5 min

25 min

25 min

30 min

5 min

CommentsGreetings. Role calling. Write the date and the objective of the class on the whiteboard. Give instructions to the class.

Finish the activities of the previous class.Students will look at some pictures and identify the vocabulary related to how to protect the planet.Students will read some sentences and they will circle what they have to do to protect the planet. The activity will be checked by the teacher with the class. Direct students’ attention to the title. Teacher will ask what the song is going to be about.

They will watch a video about the 3Rs (recycle, reuse and reduce), to be more connected to the topic. The students will have a cloze version of the lyric and they will complete it while the song is played. The cloze activity will be checked by the teacher with the class.

Students will complete some sentences and answer multiple choice questions.

Teacher will Check that everybody finishes and gives the worksheets back. Organize the classroom; clean it if it is necessary. Say good bye to the students.

46

Práctica Profesional Pedagogía en Inglés 2012Guide teacher: Vilma Hormazabal Student teacher: Lorena LópezDate: Tuesday 4th, September 2012. Level: 2°Skills: writing, speaking, Reading, listening.Expected outcomes: students will be able to express what profession a person has differentiating and integrating new concepts related to professions and activities.Materials: whiteboard, students’ book, pencils.

Introduction


While-stage

Post-stage

Closing

Time9min

10min

8min

8min

10min

CommentsThe students will check the professions and activities from page 28 of the students’ book. The teacher will ask them to read the vocabulary aloud individually. Then they will be read by the whole class. After that the teacher will remind to the students how to form sentences to express what profession a person has “I’ m a nurse, she is a nurse and he is a nurse” they will be done using the whiteboard.

The students will develop the activity number 1 from page 31 of the students’ book along with the teacher who will tell the correct answers always giving the space to the students to participate.

New concepts will be introduced related to professions and activities (activity 1, page. 32). Son leídos por la profesora en voz alta luego los alumnos repiten mirando las palabras de la pagina 32.

The students will create sentences matching the items of activity 2 from page 32 (students’ book). Four students will be call to the front of the class to write some sentences on the whiteboard.

The teacher will ask what they want be when they grow up. The teacher will look which one are the nine students more capable to answer and she will ask them to say that in front of the class.The students draw what they want to be in the future in a piece of paper

LESSON PLANS 2nd GRADE

47

Práctica Profesional Pedagogía en Inglés 2012Guide teacher: Vilma Hormazabal Student teacher: Lorena LópezDate: Tuesday 11th, September 2012. Level : 2nd gradeSkills: writing, speaking, Reading, listening.Expected outcomes: Students will be able to express written using concepts of “professions and occupations” in sentences formed with I am…, she is…, he is… y I am not…, she is not…, he is not…Materials: whiteboard, students’ book , pencils, worksheet, data, power point.

Introduction


While-stage

Post-stage

Closing

Time

10min

5min

5min

5min

20min

Comments

The students will check along with the teacher the concepts of “professions and occupations” seen the previous class in a data show presentation.A picture of the concept is shown, then students are asked to tell the name of that picture. After they answer, the answer is shown in the power point.

The teacher will show how to form sentences to say that a person do not have a “professions or occupations” Using I am not…, she is not…, he is not… this will be shown by a power point with examples.

The teacher will ask through a power point questions like is he a teacher? But the pictures will not correspond to the professions in the asked. They will answer with the help of examples no, he is not a teacher; he is a doctor.

The students will develop activities 1 and 2 in the page 34. The teacher will help the students walking around the classroom.

Students will develop a worksheet.

Lesson plan

48

Práctica Profesional Pedagogía en Inglés 2012Guide teacher: Vilma Hormazabal Student teacher: Lorena LópezDate: Tuesday 25th, September 2012. Level: básicoSkills: writing, speaking, Reading, listening.Expected outcomes: the students will be able to identify “professions and occupations” of other people using the expressions they are, they are not.

Materials: whiteboard, students’ book, pencils, data, power point.

Introduction

Core of the class

Pre-stage

While stage

Post-stage

Closing

Time

10min

10min

5min

5min

15min

Comments

The students will check along with the teacher the vocabulary about “professions and occupations” seen last class using a power point presentation.A picture will be shown the students will be asked to say to which word from the vocabulary after they answer the right answer will be shown by the power point. It will be reminded to the students hoe to form sentences using the negative form of the verb to be in singular.

The teacher will give some time to finish the worksheet from the previous class.

The teacher will introduce the form to express sentences with the plural they along with the verb to be. The teacher will show hoe to form sentences to say that a person has or dos not have a “professions or occupations”. Using they are, they are not.

Then using the same power point the teacher will ask some students to participate asking the question who are they?

The students develop activities 1 y 2 on page 34.

Lesson plan

49

Práctica Profesional Pedagogía en Inglés 2012Guide teacher: Vilma Hormazabal Student teacher: Lorena LópezDate: Tuesday 2nd, October 2012. Level: básicoSkills: writing, speaking, Reading, listening.Expected outcomes: the students will be able to use new vocabulary related to school supplies in sentences using simple present with have.


Introduction


While stage

Post-stage

Closing

Time

10min

10min

5min

5min

15min

Comments

The students will listen and repeat new vocabulary from page 36.the teacher will show it by a data show.The students write the words in the book completing the activity on page 36.

The teacher will give copies of school supplies objects to the students. The teacher will say the words in English after that the students have to identify the correct object and show it to the teacher from their seats.

The teacher will introduce new grammatical structures with the use of has the teacher point to the person and ask what does that person have? Then the answer will be shown in the power point: she has scissors, etc.

The students will work on activities from a worksheet. The whole class will read the sentence with the teacher and they will paste the picture on the right place.

The teacher will ask to the students to paste the worksheet on their notebooks.

Lesson plan

50

Práctica Profesional Pedagogía en Inglés 2012Guide teacher: Vilma Hormazabal Student teacher: Lorena LópezDate: Tuesday 9th , October 2012. Level: básicoSkills: writing, speaking, Reading, listening.Expected outcomes: the students will be able to use new vocabulary related to school supplies in sentences using simple present with have.


Introduction


While stage

Post-stage

Clo sing

Time

10min

10min

5min

5min

15min

Comments

The students will listen and repeat new vocabulary from page 36.the teacher will show it by a data show.The students write the words in the book completing the activity on page 36.

The teacher will give copies of school supplies objects to the students. The teacher will say the words in English after that the students have to identify the correct object and show it to the teacher from their seats.

The teacher will introduce new grammatical structures with the use of has the teacher point to the person and ask what does that person have? Then the answer will be shown in the power point: she has scissors, etc.

The students will work on activities from a worksheet. The whole class will read the sentence with the teacher and they will paste the picture on the right place.

The teacher will ask to the students to paste the worksheet on their notebooks.

Lesson plan

51

Práctica Profesional Pedagogía en Inglés 2012Guide teacher: Vilma Hormazabal Student teacher: Lorena LópezDate: Tuesday 30th , October 2012. Level: básicoSkills: writing, speaking, Reading, listening.Expected outcomes: The students will be able to create sentences in simple present with have using the vocabulary.


Introduction


While stage

Post-stage

Closing

Time

10min

5 min

10min

10min

10min

Comments

The students will review the vocabulary listening and repeating the words that will appear in the power point.

Through a power point the students will also remember how to form sentences with has. The sentences will be incomplete. They will complete them looking a picture as a helper.

The students will develop the activity of page 37 (students’ book).

The students will complete sentences in a worksheet those sentences will describe people or objects.

Then they will complete a puzzle looking at the picture clues from the vocabulary related to the unit-

Lesson plan

Subject: Idioma Extranjero InglésUnidad: Unidad 5 “School Suplies”Contenido (s): vocabulario de las utiles escolares junto con la formación de oraciones con “has” utilizando vocabulario.Time: 45 minutes

52


Lesson plan Model Paul Harris School

Subject: Idioma Extranjero InglésUnidad: Unidad 5 “School’s Supplies”Contenido (s): vocabulario de las utiles escolares junto con la formación de oraciones con “has” utilizando vocabulario.Time: 45 minutesGuide Teacher: Vilma Hormazabal Practitioner Teacher: Lorena LópezDate: November 20th, 2012. Level: 2° B (elementary)Skills: writing, speaking, Reading, listening.Expected Outcomes: students will be able to write what a person does not have using have along with the auxiliary does not and the vocabulary related to lunch time.

Resources: Whiteboard, pencils, data, power point, worksheets.

Introduction


While-stage

Post-stage

Closing

Time5 min

10 min

10min

15 min

5 min

CommentsGreetings. Write date and objective of the class on the White board. Role calling (if it is necessary).

Students will recognize new vocabulary listening a repeating. The teacher will show the vocabulary through a data show. They will also remember how to express what a person has. And the teacher will introduce how to express what a person does not have.

Students will match the vocabulary and complete fur sentences to remind how to express what a person has. The teacher will check the activities with the class.

The teacher will read aloud three sentences. Students will look at the picture and circle the correct sentences according to what the person has.Then students complete sentences, looking at a picture, to express what a person does not have.

Students are asked to paste the worksheets on their notebooks. Students go to have lunch.

53


Lesson plan

Subject: Idioma Extranjero InglésUnidad: Unidad 5 “School Suplies”Contenido (s): vocabulario relacionado con festividades prontas a ocurrir Time: 45 minutes

Guide Teacher: Vilma Hormazabal Practitioner Teacher: Lorena LópezDate: November 27th, 2012. Level: 2° B (elementary)Skills: writing, speaking, Reading, listening.Expected Outcomes: the students will be able to recognize vocabulary related to festivities that will happen next and also to cut paste pictures related to this festivity.

Resources: Whiteboard, pencils, data, power point, worksheets.

Introduction


While-stage

Post-stage

Closing

Time5 min

10 min

10min

15 min

5 min

CommentsGreetings. Write date and objective of the class on the White board. Role calling (if it is nessesary).

A video of tom and Jerry will be shown to the class. This video will be introduced to the class showing them some picture to give them the opportunity to predict what will happen in the video. Sometimes the video will be stoped in order for the class to understand what is happening

The students will repeat some vocabulary related to the festivity.

The students will paint cut and paste some drawing in a farm.

Students are asked to paste the worksheets on their notebooks. Students go to have lunch.

54


LEARNING MATERIALS

LEARNING MATERIALS 6th GRADE

Name: ____________________________

Worksheet unit 5, Celine Dion: “Because you loved me”

Objective: Estudiantes serán capaces de identificar la forma pasada simple de los verbos (regular e irregular) escuchando y escribiendo los verbos en la forma correcta.

1) Write sentences using the verbs in parenthesis () and the words in the box.

A. – _______________they ___________________ (dance)

B. -________________she _____________________(prepare)

C. ___________________he ______________________ (play)

D. ____________________ I _____________________(go)

2) What was the song about?___________________________________________________

___________________________________________________

55

Yesterday

Last week

Last month

Last week


Celine Dion: “Because you loved me”

Name: ____________________________

1) Fill in the blanks with the verb in past tense. For all those times you _ _ _ _ _ by me stand For all the truth that you _ _ _ _ me see make For all the joy you _ _ _ _ _ _ _ to my life bring For all the wrong that you _ _ _ _ right make5 For every dream you _ _ _ _ come true make For all the love I _ _ _ _ _ in you find I'll be forever thankful baby You're the one who _ _ _ _ me up held Never _ _ _ me fall let 10 You're the one who _ _ _ me through through it all see

You were my strength when I _ _ _ weak be You _ _ _ _ my voice when I couldn't speak be You _ _ _ _ my eyes when I couldn't see be You _ _ _ the best there was in me see 15 Lifted me up when I couldn't reach You gave me faith cause you _ _ _ _ _ _ _ _ believe I'm everything I am Because you _ _ _ _ _ me love

You _ _ _ _ me wings and made me fly give 20 You touched my hand I could touch the sky I _ _ _ _ my faith, you gave it back to me lose You _ _ _ _ no star was out of reach say You stood by me and I _ _ _ _ _ tall stand I had your love I _ _ _ it all have25 I'm grateful for each day you _ _ _ _ me give Maybe I don't know that much But I know this much is true I was _ _ _ _ _ _ _ because I was loved by you bless

You were my strength when I _ _ _ weak be30 You _ _ _ _ my voice when I couldn't speak be You _ _ _ _ my eyes when I couldn't see be You _ _ _ the best there was in me see Lifted me up when I couldn't reach You _ _ _ _ me faith cause you believed give

56

Práctica Profesional Pedagogía en Inglés 201235 I'm everything I am Because you _ _ _ _ _ me love

You _ _ _ _ always there for me be The tender wind that _ _ _ _ _ _ _ me carry A light in the dark shining your love into my life40 You've been my inspiration Through the lies you _ _ _ _ the truth be My world is a better place because of you

You were my strength when I _ _ _ weak be You _ _ _ _ my voice when I couldn't speak be45 You _ _ _ _ my eyes when I couldn't see be You _ _ _ the best there was in me see Lifted me up when I couldn't reach You gave me faith cause you _ _ _ _ _ _ _ _ believe I'm everything I am 50 Because you _ _ _ _ _ me love

I'm everything I am Because you _ _ _ _ _ me love

57


58

Práctica Profesional Pedagogía en Inglés 2012Name: __________________________________ Grade: 6°A

Worksheet Unit 6 Holidays

Score: 23/ Grade:

Objective: Students will be able to understand a text related to free time activities to do on vacations.

1. Read the text. Underline and write the words you know and the meaning. (4 points)

Words: Meaning: Words: Meaning:

2. Sequence the sentences according to the text. (5 points)___We heard a loud cry.

___We put up the tent.

___We woke up with the cry.

___We were having breakfast.

___We were scared to death.

3. Read the text and write F (false) or T (true) according to the text. Correct the false ones. (6 points)

We were in the cabin when stared to rain._____

_____________________________________________________________________________

We went back to the cabin after the rain._____

______________________________________________________________________________

All happened in my last winter vacations._____

______________________________________________________________________________

59


4. Read and match with the missing word. Then write the complete sentence. (6 points)During the winter my family ____ I rented a cabin.

_____________________________________________________

I stayed in the tent ____ my cousins.

_____________________________________________________

We did not know what to do go back to the cabin ____ stayed in the tent.

____________________________________________________

5. Create a title for the story. (2 points) _______________________________________________________

60

With

And

Or


61

Práctica Profesional Pedagogía en Inglés 2012Name: ____________________________ Grade: 6°A Date: October 9th, 2012

Worksheet Unit 6 Holiday

Objective: Students will be able to listen and identify single words from a listening about a free day.

1. Complete the crossword puzzle about fun things you can do on a day off school and write the words is the following lines.

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

62


2. Choose between the words that are in italics and circle the correct one according to the listening.

Girl: Dad, I'm bored/happy today. I want to go to a park/movie?Dad: A movie today? Well, I don't know/want. Here. Let me look at the newspaper/news.

Okay. Ah, here's a movie that starts/begins in the afternoon at 2:45. Well, should we take mommy with us?

Girl: Yeah.Dad: Okay, we have to wait for mommy because she's at a party/meeting right now.Girl: Okay.Dad: Alright. And what should we do before/after we see the movie?Girl: Go on a walk.Dad: Well, where would you like to go on a walk? Would you like to go up/down to the beach or

through the park?Girl: To the beach.Dad: To the beach. Well, that sounds/is great. And then maybe we can go out to eat tonight.

Does that sound good/okay?Girl: Yeah.

3. Chose the correct answer according to the listening.1. Where does the young girl want to go with her father?

A. to the parkB. to the moviesC. to the swimming pool

2. Who are they going with?A. the girl's motherB. the girl's best friendC. the girl's older brother

3. Based on the conversation, what time will they movie start?A. 9:30 AMB. 12:45 PMC. 2:45 PM

4. What does the girl want to do later?A. She wants to walk to the ice cream store.B. She wants to swim at the park.C. She wants to go down to the beach.

5. What does the father suggest they do at the end of the day?A. go to a restaurantB. watch a fireworks displayC. play a board game

63


The following is the listening text that was read by the volunteers.

Girl: Dad, I'm bored today. I want to go to a movie?

Dad: A movie today? Well, I don't know. Here. Let me look at the newspaper. Okay. Ah, here's a movie that starts in the afternoon at 2:45. Well, should we take mommy with us?

Girl: Yeah.

Dad: Okay, we have to wait for mommy because she's at a meeting right now.

Girl: Okay.

Dad: Alright. And what should we do after we see the movie?

Girl: Go on a walk.

Dad: Well, where would you like to go on a walk? Would you like to go down to the beach or through the park?

Girl: To the beach.

Dad: To the beach. Well, that sounds great. And then maybe we can go out to eat tonight. Does that sound okay?

Girl: Yeah.

64

Práctica Profesional Pedagogía en Inglés 2012Name: _________________________________ Grade: 6°A Date: October10th, 2012

Score: 23/ Grade:

Worksheet Unit 6 Holiday

Objective: Students will be able to use the form “going to” in simple sentences, answering to questions.

1. Match the weather conditions with the definition.(6 points)

Heat a fairly or comfortably high temperature Snowy a low or relatively low temperatureWindy moderately warmWarm exposed to a lot of snowMild temperatures exposed to strong windsCold high temperature

Fairy Dreams My Little Cottage Snowy Slopes Country Paradise

Attractions

Season of the year

Contact

Weather conditions

2. Read the text and complete the box with the information of the text.(8 points)

3. Match the picture with the correct place according to the text. (4 points)

65

Práctica Profesional Pedagogía en Inglés 20124. Camilo is going on holidays. Read the text and complete the sentences with the names of

the places: ¨Fairy Dreams¨, ¨My Little Cottage¨, ¨Snowy Slopes¨, ¨Country Paradise¨. (4 points)

a. ________________ is going to rest at ___________________________b. ________________is going to ski at ____________________________c. ________________is going to swim at __________________________d. ________________ is going to see farm animals at ________________________

5. You are going on holidays. Write what is the perfect holiday for you.(5 points)

Attractions:

Season of the year:

Weather conditions:

Place:

Are you going alone or with your friends or family?_____, I am ________________________________________________

Are you going on summer?_____, I am ________________________________________________

Are you going to the mountains?_____, I am ________________________________________________

66

Grammar point: “going to”

Are you going on holidays?Yes, I am going to the beach.

Is she/he going on holidays?Yes, she/he is going on holidays.

Are they going on holidays?No, they are not going on holidays.


67


68


English worksheet: Units 5 and 6

Name: ________________________________ Grade: 6°A Date: October 23th, 2012

Score: 30/ Grade:

Objective: To prepare the students for the global test with the vocabulary about celebrations and holidays along with reading, and listening for specific words.

1. Find the words and write the meaning. (12 points)

A S D F S F W I N T E R F N F JW E R F P Q B L O O D A S O E UW E R V R F A S F C B I D V D LD F I I I W S D F T A J F E E YS F R O N E S F G O R H G M C QA S F E G R D G H B B E O B A WD E C E M B E R G E C G R E S EA S D F G T T Y J R U F G R D RB U L L F I G H T D E F H V V TE R T Y T I W E D N E S D A Y YW E R A U T O M N Q D F G Y Y UP I U Y T R E F G S U M M E R L

Autumn: _______________________ December: _______________________Bullfight: _______________________ Barbecue: _______________________July: ___________________________ Blood: __________________________October: _______________________ November: _______________________ Spring: _________________________ Summer: ________________________Winter: ________________________ Wednesday: _____________________

2. Write sentences using the verbs in parenthesis () and the words in the box. (6 points)

A. ________________they ___________________ (land)

B. __________________she ____________________ (play) ensacados.

69Last month

Yesterday

Last week


___________________she ___________________ (work)

at a supermarket.

3. Choose between the words that are in italics and circle the correct one according to the listening. (6 points)

I remember that day clearly. I were / was 7 years old and this was my first / second trip to the mountain / snow with my mom.

When we got there, I saw / see some kids sliding down on big black rubbish bags. I wanted to do the same but my mom / mother said I was too young. So I cried and I screamed. She had two options: hear me scream / cry all day or let me slide down the slope. Finally, she said no / yes.

I started sliding and when I was halfway down the slope / mountain, some brushes got in the way and I landed right in the middle of them.

I twisted my arm / ankle and we had to go to a hospital / house right away. It hurt so much that I cried and screamed all the way back. My mom was not very sad / happy.

By Norah Smith

4. What is the main idea of the text?(1 point)

a) My first day in the mountains. b) My mom was not so happy. c) I cried and screamed all the way back.

5. Look at the video and write what you think is going to happen. (5 points)

What is going to happen?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

70


Answers for one of the activities:

I remember that day clearly. I was 7 years old and this was my first trip to the mountain with my mom.

When we got there, I saw some kids sliding down on big black rubbish bags. I wanted to do the same but my mom/mother said I was too young. So I cried and I screamed. She had two options: hear me scream all day or let me slide down the slope. Finally, she said yes.

I started sliding and when I was halfway down the slope, some brushes got in the way and I landed right in the middle of them.

I twisted my ankle and we had to go to a hospital right away. It hurt so much that I cried and screamed all the way back. My mom was not very happy.

71


Name: __________________________________ Grade: 6°A Date: October 30th , 2012

Worksheet Unit 6 Holidays

Score: 15 / Grade:

Objective: Students will be able to recognize words in a song that uses the form “going to”.

1. Listen to the song and choose the word you hear.(15 points)

You're gonna lose that girl / boy.(Yes, Yes, You're gonna lose that girl)You're gonna have / lose that girl.(Yes, Yes, You're gonna lose that girl)

If you don't take her out tonight / tomorrow,She's gonna change her mind,(She's gonna change her mind)And I will take her out tonight,And I will treat her kind / bad.(I'm gonna treat her kind)

You're gonna lose / have that girl.(Yes, Yes, You're gonna lose that girl)You're gonna lose that boy / girl.(Yes, Yes, You're gonna lose that girl)

If you don't treat her right, my friend / brother,You're gonna find her gone,(You're gonna find her gone)'cause I will treat her right / bad, and thenYou'll be the lonely one.(You're not the only one)

You're gonna lose that girl.(Yes, Yes, You're gonna lose that girl)You're gonna lose that girl.(Yes, Yes, You're gonna lose that girl)You're gonna lose / have that girl.(Yes, Yes, You're gonna lose that girl)

I'll make a pointOf taking her away from you, yeah, (watch what you do)The way / form you treat her what else can I do?

You're gonna / going to lose that girl,(Yes, Yes, You're gonna lose that girl)You're gonna lose that lady / girl.(Yes, Yes, You're gonna lose that girl)You're gonna lose that girl.(Yes, Yes, You're gonna lose that girl)

I'll make a pointOf taking her away from you, yeah, (watch what you do)The way you treat / behave her what else can I do?

If you don't take her out tonight,She's going to change her idea / mind,(She's gonna change her mind)And I will take her in / out tonight,And I will treat her kind.(I'm gonna treat her kind)

You're gonna lose that girl.(Yes, Yes, You're gonna lose that girl)You're gonna lose that girl.(Yes, Yes, You're gonna lose that girl)You're gonna lose that girl(Yes, Yes, You're gonna lose that girl)

72


73

Práctica Profesional Pedagogía en Inglés 2012Presenter: Welcome to Teen Trivia on TV, where the winner will receive an English encyclopedia! Our topic today is natural heritage; natural sites that the world wants to preserve. Ready?Students: Yeeeeeees!Presenter: Our first contestant is Universal School.Presenter: Question 1: What is the name of the organization that looks after these sites?Boy: The World Heritage Organization.Presenter: Correct! Question 2: How did this organization start?Boy: The USA decided it was a good idea.Presenter: No, that’s wrong. Governments of different countries got together. Question 3: When did this happen?Boy: Hmmm… 35 years ago.Presenter: Correct. They got together in the early 1970s.Name 4 types of natural sites.Boy: Forest, mountain, island and… desert.Presenter: Superb! Your final score is… 35 points. Now’s the turn of Progress School. First question: name a Natural Wonder.Girl: The Great Barrier Reef.Presenter: Excellent. Second question: Where is this site?Girl: The Great Barrier Reef is in… Hmmm… New Zealand?Presenter: I’m afraid that’s wrong. The Great Barrier Reef is in Australia. Third question: why did they decide to protect the natural sites?Girl: Because they were beautiful.Presenter: …and unusual. And now the last question: why is it important to look after these natural sites?Girl: Because… they are the home of animals.Presenter: Fabulous! 40 points! So, the winner is…

74


The following sentences were organized by the students at the beginning of the class

Natural sites: natural areas of outstanding universal value listed by UNESCO

Man-made sites: it refers to places that were created by humans

World heritage: it is a place that is listed by the UNESCO of special cultural or physical significance around the world

75


English worksheet: Units 7

Name: ___________________________ Grade: 6°A Date: November 13th, 2012

Score: 29/ Grade:

Objective: Students will be able to listen and understand an interview. To use vocabulary related to animals.

1. Write the thing you

see in the pictures (8 points).


2. Match and circle the things that have a negative connotation (5 points).

Destroy The conditions in which an animal livesEnvironment A person who is concerned about protecting the environment.Environmentalist Put an end to the existence of an animal or specie.

Protect Contaminate water with harmful substances.Pollute Keep safe from harm or injury.

Disappear Stop to be visible.Species In danger of extinction.Endangered A kind of a group of living organisms.

Die The natural home of an organism.Lecture Stop living.Habitat A long serious speech.

2. Read the text and choose the right word according to what you hear (7 points)

76


Presenter: Protecting our world. Many people say we are destroying / building our environment. But not too many people are doing much to destroy / protect it. It is about time we do something. A group of middle school students formed a group – the Greenish.

Woman: Welcome, Pilar and Nicolás.

Pilar and Nicolás: Thank you.

Woman: Why did you form / create the Greenish?

Pilar: To protect nature. We have to stop / start polluting our environment.

Woman: If not, what do you think will happen?

Pilar: We will destroy the homes / habitats of many animals and species.

Nicolás: And that means that these animals and species will disappear / die.

Woman: How?

Nicolás: Animals won’t have anything to eat.

Pilar: And they won’t have anywhere to live.

Nicolás: They will die / live.

Woman: I understand. So, which animals / species will disappear?

Pilar: All the happy / endangered animals. For example the blue whale, the African elephant, the Asian elephant, the monkey / gorilla…

Nicolás: The Asiatic cheetah, the California condor, the silver shark / fish and many others.

Woman: What will you do?

Nicolás: First, we will start a campaign to protect natural places / sites.

Pilar: We will put pictures of polluted sites on the Internet.

Nicolás: Yes, like oceans, rain forests, beaches, lakes, rivers…

Pilar: Then we will organise lectures with teachers / environmentalists.

Woman: Will you organise debates in schools about endangered / dangerous animals?

Nicolás: Yes, we will. We also plan to…

4. Match A and B (4 points).

Welcome, Pilar and Nicolás! a To protect nature.

Why did you form The Greenish? b Thank you.

What do you think will happen? c First,we will start a campaign.

What will you do? d People will destroy the habitats of animals.

3. Complete the sentences with the information from the text (5 points).

Three endangered animals: ___________________, _____________________and______________________.

Two things Greenish will do: _______________________________and

_____________________________.

77


78



Name: ______________________________ Grade: 6°A Date: November 7th, 2012Score: 32/ Grade:

Objective: Students will be able to use vocabulary related to landscapes and create sentences with them.

1. Read the text and underline the words you recognize. (8 points)

Pablo (17:30): Angela, Hi! = )Ángela (17:31): Hi, Pablo. How was your day at school?Pablo (17:33): OK. How about yours?Ángela (17:38): Fine, but I’m worried. = (Pablo (17:39): Why?Ángela (17:41): I learned something today in Natural

Science.Pablo (17:42): What?Ángela (17:42): Water will be a real problem in the

future.Pablo (17:43): What do you mean?Ángela (17:44): We will have problems with water.Pablo (17:45): What will be the biggest water problem?Ángela (17:45): There will not be enough water for all

people.Pablo (17:46): No way! There will always be water in

oceans, in rivers, in lakes…

Ángela (17:47): You’re wrong. Many of the rivers and lakes will dry.

Pablo (17:48): But we need water to live… to drink, to bathe, to wash.

Ángela (17:49): I know. This will be a serious problem in 10 or 20 years.

Pablo (17:51): But we won’t be able to stop it!Ángela (17:52): I don’t know about you, but I will do

something about it.Pablo (17:54): What will you do?Ángela (17:55): I will talk to my family, my teachers

and all my friends about it.Pablo (17:55): What will you tell them?Ángela (17:57): I will ask them to save water, like

taking short showers, closing the tap when they clean their teeth, using less water to do the washing up…

2. Write the words you recognized and its meaning in the following box. (8 points)


3. Read and correct the statements choosing the right alternative (6 points).

Ángela learned about the water problem: a) on a TV show.

b) in Natural Science.

Water will become a problem: a) in 10 or 20 years.

b) in 2 years.

At the beginning, Pablo thinks there: a) will not be a problem with water.

b) will be a problem with water.

79

Práctica Profesional Pedagogía en Inglés 20124. Unscramble the sentences (3 points).

How to ask:What will happen with water? What will you do about it?Where will we get water from? Will you stop taking long showers?When will this happen? When will you start?

A will / with / What / happen / water / the / ?__________________________________________

B we / Where / water / will / get / from / ?_____________________________________________

C When / this / will / happen / ?______________________________________________________

5. Paste the pictures here. (2 points)

4. Write information about the picture. Remember how wonderful our planet is. (9

points)

Example: Place: They are in the desert. Weather conditions: The desert is very hot. Animals: In the desert are snakes.

Place (desert, beach, forest, city, volcano, natural sites, man-made sites, mountain, island, reef, country side)

Weather conditions (cold, hot, warm, windy, snowy)

Animals ( snakes, wolf, spider, rabbits, owls, lion, scorpion, horse, pig, cow)

80


81



Name: _______________________________ Grade: 6°A Date: November 20th, 2012

Objective: Students will be able to ask and talk about predictions and make predictions.

I. Complete with the missing letters.

S_NLI_ _TB_ _ _K I_ _O

PI_ _ _S

CL_ _R SK_ _SC_ _N_E THEIR

M_ _ _S

R_ _N T_G_T_ _ R

C_ _

II. Organize the sentences and write it in the lines bellow.

1. ___________________________________________________________________

2.____________________________________________________________________

3.____________________________________________________________________

4.____________________________________________________________________

5.____________________________________________________________________

6. __________________________________________________________________

7. __________________________________________________________________

82

Práctica Profesional Pedagogía en Inglés 2012III. Listen to the song and put a cross X by the lines that are not in it.

Bruno MarsIt will rain

If you ever leave me, baby, Leave some morphine at my door 'Cause it would take a whole lot of medication To realize what we used to have,That'll make you mine We don't have it anymore.

There's no religion that could save me No matter how long my knees are on the floor So keep in mind all the sacrifices I'm makingIf I lose you, baby Will keep you by my side Will keep you from walking out the door.

Cause there'll be no sunlight If I lose you, babyDon't you say, Goodbye, There'll be no clear skies If I lose you, baby Just let the cloudsMy eyes will do the same if you walk awayThat'll make it right Every day, it will rain, rain, rain, rain…

I'll never be your mother's favorite Your daddy can't even look me in the eye Oooh if I was in their shoes, I'd be doing the same thing My eyes will do the same if you walk awaySaying there goes my little girl Walking with that troublesome guy

But they're just afraid of something they can't understandIf I lose you, baby

Oooh well but little darling watch me change their mindsYea for you I'll try I'll try I'll try I'll try I'll pick up these broken pieces 'til I'm bleedingTo realize what we used to haveThat'll make you mine

Cause there'll be no sunlight If I lose you, baby There'll be no clear skies If I lose you, baby Just let the cloudsIf I lose you, baby My eyes will do the same if you walk away Every day, it will rain, rain, rain…

Don't you say, Goodbye, Don't you say, goodbyeIf I lose you, baby I'll pick up these broken pieces till I'm bleeding That'll make it right

Cause there'll be no sunlight If I lose you, baby There'll be no clear skies If I lose you, baby Just let the cloudsI'll pick up these broken pieces 'til I'm bleedingMy eyes will do the same if you walk away Every day, it will rain, rain, rain…

83


84


85



Name: ___________________________ Grade: 6°A Date: November 21th, 2012

Objective: students will be able to increase vocabulary related to the environment and how to protect the planet in context, and practice listening to details.

I. Circle the things we should do to protect the planet.

Throw paper away in the streets. - Water the plants. - Plant a tree.

II. The song is going to be about: A) how to protect the environment. B) how to destroy the

planet.

III. Fill in the blanks.

Magic

Number

Times

Eighteen

R

Talk

Learn

Recycle

Reuse

Reduce

Market

Bags

Clothes

Try

Work

Trash

9

21

18

Three it's a _ _ _ _ _ numberYes it is, it's a magic _ _ _ _ _ _Because two _ _ _ _ _ three is sixAnd three times six is _ _ _ _ _ _ _ _And the eighteenth letter in the alphabet is _We've got three R's we're going to _ _ _ _ about todayWe've got to _ _ _ _ _ toReduce, Reuse , RecycleReduce, Reuse, _ _ _ _ _ _ _Reduce, _ _ _ _ _ , Recycle_ _ _ _ _ _ , Reuse, RecycleIf you're going to the _ _ _ _ _ to buy some juiceYou've got to bring your own _ _ _ _ and you learn to reduce your wasteAnd if your brother or your sister's got some cool _ _ _ _ _ _ _You could _ _ _ them on before you buy some more of thoseReuse, we've got to learn to reuseAnd if the first two R's don't _ _ _ _ outAnd if you've got to make some _ _ _ _ _Don't _ _ _ _ _ it outRecycle, we've got to learn to _ _ _ _ _ _ _ ,We've got to learn toReduce, Reuse, Recycle_ _ _ _ _ _ , Reuse, RecycleReduce, Reuse, RecycleReduce, _ _ _ _ _ , RecycleBecause three it's a magic numberYes it is, it's a magic number3, 3, 33, 6, _ , 12, 15, 18, _ _ , 24, 27, 30, 33, 3633, 30, 27, 24, 21, _ _ , 15, 12, 9, 6, and3, it's a magic number

86

Práctica Profesional Pedagogía en Inglés 2012III. Complete the sentences.

I can recycle _____________________________

I can reduce ______________________________

I can reuse _________________________

IV. Answer the questions and choose the correct answer.

1. When you go to the market to buy some juice:

a) We’ve got to bring our own bags.

b) We’ve got to bring our own juice.

2. Before we buy new clothes we should:

a) try our mother’s clothes.

b) try our brother’s or sister’s clothes.

3. If you've got to make some trash, don’t throw it out:

a) recycle.

b) throw it out.

4. what are the 3Rs?:

a) reduce, reuse and recycle.

b) rain, rock and roll.

5. what is the magic number?:

a) three, 3

b) thirteen, 13

87


88


89


LEARNING MATERIALS 2nd GRADE

90

Práctica Profesional Pedagogía en Inglés 2012Name: ___________________

Evaluation worksheet: UNIT 4, Professions and Occupations

1) Find the professions and occupations and write them on the lines.

A S T R O N A U T Q W R T Y U I O MO O P J K L Ñ F D D S N U R S E A UW A I T E R T T O Q W W T E R T D SZ X C C V B G N C G H B F J J K C IF E S E F S R F T C D A N C E R C CI A I D C I X X O E R T T Y U I H IR W N R R N E W R W U E T T F Y C AE D G F T G E S E S G R D Y G Y H NF S E F H E D D G R Y F E G L H E AI F R W E R A T G T E V N I O J F SG G X P I L O T H H Y N T F U N J PH J Q D H I O T I H U N I D H N N OT I T E A C H E R U I I S D F V J UE Y A S F T O I O I O Y T D R S K UR G P H O T O G R A P H E R F I U IA J D F G P O L I C E O F F I C E R

1) _________________________ 7) ________________________

2) _________________________ 8) ________________________

3) _________________________ 9) ________________________

4) _________________________ 10) _______________________

5) _________________________ 11) _______________________

6) _________________________ 12) ________________________

2) Write the correct sentence.

Is she a singer?

________________________________________________

Is he a chef?

________________________________________________

Is she a dentist?

91

Práctica Profesional Pedagogía en Inglés 2012______________________________________

Is he a pilot?

_________________________________________

3) Match the sentences with the professions.

He is a fire fighter

He is a chef

He is a pilot

He is a dentist

She is a teacher

She is a nurse

92


93


94

Práctica Profesional Pedagogía en Inglés 2012Name: _______________________________ Grade: 2°B

Worksheet Unit 5 School Supplies

Objective: Los estudiantes serán capaces utilizar nuevo vocabulario de los útiles escolares en oraciones de presente simple con have.

1) Paste the correct picture in the right sentence.

Daniel has a pencil sharpener.

Francisca has a glue stick.

Carla has a felt pen.

Funny has a pencil case.

Camilo has a back pack.

95

Práctica Profesional Pedagogía en Inglés 2012Name: ______________________________________ Grade: 2°B Date: October 9th, 2012

Worksheet unit 5 School SuppliesObjective: Estudiantes serán capaces de hacer oraciones con has en singular.

1. Complete the sentence with the color and the object.

Daniel has a

_____________________________

Javiera has a ___________________________

Noemi has

a__________________________________

2. Look at the pictures and complete the puzzle.

96

blue

redyellow


97

Práctica Profesional Pedagogía en Inglés 2012Name: _______________________________ Grade: 2°B


Objective: Los estudiantes serán capaces utilizar nuevo vocabulario de los útiles escolares en oraciones de presente simple con has.

1. Match the following concept with the corresponding pictures

2. Complete the sentences using “has” and the vocabulary learned.

He _____________ a ____________________

Danilo ________________ a ____________________

She _____________________ a ____________________

98

Backpack

Pencil case

Pencil sharpener

Scissors

Lunch box

Glue stick

Felt pen

Box of paints

Yogurt

Hot dog

Práctica Profesional Pedagogía en Inglés 2012Name: ______________________________________ Grade: 2°B Date: November 20th, 2012


Objective: Los estudiantes serán capaces de escribir lo que no posee otra persona usando have junto con el auxiliar does not y el vocabulario relacionado con el almuerzo.

1. Match the vocabulary

Cheese sandwich

Ham sandwich

Orange juice

Cupcake

Hot dog

Yogurt

2. Complete the sentences with “has” and the corresponding objectives.

Daniel ________________ a __________________________

Paulina _______________ a ________________________

Juan __________________a ______________________

3. Choose and circle the correct alternative.

99


She has a hot dog. She does not have a hot dog.

She has a yogurt. She does not have a yogurt.

She has a cupcake. She does not have a cupcake.

4. Complete the sentences with “does not have” and “has”.

He _ _ _ _ _ _ _ _ _ _ _a ham sandwich. He _ _ _ a hot dog.

He _ _ _ an orange juice. He _ _ _ _ _ _ _ _ _ _ _ a cupcake.

He _ _ _ _ _ _ _ _ _ _ _ a yogurt. He _ _ _ a sandwich.

He _ _ _ _ _ _ _ _ _ _ _ a cheese sandwich.

He _ _ _ _ _ _ _ _ _ _ an orange juice

5. Write the thing she does not have.

Example: She does not have a ham sandwich.

She ____________________________________ a _________________________

She ____________________________________ a _________________________

She ____________________________________ a _________________________

100


101


102


EVALUATION INSTRUMENTS

EVALUATION INSTRUMENTS 6th GRADE

Name: ___________________________________

Worksheet: Unit 5

1.- Listen and repeat. Look at pictures and guess the meaning of the words.

2.- What do you know about Spain and bulls? Check the alternative.

a) Spain has a festival with bulls. b) Spaniards eat bulls.

3.- Listen and Paste the text in the right order in this worksheet. Look at the text and underline the words you recognize (cognates).

4.- Underline the type of text.

a) A chat session b) A blog c) A list

5.- Paint the correct answer.

103

Sash

Bullring

Blood

Bandanna

Bull

InjuredBullfight

BishopBull running

Práctica Profesional Pedagogía en Inglés 2012a) What is the name of the owner of the blog?

1) Rafael

2) Marie

3) Andres

b) What is the place that they are talking about?

1) Italy

2) Spain

3) Chile

c) What was the best thing he saw?

1) Bull fighting

2) Bull running

3) Nobody was injured last year

d) What was the thing he did not like?

1) Bull fighting

2) Bull running

3) The pictures

e) Why this festival is called Festival de San Fermin?

1) Because they want to be happy

2) Because Spaniards love bulls

3) Because of a bishop that died

104


This was the text that was cut into pieces I order for the students to organize it while the teacher was reading.

105


English Global Test: Units 5 and 6

Name: ___________________________________ Grade: 6°A Date: October 24th, 2012

Score: 28/ Grade:

Objective: Evaluate the progress of reading, listening for specific words and vocabulary about Holidays and Celebrations.

6. Find the words and write the meaning. (12 points)

B U L L F I G H T D G H S S E R T U O DL S C B U N G R E N W B N I H G G D I ET U V J U L Y S A O E D S E C E P U I CR M Q A S E R B U V D D A U T O M N X EE M X E N E R G U E N H G U F I B M B ME E A S P R I N G M E C W S E R T I L BD R D S G I G E T B S O I D E S M N O ES A D G D J C E N E D S N C U I N V O RA S E R T I N C E R A S T E A B N S D HS D O C T O B E R I Y D E A D E T I G UA S D F F G J K K U B A R B C U E V C E

Autumn: _______________________ December: _______________________October: _______________________ November: _______________________ Bullfight: _______________________ Barbecue: _______________________Spring: _________________________ Summer: ________________________Winter: ________________________ Wednesday: _____________________July: ___________________________ Blood: __________________________

7. Write sentences using the verbs in parenthesis () and the words in the box. (6 points)

C. ________________they ___________________ (arrive)

D. __________________she ____________________ (cook) empanadas.

E. ___________________he ______________________ (study) math.

106

Yesterday

Last week

Last month


8. Choose between the words that are in italics and circle the correct one according to the listening. (5 points) A Strong Experience

Rafael: My parents and I were/was in Spain last July. We went/goed to the Saint Fermin Festival (July 6th-14th) in Pamplona. It was really cool! There were/was action, culture, religion and… blood.

Andres: Beautiful picture. Tell me more. How was the Saint Fermin Festival originated? Bye Andres.

Rafael: It was originated in 1591. Long time ago there was a Pamplona bishop, Saint Fermin. He travelled far transforming/converting people to Christianity. Some people did not like

it, so they killed him. This Festival honours Saint Fermin’s name. Everyone uses/dresses in white, with a red bandanna and red/yellow sash, in memory of his blood.Sandra: Awesome!

What was the coolest thing you saw? Sandra. Rafael: Bull running/fighting! I loved it! The bulls ran free from various places/points to the

bullring. I only watched from the Plaza de Toros, but thousands of men ran the streets with the bulls. It was dangerous. I was sad/happy nobody was injured last year.

Marcia: I have heard the bullfights/bull running are amazing. Did you like them?Marcia.

Rafael: I did not really like it. It was cruel. I love animals.

9. What is the main idea of the text?

A) Saint Teresa de los Andes Festival B) Saint Fermin Festival C) Saint Alberto Hurtado

10. Look at the video and write what you think is going to happen. (5 points)What is going to happen?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

107


The following sequence of dispositive is the ones used in the class when the following worksheet was developed,

108



Name: ___________________________ Grade: 6°A Date: October 31th, 2012

Score: 36 / Grade:

Objective: To acquire vocabulary related to the Halloween festivity.

1. Find the words in the crossword puzzle. (8 points)

1_________________________2____________________3____________________4____________________5____________________6____________________7____________________8____________________

109


2. Write the word i n the correct order. (5 points)

IWCHT

_________________

OGHST

__________________

TOPION

__________________

IAYRF

_________________

PAEVIRM

_________________

3. Complete the sentences with the Word that correspond to the picture. (5 points)

I can see a __________________________

I can see a __________________________

I can see a _________________________

I can see a ___________________________

110


I can see a ____________________________

4. Listen to the song and put it in the right order at the back of the page. (10 points)

5. Write true or false for the following statement. Correct the false ones. (8 points)

a) The song is in the day time _________________________________________________________

b) The song is dedicated to a girl _________________________________________________________

c) This is a happy moment __________________________________________________________

d) He is going to scare tonight __________________________________________________________

The following is the song cut into pieces and that students have to order.

It's close to midnight, and something evil's lurking in the dark

Under the moonlight, you see a sight that almost stops your heart

You try to scream, but terror takes the sound before you make it

You start to freeze as horror looks you right between the eyes

You're paralyzed

'Cause this is thriller, thriller night

And no one's gonna save you from the beast about to strike

You know it's thriller, thriller night

You're fighting for your life inside a killer; thriller tonight

You hear the door slam and realize there's nowhere left to run

You feel the cold hand and wonder if you'll ever see the sun

You close your eyes and hope that this is just imagination, girl

But all the while, you hear the creature creeping up behind

111

Práctica Profesional Pedagogía en Inglés 2012You're out of time

'Cause this is thriller, thriller night

There ain't no second chance against the thing with forty eyes, girl

Thriller, thriller night

You're fighting for your life inside a killer, thriller tonight

Night creatures calling, the dead start to walk in their masquerade

There's no escaping the jaws of the alien this time

(They're open wide)

This is the end of your life

112


EVALUATION INSTRUMENTS 2nd GRADE

English Global Test: Units 3and 4

Name: ___________________________________ Grade: 2°B

Score: 26/ Grade:

Objective: Aprender vocabulario de las figuras geométricas. Aprender a pregunta y a responder sobre cantidades. Identificar la profesión correspondiente.

1. Complete the crossword with the geometrics figures. (6 points)

Across Down

3. 5. 6. 1. 2. 4.

2. Look at the figures and answer the questions. (4 points)How many triangles are there?

_____________________________

How many ovals are there?

________________________________

3. Write the number. (4 points)11 __________________________ 15_____________________________

113

Práctica Profesional Pedagogía en Inglés 201213 __________________________ 20 _____________________________

4. Write the correct sentence. (12 points)

Is she a singer?

No, ________________________________________________

She_________________________________________________

Is he a chef?

No, ________________________________________________

She ________________________________________________

Is she a dentist?

No, _______________________________________________

She _______________________________________________

Is he a pilot?

No, __________________________________________

She __________________________________________

5. Who are they?

114


Who are they?_________________________________________

6. Are they teachers?

No, _____________________________________________________

They ____________________________________________________

115


EVALUATION

AUTOEVALUACION

a) ¿Qué aspectos puede usted citar como logrados y no logrados durante el desempeño de su práctica? Señale 3 de cada uno.

Aspectos logrados: Uno de los aspectos que complace mucho haber logrado es el

poder desenvolverme en un establecimiento educacional. Es decir con alumnos,

apoderados y otros docentes.

Otro aspecto es el haber estado en frente de una clase y haber enseñado

con mi filosofía. El haber guiado a un grupo y haber sido líder me agrada mucho.

Me agradó mucho el hecho que con esta práctica me di cuanta de las

cosas que aun me falta mejorar y en las cuales tengo que poner gran empeño. Y a

la vez aprendí que tengo cosas muy positivas a la hora de enseñar como por

ejemplo buen trato, paciencia.

Aspectos No logrados: Aunque me pare en frente de una clase y la dirigí sé que

aun me falta mucha confianza en mí, en mis capacidades y eso se transmite a los

alumnos por lo que en algún momento me ven débil y se aprovechan de la

situación haciendo desorden y no prestando atención.

El poder desenvolverme en frente de la clase con mas energía contagiar a

los alumnos para que no se desanimen y quieran participar, a le vez que yo

también me siento mas feliz y menos estresada.

Un aspecto que también me ha costado mucho cambiar es el hecho de

que me cuesta mucho no ponerme nerviosa antes de una clase. Claro sé que esta

bien ponerse nervioso, es parte de ser profesor. Pero el grado de nerviosismo

llega a afectarme físicamente y creo que no es sano para mi salud.

116

Práctica Profesional Pedagogía en Inglés 2012b) Nombre lo que usted destacaría de la interacción con sus alumnos y su profesor

guía. Señale 2 aspectos de cada uno.

Alumnos: Lo que destaco es que pude aprenderme los nombres de los alumnos muy

rápido. Me ayudo mucho a conocerlos y a que me escucharan y me vieran un

poco más cercana.

El día de la despedida los niños me dijeron que no cambiara como profesora que

siguiera siendo como fue simpática, amable y preocupada de ellos.

Profesora guía: Siempre hubo un respeto y preocupación de parte de ella. Siempre

estaba dispuesta a ayudarme y a dar consejos si era necesario. Siempre estuvo

dispuesta a mostrar sus ideas.

Aprendí muchas cosas de ella, nuevas actividades para los alumnos, como

tratarlos en la sala de clases, incluso como organizar actividades que le

conciernen a un profesor de inglés.

Profesor Supervisor UPLA: me ayudo a darme cuenta que las cosas pueden cambiar,

es decir que aun soy muy joven como profesora y que me queda bastante tiempo

para mejorar mis habilidades en la sala de clases.

Me ayudo a notar cosas positivas que poseo como profesora y a la ves cosas que

debo mejorar con los años y el training.

c) Señale tres (3) aspectos que usted considera que entorpecieron o dificultaron su relación y su desempeño profesional, con:

Alumnos: de cierta forma el hecho de que yo fuera presentada como alumna en

práctica, es decir alumna les dio a loa alumnos de la escuela la impresión de que

yo no pesaba tanto y que podían

La presencia de la profesora guía a veces entorpeció mi labor. Ya que a

veces era ella la que ponía la cuota de disciplina que me correspondía a mí, por lo

que me costaba darme cuenta de cuando ese momento era necesario.

117


Los alumnos a veces debían ser retirados de clases por lo que no podía

cumplir con las expectativas mías en cuanto a la cantidad de alumnos para formar

grupos.

Profesor(a) Guía: El profesor guía fue cambiado a inicio de mi teaching stage por lo

que fue un poco complicado comenzar esa etapa sin el profesor con el que

comencé.

Mientras estaba en mi teaching stage la profesora debía atender el asunto

de un gran proyecto que se llevo a cavo en el colegio por lo que debió dejarme

sola varias clases en un mes. Aunque no fue un problema para mi y me ayudo en

mi experiencia como profesora, yo tenia entendido que no debían dejarme sola en

la sala de clases.

Otro aspecto que no causo problemas pero si me tenia inquieta fue que la

profesora no tenia mas de cinco años enseñando, este era el primero, por lo que

me inquietara que me cambiaran de colegio y perdiera todo lo que ya había

avanzado.

Profesor supervisor UPLA: el hecho de que a la hora de evaluar en las visitas solo se

destacaran mas cosas para mejorar que cosas positivas me hizo sentir que no

estaba haciendo nada de bien las cosas por lo que cada vez que venia a

supervisarme me sentía extremadamente nerviosa.

Las veces que tuve supervisión siento que no hubo la comunicación

suficiente después de la visita. El hecho de que la profesora no se pudiera quedar

me afecto ya que tenía la incertidumbre de las opiniones que ella tenia y que me

podría aconsejar.

Al principio de la práctica no estaba claro quien seria me profesor

supervisor por lo que no sabia como completar papeles formales que debían ser

entregados a al oficina de práctica.

118

Práctica Profesional Pedagogía en Inglés 2012d) Si ud. tuviera que calificarse con una nota de 1 a 7, ¿qué nota se pondría? ¿Por qué? De las dos razones principales que lo justificarían.

Me pondría como nota un 65.

Cumplí con todo el proceso en que consiste la práctica lo que me implico

integrarme al ámbito educativo de un establecimiento educacional, aplicar

conocimientos propios de la especialidad y pedagógico, interactuando con alumnos (as)

y docentes del establecimiento, demostrar competencias lingüísticas y pedagógicas

adquiridas a lo largo del proceso de formación docente de la carrera pedagogía en

Inglés, a través de un contacto directo con una realidad educativa, y adquirir las

experiencias de aprendizaje necesarias para enfrentar con éxito su futura acción docente.

En este proceso también pude demostrar conocimientos sobre la realidad

educacional y de los diversos factores que intervienen en el proceso educativo tanto a

nivel general como en el ámbito de la enseñanza de inglés. Y por supuesto también

demostrar habilidades para transferir, integrando y aplicando los conocimientos,

estrategias y recursos didácticos adquiridos en proceso de formación docente de la

carrera pedagogía en Inglés en la planificación, ejecución y evaluación de situaciones

de enseñanza y aprendizaje del inglés.

119


EXTRAS

Here there is an example of what I used to write grades.

120


121


CONCLUSION

The final portfolio concludes with the Práctica Profesional of English pedagogy 2012. This work will be presented what were the aspects learned and also the material used in this process.

Through this portfolio was shown the progress made by the practicing teacher. It was shown how the practicing teacher progressed with the help of the guide teacher and the supervisor teacher and of course thank to the educational establishment.

The progress and reflections of the “teacher to be” were shown through some papers that reflected the ideologies and discoveries made by me.

I am grateful I could carry out this practicum successfully and learned a lot through the people that surrounded me.

122

Documents

Portfolio Práctica Profesional Pedagogía en Inglés 2012