Upla Final Practicum Portfolio

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Upla Final Practicum Portfolio.

Student teacher: Miguel Cardenas Arcos

Subject: English Pedagogy

Supervisor Teacher: Milenko Abarca

Guide Teacher: Gabriela Carrasco

School: Las Acacias

Class: English Practicum

Valparaiso, 2012

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Index:

Bibliography: page 90

Evaluations instruments: pages 56-74

Learning materials: pages 75-89

Portfolio introduction: page 3

Reading Articles: pages 5-8

Reflective writings: pages 18-25

Reports: pages 9-17

School information: page 4

Unit plans and lesson plans: pages 26-55

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Introduction

In this portfolio you will find information about my experiences on my professional

practicum. There is information about units and lesson plans and materials, activities and

evaluation instruments. Also there are valuable material that is based on my beliefs and

reflections and information about the school the class and everything related to this important

experience that needs to be documented.

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School information:

Location: Santos Ossa Avenue, Valparaiso.

Organization:

- Principal: Ivan Avello Arias.

- General Inspector: Francisco Bueno.

- Teacher’s supervisor: Ricardo Aguirre.

Financiation and students information.

- It is a semi-private school

- The student body is coeducation.

- The grades range from 1st junior to 8th junior high and 1st high to 4

th high

Mission: The mission of the institution according to its PEI: Its holds an humanist

conception of education which goal is to offer to its student body an integrative good

quality education that helps to promote and perfect the development of students’

competences according to solid ethical values and social, personal and cognitive skills

without leaving aside the main basis of the society: the family.

Vision: A positive transformation of the society based on humanism.

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Articles that helped me.

Handling Difficult Students The First Week Of School

by Michael Linsin on August 11, 2012

Hoping to head misbehavior off before it starts, most teachers try to be proactive with difficult

students.

Even before the bell rings on the first day of school, they peruse their new roster looking for

those few whose reputation precedes them.

They chat up previous teachers. They scrutinize student files. They nervously begin conjuring up

creative ways of dealing with them—all before they even set foot in the classroom.

And so when Anthony or Karla or whoever shows up for the first day of school, they can feel the

bull’s-eye on their back. They can sense the proximity, the attention, and the intensity from their

new teacher.

They can feel labeled right out of the gate.

And when students feel labeled, they’re pulled inexorably in its direction—fulfilling the

prophecy it foretells.

To ensure this doesn’t happen on your watch, and to get your reputed difficult students headed in

the right direction, it’s best to make them feel like just another member of your classroom.

Here’s how:

1. Don’t seat them closest to you.

When a student with a difficult reputation walks in on the first day and is asked to sit closest to

the teacher, she knows the score. She knows instantly that she won’t be able to leave the

mistakes and failures of the previous year behind her. She thinks, “Here we go again . . . so I

might as well give the teacher what he expects.”

2. Don’t spend more time with them.

Kids are smarter than most adults give them credit for. Sure, some may be two grade levels

behind in reading, but they’ll pick up on nuances in your behavior like a primatologist. Your

extra attention and frequent check-ins communicate loud and clear that you’ve got your eye on

them, creating a distrustful relationship right from the get-go.

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3. Don’t speak to them any differently.

It’s common for teachers to speak to difficult students differently than others—without even

realizing it. They smile and gab with some as if they don’t have a care in the world. But in the

next instant their face goes blank and their voice drops three octaves when they turn to speak to

Anthony or Karla. It’s like saying, “I don’t want you in my class, I don’t believe in you, and I

expect you to misbehave.”

4. Don’t bring up the previous year.

By way of warning, it’s a common tactic to let difficult students know—in no uncertain terms—

that you’re aware of their previous behavior problems. But this undermines your ability to build

rapport. It puts you at odds and in competition, and makes them want to push your buttons, get

under your skin, and misbehave behind your back.

5. Don’t ignore their misbehavior.

Another common strategy, particularly in the beginning of the year, is to ignore less serious, less

disruptive behavior from difficult students. But this is yet another obvious sign to them that

they’re not like everybody else. Misbehavior, silliness, and distraction then become their identity

rather than something they can control.

One Standard

When you treat difficult students differently than their classmates, when you employ strategies,

tactics, and teacher behaviors meant only for them, in effect you’re telling them that they’re

incapable of behaving like a successful student.

It reinforces the message that misbehaving is who they are, like their eye color or shoe size,

boxing them in and weighing them down by the label draped over their shoulders like a wet

winter coat.

And when it happens the first week of school, when you make it clear that you’ve got your eye

on them, you’re setting them up for failure. You’re setting them up for yet another frustrating,

here-we-go-again school year.

They become the clown prince or princess of your classroom, sadly feigning to take nothing

seriously and having no care for tomorrow.

Lasting change happens when we show students, when we prove to them, through our actions

and our commitment to the same soaring standards as everyone else . . .

That we believe in them.

http://www.smartclassroommanagement.com/2012/08/11/handling-difficult-students-the-first-

week-of-school/

http://www.smartclassroommanagement.com/2012/01/21/how-to-talk-to-difficult-students/

http://www.smartclassroommanagement.com/2012/08/11/handling-difficult-students-the-first-week-of-school/

http://www.smartclassroommanagement.com/2012/08/11/handling-difficult-students-the-first-week-of-school/

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How To Stop Wasting Time And Attention On Difficult Students

by Michael Linsin on October 10, 2009

Most teachers talk to difficult students—those with a proclivity for misbehavior—way too often.

If you’re spending more time on these students than others, it’s a sign you’re not curbing their

behavior.

It’s also not fair to the rest of your class.

There is a correlation between the amount of time spent on difficult students and a worsening of

their behavior.

The reason is simple. By giving difficult students more time and attention than others, you’re

telling them that they’re different, that they can’t control themselves and thus need your constant

attention.

You’ll often hear teachers say, “Oh my gosh, I have Anthony on my roster. It’s going to be a

long year. He needs so much attention!” The fact is Anthony doesn’t need any extra attention.

Though now he thinks he does.

Every teacher he has ever had has spent precious minutes of every day cajoling him,

admonishing him, lecturing him, getting angry with him, and indulging in his ever-growing need

for attention.

The solution is to simply cut difficult students like Anthony off from any extra time and attention

(from you). Instead, let your classroom rules speak for you. If you treat difficult students like

everybody else, they’ll start behaving like everybody else.

Following your classroom management plan every time a student breaks a rule frees you from

being forced to use your words to get students to behave as you desire, which not only doesn’t

work, but is also a major cause of teacher stress.

As soon as a student like Anthony realizes that you’re going to treat him like everyone else, his

behavior will change.

Part of the reason for this change is because he is being held accountable for his actions without

the added commentary from the teacher—which makes him resentful (see article on lecturing).

The other part is because he’s thrilled to finally not be treated like an outcast.

If Anthony is new to your classroom, the change can happen quickly. If, however, he has been in

your room for a while and has grown accustomed to your frequent conferences, reminders,

warnings, and the like, it may take awhile.

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Cutting difficult students off from the attention they’ve been receiving doesn’t mean you should

ignore them. It means that, when it comes to behavior issues, they should be treated the same as

anyone else who breaks a rule. However, you must go out of your way to let them see this new

reality for themselves.

Let difficult students see you enforcing rules for every student, regardless of who they are. Let

them experience the same level of praise as other students. Much too often, difficult students are

praised for things that aren’t worthy of it, which hurts your cause and is detrimental to them.

If a difficult student does something well, let them know in the same manner you would all of

your students. And when they break a rule, tell them what rule they broke and then enforce a

consequence.

And if they keep breaking rules, keep enforcing consequences.

Lasting improvement doesn’t come from frequent pow-wows, lectures, or feel-good pep talks.

Difficult students improve because of the lessons learned from being held accountable for their

actions.

Focus your attention on creating an enjoyable classroom experience for your students, and

refrain from speaking to individual students about their behavior or giving more attention to

those that misbehave more often.

Instead, follow your classroom management plan and heartily let your students know when

they’re doing well.

Your most difficult students will appreciate being treated the same as everyone else and, as a

result, seek to be a contributing member of your classroom rather than the outcast “behavior

problem” they’ve been in the past.

http://www.smartclassroommanagement.com/2009/10/10/how-to-stop-wasting-time-and-

attention-on-difficult-students/

http://www.smartclassroommanagement.com/2009/10/10/how-to-stop-wasting-time-and-attention-on-difficult-students/

http://www.smartclassroommanagement.com/2009/10/10/how-to-stop-wasting-time-and-attention-on-difficult-students/

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TEACHING PRACTICE

OBSERVATION STAGE

Name of student teacher: Miguel Cardenas Arcos.

Name of School: Las Acacias.

Date: August 30th

, 2012 Class: 6th

junior high, 1st high.

Task 1: The School and Learning Environment

Briefly and objectively describe the following aspects:

a) The school:

a) Las Acacias is located in Santos Ossa Avenue, Valparaiso.

b) Its organization consists of the principal: Ivan Avello Arias; general Inspector: Francisco Bueno;

teacher’s supervisor: Ricardo Aguirre.

c) The student body is coeducation, the grades range from 1 junior to 8 junior high one grade for

each level and from 1 to 4 junior high with two grades for each level (a and b)

d) The mission of the institution according to its PEI: Its holds an humanist conception of education

which goal is to offer to its student body an integrative good quality education that helps to

promote and perfect the development of students’ competences according to solid ethical values

and social, personal and cognitive skills without leaving aside the main basis of the society: the

family.

The educational effort is aimed in order to develop individuals that will be able to adapt

to the different situations that life consists, with a vision that aims to transform society.

The school is a private school that is subsidized by the government and is part of the

“Sociedad de la Igualdad” in which another school “La igualdad” is related too.

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1. The classroom:

a) Atmosphere: The atmosphere in the both rooms (first high and sixth junior high) is a

somewhat messy especially in sixth’s since it seems students don’t mind about the cleanliness

and order, teacher has to be all the time telling them to throw the garbage in the bin and to

pick up the things the throw to the floor but her efforts are meaningless since some of the

student would do so, but then in thirty minutes later the room will be full of garbage again.

b) Level of engagement: Students of both grades are incredibly unmotivated, they don’t

participate; they don’t do their work unless it is graded and show no interest in learning

instead of that they are always trying to use their mobile phone, listening to music or using a

game console being hide from the sight of the teacher and always talking about a subject that

is not related to the class. There are some exceptions, some students show interest in the

class’ content but they are usually shy and try to call a teacher to ask questions and to clear

doubts but never speak up or ask when others can hear them.

c) Classroom’ characteristics:

- Settings: There is a table for the teacher, there are about 16 tables where there are two

chairs each one, there is a medium normal whiteboard, an eraser, two sockets, four

windows and no curtains.

- Other: Students have a good sight because the classroom is relatively small but for the

same reason sometimes teacher has limited sight because students are too close to each

other. The windows are big enough for the air and light, and there is no equipment

integrated in the room.

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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.

- Students were asked to do a correction of their last exam since only two of the students of

the whole class obtained a grade above four.

- Most of the students weren’t interested in doing the work so most of them were talking

about others things and waited until the good students did the work to copy it.

- The teacher gave the instructions and the students did the work, the teacher only

answered questions of some students the rest of the class and did some review of difficult

aspects of the test.

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

resources used in the classroom?

- There is a library and a computer laboratory which could be reserved in case of need; also

there are two data shows that could be reserved in case a teacher needs one of them.

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OBSERVATION STAGE

Name of student teacher: Miguel Cardenas

Name of School: Las Acacias

Date: September,1st week Class: 1

st high, 6

th junior high

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

a) How motivated are the learners?

- They are poorly motivated

b) Why?

- Different reasons: they don’t see importance of English and many of them seem not to

see the importance of other subjects as well (based on their grades and questions I asked

about them), they have a very low level of English so is hard for them to put effort on

doing the activities, they seem tired for different reasons.

c) To what extent are they taking part in their own learning?

- This is difficult to describe since these students don’t have study habits as the guide

teacher explained to me, Most of them don’t like to copy the content, few of them do the

exercises requested (like a 30% of them as most), most of the time they speak when the

teacher gives instructions of gives explanations, they don’t participate when they are

requested to for different reasons: laziness, shyness, incapacity or a mix of these reasons.

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d) To what extent are they expecting the teacher to do the work for them?

- A few of them expect the teacher to do the work because this group don’t want do the

activities at all, most of them just wait for the ones that worked to copy the activities done

without doing anything else, some don’t even bother with coping the activities or even

important content . The ones that work usually ask teacher for guidance and help, always

in private, putting as much effort as they can to do well on the activities.

2. Behaviour during classroom activities

a) Describe the ways students are encouraged to participate in activities.

- The teacher used extrinsic motivation: Assigning grades to the work or by different threats

made by the teacher, there wasn’t an encouragement to work in terms of intrinsic motivation.

b) Are there any particular strategies for managing issues and motivating students?

- As I stated before, by assigning grades the teacher motivated some of them or forced

others to do the work, in that class it was curious that some students didn’t want to do the

work even though the work was made in order to get them a good grade since the last

exam almost all of them get a bad grade, the work consisted in a correction of the exam.

Most of the students copied it from the ones that did it. The ones that refused to do their

work were threaten by the teacher and she spent a lot of time arguing with them without

results, at the end of the class these students copied the work badly and incomplete.

There weren’t episodes of violence or serious disrespect but the laziness and

unwillingness to participate and work was a constant issue.

c) Are there any students with special needs?

- Yes, there is a student with a strange disease on his kidneys and he showed traits of

Asperger syndrome; since I entered the room he kept on asking me questions about

vocabulary in English, most of them unrelated to the content of the class. He was the

most motivated student in regard of English language, his classmates seem to respect him

and I didn’t see any attempt of bullying towards him or other student at least on the first

months.

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- There were cases of extreme unwillingness of some students, they showed treats of

amotivation, the grades nor were the threats useful with them.

- One student has depression; she behaved and copied the content but never participated or

did the activities. *The teacher and I didn’t know her condition until at the end of the year

when her mother had taken her from the school informing that her daughter had

psychological problems and cut her writs.

- On sixth junior high there is another student that showed traits of Asperger syndrome in a

more pronounced way, he interrupted the teacher many times and did not tolerate changes

on the way of instruction but he behaved and did all the work requested.

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

a) Learning styles: Most of students showed inclination to deductive learning; they like to

know the rules and then applied them systematically, An approach that I had planned not to

use so much because I thought it would not stimulate motivation, also focusing visual

learning styles was a successful strategy but I didn’t discover it until my teaching period.

b) Level of English: The level was very low for most of them, they had problems with

pronouns, verb to be, structure of the sentence, really poor vocabulary, and poor aural

comprehension, they were asked to do things and they couldn’t do them because of that

problem, since the teacher was grammar oriented most of the time.

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TEAM TEACHING STAGE

Name of student teacher: Miguel Cardenas Arcos

Name of School: Las Acacias

Date: September, 3th and 6th Class: First high and sixth junior high.

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?

a) In first high I helped her with the correction of the correction of their last exam. It

took the first 30 minutes.

b) In sixth junior high the teacher had taken a test, so I helped in the first hour on the

review of the contents, answering students’ questions and helping with vocabulary, it

took all the first hour and then in the second hour I helped her with questions related

to the test and I helped to watch for an appropriate students’ behaviour in the exam

moment.

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

you or your guide teacher?

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- They were finishing their work on the correction of the exam. She gave the instruction

(finish your work and bring it to us)

- They were doing some exercises, she gave the instructions.

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

engagement in the room.

- There wasn’t any discernible reaction, it was like the last class, some were finishing their

work, some of them bringing it to us, and some of them were distracted and were not

following instructions, one student kept on asking me questions about English vocabulary

that wasn’t related to the content.

- They reacted well, some of them asked me things and others said that I got on well with

them since that moment. Half of the class was focused on the teacher’s instructions and

the other half was distracted, constant attract for attention was needed because all

students were easily distracted and restless.

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

- To write exercises about must and have to later, and help students with problems related

to the rules and vocabulary, it was all the class.

- To help to understand test’s questions, it was during the entire test.

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

- The teacher used exercises from a grammar book that she would use and I proposed to

change vocabulary and to simplify the grammatical complexity of the sentences written

on the activities from the book. She agreed on this because she understood the purpose of

my idea, and it worked well since students had a really low level and on this way they

could follow the content without being distracted with complex vocabulary, grammar or

pragmatics.

- I didn’t proposed any activities because they had to take the test and needed to focus on

the content that the teacher had thought but I helped with some ideas of exercises that

were similar of the teacher’s.

6. Were you asked to prepare any kind of special audio visual material for the required

assignments? How did the student like it?

- No, the teacher only asked me to write the exercises she had selected; the rules were

explained with a marker on the whiteboard.

- No, I wasn’t.

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7. Did your guide teacher provide feedback on your performance in the classroom? How

often? How did you react?

- She gave information about the students and how to treat them, especially the Asperger

student; she told me that I had to ignore his sometimes in order to make him learn not to

interrupt.

- She gave feedback on how to treat students, especially the Asperger student because it

was difficult to explain some things to him and he didn’t know how to take turns to speak

so he interrupted and wanted his questions answered immediately, the teacher told that I

had to ignore him when he showed this type of behaviour.

AIVV/RAGS

Teaching Practice Team

2012

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English pedagogy

Practicum

2012.

Reflective writing: Observation stage.

The observation stage was an opportunity to predict what was going to happen; the teacher was a

substitute for the current teacher in the semester because she was post-natal. The substitute teacher was

new and her teaching methods probably were different from the current teacher (information that I

verified asking some students).

Based on the content on the exam in which almost everyone got a bad grade I realized that the

new teacher demanded too much from the students, but at the same time she demanded too little from

them. This contradiction is based on that she offered an opportunity to get a good grade in order to

improve their grades by the correction of her, in my opinion, highly grammatically demanding test (it’s

contents consisted of: past simple and its irregular and regular verb forms, past continuous, present simple

and continuous, sentences in affirmative, negatives and questions) but this work was made mechanically,

most of the students just copied it from their classmates. There was not challenge in doing this, because,

as I said before, most of them just copied it, they didn’t learn, they didn’t think, the only learning came

from the repetition of the verbs forms by writing it; however, I couldn’t identify a context or a semantic

connection for all these verbs that were selected by the teacher.

I realized that the teacher was very good in the classroom, in actions such as explaining,

describing, etc, but the selection of the content, the context, the scald folding and some decisions that she

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made were poor. What I learned from this is that we need to adapt our expectations to the reality of the

students, if they can’t identify one irregular verb in past, we can’t evaluate their ability to make a

sentences using that verb as a question or negative. I believe that we should carefully choose some topic,

context or idea, and make students clear that they are going to be evaluated by what we chose. Also, we

can’t expect a student to master all the grammatical nuances, such as the use of “s” in third person or the

use of “does or do” in questions accurately and in all contexts, there is the risk of fossilization but we can

deal with that risk by a lot of prescriptive grammar input and a good amount of formative evaluation.

Correcting these mistakes, that are basic and make their sentences look bad but do not hamper their

meaning or the message that the sentences convey, is very important but in my opinion, based on

language learning research (see I.S.P Nation and John Macalister, 2010) and based on the learning that I

and my students have experienced, we can’t judge their learning based on mistakes, which sometimes

reflect that the learner has the knowledge but he or she hasn’t internalized it, rather than errors which

reflect that the student hasn’t not got the knowledge we have expected from them.

The question is: can we judge or blame the teacher for what he or she expects from the student?

I think everyone has different point of views on how to teach and what works for them.

I believe that it is right to let every teacher to choose what is better for them and we need to be

flexible because what we choose is not always the solution for our purposes, also sometimes the decision

of how to teach is influenced by different factors, such as, demands from the curriculum, the teacher

doesn’t have enough time to think well about what and how to teach, personality of the students, pressure

of the moment, etc.

My vision now, based on this experience and on the comparison of experiences to other teachers

that I’ve talked to and students that I’ve taught to, is that in evaluation quality is better than quantity.

Someone may ask: so what is the reason why some English teachers demand a lot of content,

vocabulary and mastery from their students and these students indeed learn all of it?

In my opinion, it is probably because that those students have more hours of English (some

schools have 6 hours others 3 hours), so they are exposed to the content for more time than others, also it

could be that they’ve learned study habits, and it’s a teachers’ responsibility (and parents’) that starts at

the beginning of the year, because it’s a process, you can’t change a student’s habit in a month, especially

when you based on threats and grades since these students are used to copy and they don’t have own

discipline, maybe you can make student feel a little more interested in the subject by increasing intrinsic

or extrinsic motivation but that doesn’t mean that he would study, because the habit of studying can’t be

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created suddenly; you need to implement a methodology in which they have to work and in which

copying other classmates’ work is impossible or at least difficult. These types of methodologies mean a

lot of work from the teacher and, as we know, a teacher has little time for more work.

So other question I ask is: how can we implement these methodologies?

I believe that the best answer for that is hard work and set realistic goals.

References:

I.S.P Nation and John Macalister, 2010, “Language Curriculum Design”, Routledge, New York.

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English pedagogy

Practicum

2012.

Reflective writing: Team teaching stage.

In this stage, I have experienced a curious situation: the negotiation of the way of teaching.

It occurred in the situations where I helped on the instruction, creating and adapting exercises, the

others situations, such as correcting students’ work and reviewing previous class’ content, were different.

Sometimes we had differences in the selection of activities, at that point, she used to use exercises

from a grammar book for the exercises. These exercises were structured by grammar aspects: “must in

affirmatives, negatives and questions” they had to use must/must not in permission and prohibition

sentences, also there were ordering sentences exercises.

I suggested creating some exercises about the students, using vocabulary associated by a

particular topic that may be related to the use of must. She agreed but after two exercises she asked me to

write more exercises from the book, I wrote these exercises but I changed vocabulary and omitted some

adverbial clauses and other complex grammatical structures. She reacted and looked at me surprised; she

told me that it wasn’t the way the exercises were written in the book. I explained to her the intention of

my decision and she found it sound. Minutes later she used more exercises but didn’t ask me to write

them on the whiteboard, she wrote them literally from the book.

The students, who have a very low level of English, struggled with the structures and vocabulary

and were distracted by them, some were confused on what there were taught and didn’t realize that

must/must not was the focus of the class and almost all students that I asked didn’t know the meaning of

the sentences.

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I learned that sometimes team teaching is hard to be performed because there are differences

between the teachers’ styles that could interfere on the decisions.

I believe that the best way to do team teaching is assuming who is going to take decisions and

who is going to follow the decisions and these decisions must be discussed before the class.

I wonder how we could organize the teaching when there are opposite decisions. Maybe a plan is

necessary and a “leader” position should be negotiated in terms of what approach of teaching would be

used.

When I have the opportunity of being a guide teacher, I would talk a lot with the student teacher

about the teaching method and decisions made and I will explain to the student teacher the reasons that I

based on my decisions.

Overall it was a rich experience and I got on well with my guide teacher because she was kind

and comprehensive.

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English pedagogy

Practicum

2012.

Reflective writing: Teaching stage.

I have learned many things from the teaching stage: ways to deal with problems of discipline and

motivation, and ways of dealing with difficult students.

I have to point out that in both grades I had hard time dealing with issues related with indiscipline

and lack of motivation. Most of the students were restless and lazy. There were good students and the

process of dealing with restless students interrupted the process of teaching the good students, especially

in sixth grade: sometimes, for example, I was answering a question, explaining to the student and in the

middle of the explanation other student would stand up and would bother someone and it would distract

the student that was being explained to, I would deal with the problem and then return to the explanation

to the student and the student would be distracted by what happen and sometimes they would forget their

questions made.

The question I make here is: Should we sacrifice the learning of those attentive and motivated

students for correcting problems of discipline?

I believe that the discipline is important; on the other hand there is a lot of time and effort wasted

in resolving those problems, sometimes restless students behave in that way in order to be the center of

attention, so it is a tough question.

Another problem was the lack of motivation that prevented students from participating of the

class, answers like I don’t know English, I don’t know, no teacher please, ask anyone else, or just not

saying anything were the usual answers that I got when I asked them anything, even when I asked

questions or requested for information that were not related to the content, such as: tell me your hobby,

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tell me a example of a situation, how was your weekend? They refused to answer because they were not

interested in the topics and when they were interested they showed a shy behavior.

What can we do when they don’t want to learn and you’ve tried different methods and just few of

them work?

Well in my opinion when they don’t want to learn many of them can be motivated by extrinsic

motivation, specifically grades. The next time I perceive this type of lack of motivation, I would

implement a method in which the record of the work would be important from the beginning of the year

or semester, because I used this method and it worked but they got 3 grades before I started to teach, my

idea is to sign their notebooks when they do their work and use these signs as points for the tests, I would

created very challenging tests and at the same time I would consider if they worked doing the activities

and exercises at the moment of grading. I think that if a teacher uses this method from the very beginning

of the year, students would acquire a habit of working, so it could work.

My method didn’t work as well as I wanted because students weren’t used to the method (the

teacher was new and started at the second semester and then I appeared, so they experienced another

change) so I believe that you just need time to make this method work.

Another problem was the dealing of difficult students, when I say difficult students I mean those

students that can’t be motivated by anything because they don’t have the disposition for being motivated

and those students that don’t mind their grades or the punishments.

There many students that never participated, they just stared at me and, some of them would copy

the content or exercises, others wouldn’t copy anything. There was a student that never caused trouble but

never participated or showed interest, she was kind and shy, sometimes I wanted to force her to

participate but my intuition prevented me from that.

Later at the end of the year, she was retired from the school because she had depression, she

would cut her writs. This had a big impact on me.

I learned from this that sometimes we have to be aware of the students’ personal background,

sometimes we only can suppose things since students like her would not communicate her emotional state

to anyone.

Should we make everyone participate when there is the possibility that there are students with

personal problems and that is the reason of their unwillingness?

25

I believe that we should be careful, in my opinion it is not good to force people to make things.

There are others options demanding from them in private circumstances, talking about their unwillingness

or just being persistent in a friendly way accepting when they don’t want to contribute but always trying

the moment to make them participate.

This was an issue that my supervisor teacher criticized on me, he wanted me to make students

participate and worked more, I tried, there were few that participated and the supervisor considered this as

a weakness of mine, and I believe that it was a little unfair since I would need more time to change a

problem that had persisted on their educational history (based on opinions of other teachers).

Those students that don’t mind grades or punishment were a serious problem; nothing was

enough for them to work, calling their parents and suspension threats were temporary but ineffective

solutions for some of them but others don’t even mind being threatened.

What can we do with these types of students?

I believe that we need to be very strict from the very beginning; in order to make them change but

it takes a lot of time, I think it can’t be made from in a semester.

Now I’ll make sure of those aspects the next time I teach, there is a need of being strict, constant

and consequent with the rules and classroom habits, but this was hard on the practicum because the guide

teacher sometimes wasn’t consequent with the rules that I established, she used the mobile phone and ate

in class. Once students from sixth grade talked to me about that in private one day that I had to talk with

them about their discipline and maybe it was the reason of their rebelliousness for some of them.

26

Unit and lessons plans 1st high

*This is the unit plans format that the teacher demanded from me

Learning Unit 1

Grade: 1st high Unit: What are you going to do?

Time: 12 hours. Teacher: Miguel Cárdenas.

Contents Means Methodology

Grammar: “must, musn’t, have.

Affirmatives, questions and

negatives.

Vocabulary: Traffic signs. Driving

actions and safety vocabulary.

Use of language: Prohibition,

advices, obligations

Pronunciation: Identifying

individual sounds, reductions and

patterns of sounds, rhythm and

intonation.

Explicit explanation of grammar

rules.

Using visual aids (signs and

symbols)

Exercises using grammar and

vocabulary.

Inferring meaning of words and

signs and using them in meaningful

sentences in meaningful situations.

Abilities and skills.

Objetives

Values and Attitudes.

Skills: Writing, reading, listening,

speaking

Abilities: Identifying of the meaning

of words and symbols in written and

spoken language and act or produce

according their meaning

Values: Respect, safety, healthy

relationships.

Attitudes: Paying attention,

concentration, being alert

27

Lesson plans Unit 1, 1st high.

28

Date: September 10th Level: 1 High School

Skill: writing, reading, listening

Expected Outcomes: Students are able to different the form of have to and must when it comes to a sentence according to the verbs and pronoun.

Students are able to use have to in present and past, according to the vocabulary used in sentences.

Students are able to pronounce words used in the worksheet correctly.

Resources: Markers, eraser, worksheets, pens and notebooks

Introduction:

Calling of the roll

Review last class

Time:

5 minutes

5 minutes

Comments:

Use of “have to” and “must”.

Core of the class

Pre-stage

Teacher explains to the students

what the class is about today.

Teacher gives a worksheet and

explains what students have to do.

5 minutes

5 minutes

Teacher asks students about last class content, asks for some examples, and gives some examples.

First part of the worksheet: Practice on form have to/must

Second part of the worksheet: Use of have in different tenses according to vocabulary.

While-stage.

Students work on the worksheet

while teacher walks around the

classroom helping the ones who

have problems related to the

content.

30 minutes

Checking if students make agree verbs with pronouns in present tense and checking if students understand

the meaning of the words clearly.

Post-stage:

Students give their worksheet to the

teacher who cheeks it and writes the

items that the students may have

problems on the board and resolve

with students that had wrong items,

checking pronunciation and

grammatical accuracy.

30 minutes

Students have to write the one that they got wrong and correct them with the help of the teacher who

checks the interpretation o f the sentences, correct grammar and pronunciation.

Closing:

Writes the contents that were the

most difficult for students and

finish the class talking about what

they are going to do next class.

10 minutes

The difficult content will be considerate in the following class and gives a fast review about the use of

have to and must in the negative form and in questions.

29


Skill: Writing, reading, listening, speaking

Expected Outcomes:

Students will be able to identify situations related to traffic security in English.

Students will be able to identify and use vocabulary related to driving and safety.

Students will be able of identify traffic signs in English.

Resources: Laptop, Markers, eraser, Traffic signs printed, pens and notebooks

Introduction:

Roll call

Review last class

Time:

5 minutes

5 minutes

Comments:

Students have to give last class’ worksheet to the teacher.

Core of the class

Pre-stage



Teacher gives students a sheet with

some traffic signs on it.

10 minutes

10 minutes

Teacher explains that he is going to teach about traffic security.

Teacher makes students participate in finding out the meaning of the traffic signs.

While-stage.

Teacher ask students to write

according to the signal a sentence

that expresses what they have or

must do in case they are driving and

they see the signal.

35 minutes

Teacher writes useful vocabulary on the board (driving, road, slow down, speed, etc).

Post-stage:

Teacher asks some student to write

their sentences on the board,

teaches pronunciation and points

out mistakes that students may

make.

15 minutes

Teacher writes down the most common mistakes and focuses on the explanation of them.

30

Closing:

Writes the contents that were the

most difficult for students and

finish the class talking about the

content.

10 minutes

Teacher explains to the students that still have problems and finishes the class.



Expected Outcomes:

Students will be able to identify situations in which “will” and “be going to” are used.

Students will be able to use verbs in situation related to the future.

Students will be able of answering questions about “What is going to happen?”

Resources: Laptop, Markers, eraser, pens and notebooks

Introduction:

Roll call

Review last class

Time:

5 minutes

5 minutes

Comments:

Teacher explains the objectives of the class and tells students what is going to happen in the class.

Core of the class

Pre-stage

Teacher calls two students and have

them acting a representation about a

serial killer attack.

.

15 minutes

Teacher tells a fictitious story in which student “a” would kill student “b” teacher would sentences using

will and be going to according to the situations: a plan: a situation bound to happen, a voluntary action, a

prediction and a promise.

Students write the sentences on their notebooks with its correspondent situation.

While-stage.

Teacher shows a presentation with

videos and students have to guess

what is going to happen writing

sentences using “going to” phrasal

auxiliary.

40 minutes

Teacher writes on the board important verbs.

Post-stage:

Teacher writes the correct answers

on the board to every video and

explains vocabulary and grammar

20 minutes

He points out problematic aspects.

31

Closing:

Teacher checks every student’s

notebook with the class content and

sign them.

5 minutes



Skill: Writing and reading.

Expected Outcomes:

Students will be able to understand traffic phrases and sentences in English.

Students will be able to infer meaning of sentences according to the context.

Students will be able to make sentences about the right use of traffic safety.

Resources: Markers, eraser, traffic signs printed, quiz, pens and notebooks

Introduction:

Roll call

Review last class

Time:

5 minutes

5 minutes

Comments:

Review of the video “The America’s worst drivers”

Core of the class

Pre-stage



10 minutes

Teacher reminds that in this class students have to take a quiz on traffic signs and driving.

While-stage.

Teacher asks students to make

questions about things they do not

understand before the quiz.

20 minutes

Teacher reviews the most problematic areas of the content and prepare students for the quiz.

Post-stage:

Teacher gives students the

summative quiz called “drive test”

40 minutes

Teacher gives instructions about the quiz and answers questions about unclear aspects of it.

Closing:

Students finish the quiz.

5 minutes

32

Date: October 1st Level: 1 High School

Skill: Writing and reading.

Expected Outcomes:

Students will be able to correct their work.

Students will be able to infer meaning of sentences according to the context.

Students will be able to make sentences about the right use of traffic safety.

Resources: Markers, eraser, traffic signs printed, quiz, pens and notebooks

Introduction:

Roll call

Review last class

Time:

5 minutes

5 minutes

Comments:

Teacher reviews the content

Core of the class

Pre-stage

Teacher explains to the students what the

class is about today.

15 minutes

Checks the quizzes and grades them

While-stage.

Gives the quizzes and tells students to

correct their mistakes on their notebooks.

35 minutes

33

Post-stage:

Teacher writes on the whiteboard the

most common errors and explains them.

15 minutes

Closing:

Teacher goes students by student signing

their notebooks.

10 minutes

Learning Unit 2

Grade: 1º medio Unit: What are you going to do?

Time: 12 Horas. Teacher: Miguel Cárdenas.


Grammar: “be going to” and “will”

auxiliaries. Present tense.

Affirmatives, questions and

negatives.

Vocabulary: weather and verbs

related to plans and predictions.

Use of language: Plans, voluntary

actions.


individual sounds, and patterns of

sounds, rhythm and intonation.


rules.

To express situations using “be

going to” o “will”


vocabulary.


sentences analyzing the context.

Creating meaningful sentences in

meaningful contexts.

Abilities and skills. Objetives Values and Attitudes.


speaking

Abilities: Making of predictions

based on evidence or thought,

promises, interpreting sentences in

future tense.

Values: Respect, hard work,

reflection and helping others.

Attitudes: Paying attention,

concentration, personal development

34

Lesson plan

Date: October 4th Level: 1 High School

Skill: Writing, listening and reading.

Expected Outcomes:

Students will be able to identify the form of “be going to” in questions.

Students will be able to formulate questions “are you going to?”.

Students will be able to identify meaning of questions using the phrasal auxiliary “going to”.

Resources: Markers, eraser, pens and notebooks

Introduction:

Roll call

Introduction

Time:

5 minutes

5 minutes

Comments:

Teacher explains what the class is going to be about.

Core of the class

Pre-stage

Teacher writes on the board

questions to the students about

situations, students answer them.

15 minutes

Are you going to study in a university? Is Chile going to classify to Brasil world cup? Am I’m going to be

prepared for the next earthquake? Is going my family to pay for my studies?

While-stage.

Teacher explains different

grammatical structures and provides

different examples.

25 minutes

Teacher provides examples from sentences that were written from homework.

35

Post-stage:

Teacher writes exercises using

going to on the course book and

students have to answer them.

25 minutes

Page 33, number 2

Closing:

Teacher checks that everyone has

written the content and exercises on

their notebooks.

10 minutes

Date: October 8th

Level: 1 High School


Expected Outcomes: Students will be able to identify situations in which “will” and “be going to” are used.

Students will be able to use verbs in situation related to the future.

Students will be able of answering questions about “What is going to happen?”

Resources: Laptop, data show, markers, eraser, pens and notebooks

36

Introduction:

Roll call

Review last class

Core of the class

Pre-stage

Teacher calls two students and

have them acting a representation about a serial killer attack.

.

While-stage.

Teacher shows a presentation

with videos and students have to guess what is going to happen,

writing sentences using “going

to” phrasal auxiliary.

Post-stage:

Teacher writes the correct

answers on the board to every

video and explains vocabulary

and grammar

Closing:


notebook with the class content

and sign them.

Time:

5 minutes

5 minutes

15 minutes

40 minutes

20 minutes

5 minutes

Comments:


Teacher tells a fictitious story in which student “a” would kill student “b” teacher would sentences

using will and be going to according to the situations: a plan: a situation bound to happen, a voluntary action, a prediction and a promise.

Students write the sentences on their notebooks with its correspondent situation.

Teacher writes on the board important verbs.




Skill: Listening and speaking.

Expected Outcomes:

Students will be able to identify vocabulary related with going to.

Students will be able to differentiate uses of “going to” and “will”.

Students will be able to identify vocabulary related to the weather.

37


Introduction:

Roll call

Introduction

Time:

5 minutes

5 minutes

Comments:

Teacher explains what the class is going to be about.

Core of the class

Pre-stage

Teacher reviews last class’ content

15 minutes

Uses of going to.

While-stage.

Teacher reads aloud text from the

course book and asks question to

the students.

30 minutes

He writes questions of the book on the whiteboard and explains why the sentences use “going to” instead

of “will”, he points out the differences of the use of both

Post-stage:

Teacher introduces new vocabulary

about weather and makes sentences

with words and explains meaning

.

20 minutes

Closing:

Teacher checks that everyone has

written the content and exercises on

their notebooks.

10 minutes

October 18: There were special activities for 1st high, I didn’t plan because I was

informed in anticipation.


38

Skill: Reading and writing.

Expected Outcomes:

Students will be able to identify sentences using “will” in negative statements.

Students will be able to write meaningful sentences related to the weather in future tense.

Students will be able to identify adjectives and verbs related to weather and their meaning in sentences.


Introduction:

Roll call

Introduction

Time:

5 minutes

5 minutes

Comments:

Teacher explains what the class is going to be about and gives students a sheet with grammatical

structures related to use of “will” for reference.

Core of the class

Pre-stage

Teacher explains the rules of the

sheet and then explains about

vocabulary related to weather.

20 minutes

Writes on the board adjectives and verbs related to the weather and temperature (in future tense) from the

coursebook (page 40).

While stage:

Teacher have students doing an

assessment in which they have to

predict weather and temperatures

for 4 cities of Chile

40 minutes

Teacher asks and teaches the questions “what will the weather be tomorrow” and “what will the

temperature be like tomorrow” explains the questions and their grammatical structure.

Teacher shows a thermometer with temperatures according to degrees and draw examples of weather

symbols. Students have to create their predictions using the degrees and its corresponding temperature

and the weather and the corresponding picture.

Post-stage:

Teacher checks their work and

grade it according on the accuracy

of it.

15 minutes

Explaining mistakes and errors.

Closing:

Teacher waits for the ones who

have not finished, checking their

work and finishes the class.

5 minutes


39

Skill: Writing, listening.

Expected Outcomes:

Students will be able to identify sentences using “will” and “won’t”.

Students will be able to write sentences according to grammar of “will”.

Students will be able to identify vocabulary related to promises.

Resources: Laptop, speakers, data, markers, eraser, pens and notebooks

Introduction:

Roll call

Introduction

Time:

5 minutes

5 minutes

Comments:


Core of the class

Pre-stage

Teacher plays two songs with lyrics

related to the concept of promises.

.

20 minutes

Bob Marley “is this love”, Pearl Jam “indifference”

Teacher writes the sentences of the songs as they are played.

While-stage.

Teacher writes the sentences on the

board and separates them according

to their grammatical structure.

40 minutes

Explains that these sentences mean promises. Ask students to create more examples according to each

structure.

Post-stage:

Teacher asks students to write

promises using these sentences as

model and teacher checks their

sentences.

20 minutes


Closing:



sign them.

5 minutes


40


Skills: Writing, reading, listening and speaking.

Expected Outcomes:

Students will be able to answer questions in future, using “will/won’t”.

Students will be able to write and read predictions about the future.

Students will be able to identify vocabulary related to predictions.

Resources: Markers, eraser, pieces of paper with questions, pens and notebooks

Introduction:

Roll call

Introduction

Time:

5 minutes

10 minutes

Comments:

Teacher writes on the board the objectives of the class and the topic “predictions: the end of the world”

and starts small talk about 2012’s predictions.

Core of the class

Pre-stage

Teacher gives students pieces of

paper with questions in future tense

(predictions).

.

20 minutes

Students are asked to read these questions and answer them according what they think. “No, Chile won’t

classify” “Yes, Chile will classify”.

Teacher asks why they think so.

While-stage.

Teacher writes on the board the title

of the activity “2060” and gives

instructions.

30 minutes

In groups of two, three or four people, students must create 8 predictions. 4 using “will” and 4 using

“won’t” about what they think the future will be in the year “2060”.

Post-stage:

Teacher checks their work and has

students read their answers: corrects

their sentences, vocabulary and

pronunciation.

20 minutes

Each group chooses their best prediction and the teacher writes it on the board.

Closing:

Teacher asks the class what are the

best predictions and finishes the

class.

5 minutes

Lesson plan

41

Date: November 5th Level: 1 High School

Skill: Writing, reading.

Expected Outcomes:

Students will be able to formulate questions using “will”.

Students will be able to indentify parts of speech on sentences using “will”.

Students will be able to contrast the meaning of sentences using “going to” and “will”.


Introduction:

Roll call

Introduction

Time:

5 minutes

5 minutes

Comments:

Teacher explains the objectives of the class and tells student the activities for today.

Core of the class

Pre-stage

Teacher reviews last class content.

15 minutes

Predictions and questions in future tense using “will”

.

While-stage.

Teacher uses exercises from the

coursebook “got it” cd room,

teacher asks each students to do one

exercises.

40 minutes

Laptop and data will be used; the students should copy the exercises and content on their notebooks.

Exercises: Declarative sentences transformed into questions, “will” and “won’t”, *use of “going to” and

“will”.

*A fast review of the differences will be done before these activities.

(page 41)

Post-stage:

Teacher writes on the board

exercises from the coursebook

(page 41)

25 minutes

Write questions with “will” and answer the questions

Closing:



sign them.

5 minutes

Teacher asks students what the most difficult aspects of the content are in order to practice more the

following classes.

October 8, there weren’t any classes because of school’s alliances

activities.

42


Skill: Listening, writing, speaking.

Expected Outcomes:

Students will see and listen to a movie and understand the story, characters, etc.

Students will be able to answer “wh” questions using will or going to.

Students will be able to make predictions based on evidence or based on what they think.


Introduction:

Roll call

Introduction

Time:

5 minutes

Comments:

Teacher tells students that they are going to see a movie (source code) and ask what they think the movie

will be about. (English dialogue and subtitles)

Core of the class

Pre-stage:

Teacher reviews last class content.

.

5 minutes

The students make predictions using “will”

While-stage:

The movie is played

60 minutes

The teacher stops the movie in order to make question as “what is going to happen?”

Post-stage:

Teacher asks students to make

predictions about how the movie

will end.

10 minutes

Students write what they think will happen.

Closing:

Teacher tells students that next

class they will see the end of the

movie.

5 minutes

43


Skill: Reading and writing.

Expected Outcomes:

Students will identify grammatical structures.

Student will be able to create questions and negatives with action verbs and state verbs.

Students will be able to monitor their sentences.

Resources: worksheet, markers, eraser, pens and notebooks

Introduction:

Roll call

Introduction

Time:

5 minutes

Comments:

Teacher explains that there will be a review of the content that was taught before the teacher had arrived. (simple

present, simple past, present continuous, past continuous)

Core of the class

Pre-stage

Teacher gives students a worksheet

and gives instructions.

20 minutes

The teacher does a quick review of each item.

While-stage.

Students answer the worksheet’s

answers.

40 minutes

The teacher walks around helping students

Post-stage:

Teacher explains the most difficult

aspects on the whiteboard.

20 minutes

Closing:

Teacher checks their work and notes..

5 minutes

November 19th

Final Exam.

44

Lesson plan


Skill: Writing, reading.

Expected Outcomes: Students will correct their exam.

Resources: Markers, eraser, pens and notebooks, test.

Introduction:

Roll call

Introduction

Time:

5 minutes

Comments:

Teacher reminds students of the final exam.

Core of the class

Pre-stage:

Teacher communicates the results

of the test.

.

5 minutes

While-stage:

Teacher calls each student to add

extra points based on signs by the

teacher for work done in class

40 minutes

Every 3 signs 1 point.

Post-stage:

Teacher corrects the mistakes and

errors and explains to the students

on the whiteboard.

20 minutes

Students should write the corrections on their notebooks.

Closing:

Teacher finishes the class.

45

November 26th, I took the final exam to the students that didn’t take it and

November 29th I calculated average grades and resolved cases of missing grades.

46

Unit 1 and lesson plans, 6th

junior high.

Learning Unit

Grade: 6º Junior high Unit: Let me introduce you to..

Time: 12 Hours. Teacher: Miguel Cárdenas.


Grammar : “wh” questions.

Vocabulary: do, live, eat, sleep, be,

Use of language: Making questions

to request information and

answering those types of questions.


individual sounds, and patterns of

sounds, rhythm and intonation.


rules.

Asking for information about

personal topics


vocabulary.


sentences requesting information.

Abilities and skills. Objetives Values and Attitudes.


speaking

Abilities: Formulation of questions,

inferring and answering questions.

Values: Helping others, knowing

about your partner, to value family,

friendship and life

Attitudes: Paying attention, will and

interest.

47

Lesson plans unit 1

48

Date: September 13th Level: 6 junior high

Skill: Understanding of questions and making of guesses.

Expected Outcomes:

Students will be able to use and understand vocabulary related to introduction.

Students will be able to understand personal questions in English.

Students will be able to make sentences to respond questions.

Resources: Laptop, Markers, eraser, whiteboard, pens and notebooks

Introduction:

Roll call

Introduction

Time:

5 minutes

5 minutes

Comments:

Teacher write objectives of the class

Core of the class

Pre-stage

One teacher introduce another

teacher to the students using a

pattern of questions

20 minutes

In order to know each other better

While-stage.

Teacher asks students to write in

pairs about questions about their

partners.

20 minutes

He provides explanations and guidelines.

Post-stage:

Teacher asks students to describe

their work in front of the class in

pairs.

20

One student describes another student acts out.

Closing:

Students choose one sentences

about their favorite things, write it

down on a piece of paper and give

it to the teacher who draw lots for a

prize with the sentences, the one

who guess who wrote the sentence

is the “winner”

10 minutes

49

Date: September 27th

Level: 6 junior high

Skill: Understanding of questions and making of guesses.

Expected Outcomes:

Students will be able to understand questions about what and who.

Students will be able to make guesses Students will be able to use vocabulary to define things.

Resources: A bottle of soda, markers, eraser, whiteboard, pens and notebooks

Introduction:

Roll call

Introduction

Time:

5 minutes

5 minutes

Comments:

Teacher write objectives of the class

Core of the class

Pre-stage

Teacher shows a covered object

and asks students what it is.

25 minutes

Teacher writes and explains the questions on board.

While-stage.

Students make guessing about

what it is; they write it on their

notebooks.

25 minutes

Teacher explains that the student guess will participate in winning the prize.

Post-stage:

Then the students participate

again, this time the students write

on a piece of paper their favorite

thing with their name, then the

teacher reads them aloud and the

students who guess the

description read participate in winning the prize along the other

student.

30 minutes

Closing:

The two final students participate

in winning the prize, the teacher

writes a word on the board and the students should try to explain

the word without saying it, the

student who guesses the word

first is the winner.

20 minutes

50

Date: October 4th Level: 6 junior high

Skill: reading, writing, speaking and listening

Expected Outcomes:

Students will be able to identify “wh”questions when reading

Students will be able to create sentences to talk about other person or thing.

Students will be able to present orally their sentences.

Resources: Markers, eraser, whiteboard, pens and notebooks

Introduction:

Roll call

Introduction

Time:

5 minutes

5 minutes

Comments:

Teacher writes objectives of the class.

Core of the class

Pre-stage

Teacher talks about his pet.

25 minutes

He writes sentences about its characteristics using third person: it is small, it eats

dogfood, etc. and then write and explain sentences about talking about other thing or

person.

While-stage.

Teacher has students to do a

task about describing

someone in their family.

30 minutes

Students has to choose one member of their family, friend or pet and have to describe

according to its characteristics: Who/what is (she,he,it), what is his/her/its name, what

is her/his/its favorite sport, food, movie?, what is her,him,its occupation? .

Post-stage:

Students write their answer

on the whiteboard one by

one.

40 minutes

Teacher checks and correct the errors.

Closing:

Teacher review the content

and answer questions.

10 minutes

Lesson plan

51

Date: October 11th

Level: 6 junior high

Skill: reading, writing, speaking and listening

Expected Outcomes:

Students will be able to identify the meaning of “when,where,what” in questions.

Students will be able to create sentences to talk about other person or thing.

Students will be able to answer some “wh” questions.


Introduction:

Roll call

Introduction

Time:

5 minutes

5 minutes

Comments:


Core of the class

Pre-stage

Teacher writes and explains the

content of the class on the board.

25 minutes

Writes and create a table with “when,where,when”, their meaning and an example according to

their meaning on the board.

While-stage.

Teacher has students to do a task

in pairs about thinking about

something and the partner has to

discover what it is by using “wh”

questions? .

30 minutes

Teacher provides an example calling a volunteer to think about something without saying the

name of it, the teacher ask questions like:

Where does it live?, where does it sleep?, where does it eat?

When does it go out?, when does it sleep?, when does it eat?

What does it do? what does it eat? What is it?

Post-stage:

Students work in pairs and write

the questions and answer in their

notebooks, and then they present

their work in front of the class

which has to guess what the

students are thinking according to

the answer of the “wh” questions.

45 minutes

Teacher checks and corrects the mistakes and errors.

Closing:

Teacher checks that everyone

finishes and ends the class.

5 minutes

52


Skill: reading, speaking and listening

Expected Outcomes: Students will be able to infer meaning through sentences.

Students will be able to identify and answer “wh” questions.

Students will be able to read sentences and relate vocabulary.

Resources: Presi presentation, data, markers, eraser, whiteboard, pens and notebooks

Introduction:

Roll call

Introduction

Time:

5 minutes

5 minutes

Comments:


Core of the class

Pre-stage

Teacher reviews last class’

content.

10 minutes

How to make “wh” questions and answer “wh” questions, “what is it? “What color is it”?

While-stage.

Teacher shows riddles using a

Presi presentation sentences

and asks students to find out the meaning of the sentence.

Teacher gives a worksheet with

riddles to the students.

25 minutes

20

Explains the meaning of the sentences and make connections about the relationship between

them and the riddle.

Students have to guess the riddles.

Post-stage:

Teacher checks students work

on the worksheet and then makes them to read the

sentences aloud and explains

the meaning of word and sentences

45 minutes

Closing:

Teacher checks that everyone

has finished their work and

finishes the class.

5 minutes

53


Skill: Writing and reading

Expected Outcomes: Students will be able to write meaningful sentences.

Students will be able to identify and answer “wh” questions.

Students will be able to make connections between words.


Introduction:

Roll call.

Introduction.

Time:

5 minutes

5 minutes

Comments:


Core of the class

Pre-stage

Teacher reviews last class’ content.

15 minutes

Teacher asks students to read and answer the questions “what is it?” of the riddles that were brought to the student’s last class.

While-stage.

Teacher writes different types

of questions on the board.

Teacher has students doing an

evaluated pair work activity:

“writing their own riddles”.

20 minutes

20 minutes

Teacher chooses declarative sentences of the riddles and transforms them into questions.

(Where does it live?, what is its color?, what does it do?, what is it made of? What does it

like?, etc).

In pairs students have to write 4 riddles, the sentences of the riddles have to answer

questions as the ones that were written on the board (minimum: three sentences per riddle).

Post-stage:

Teacher walks around helping students with issues related to

vocabulary, meaning and

grammar.

30 minutes

Closing:

Students showed the work to the teacher and the teacher

evaluates their work by a grade

15 minutes

Teacher evaluates a basic grammatical structure as a requisite and a clear meaning in the riddles and their answers.

November 8th

, there wasn’t normal classes: special activities.

54

Date: November 15th Level: 6 junior high

Skill: Writing, speaking, listening.

Expected Outcomes:

Students will be able to identify free time activities vocabulary.

Students will be able to identify and produce the differences in pronunciation of “can”/”can’t”.

Students will be able to write meaningful sentences expressing abilities.

Resources: Markers, data, Prezi presentation, eraser, whiteboard, pens and notebooks

Introduction:

Roll call.

Introduction.

Time:

5 minutes

10 minutes

Comments:

Teacher writes on the class’ book the grades of students based on their work on the riddles that they had to create

last class.

Core of the class

Pre-stage

Teacher introduces the new unit.

10 minutes

Free time activities vocabulary and ability (can/can’t).

While-stage.

Teacher uses course book’s cd-room

in activities related to free time

activities vocabulary.

10 minutes

(Lunch break)

Teacher calls each student to participate in activities of picture-free time activity matching and then writing the

words on a crossword.

Post-stage:

Teacher gives student a worksheet of

the course book (page 75)

Teacher explains how to use can and

can’t in order to express ability or

possibility.

60 minutes

Students do exercises.

Teacher explains to the students the difference of pronunciation of “can’ and “can’t”, make them pronounce the

differences and then reads aloud sentences and students have to identify “can” or “can”

Teacher explains degrees of ability showing a presentation and then students do some exercises.

Closing:

Each student has to write two

sentences, one true and the other false,

using can or can’t, read it and the

classmate sitting beside them has to

guess the false one.

10 minutes

Homework: write 5 sentences about what their family or friend can or can’t do.

55

Date: November 22th Level: 6 junior high

Skill: Writing, reading, listening.

Expected Outcomes: Students will be able to identify syntax in sentences.

Students will be able to ask and answer questions.

Students will be able to distinguish between can and can’t when reading and listening.

Resources: Speakers, markers, data, eraser, whiteboard, pens and notebooks

Introduction:

Roll call.

Introduction.

Time:

5 minutes

5 minutes

Comments:

Teacher explains what the class is about (preparation for the test) and gives to the students a worksheet.

Core of the class

Pre-stage

Teacher gives instructions

10 minutes

Teacher explains the content of each item by giving a quick review.

While-stage.

Students do the worksheet.

20 minutes

Teacher helps students with problems

Post-stage:.

Teacher checks the student’s answers on the worksheet.

Teacher plays some recorded sentences using can and can’t

30 minutes

20 minutes

Teacher reviews problematic aspects of the content.

Practice for listening part of the test. Teacher asks student to identify can or can’t depending on the sentence.

Closing:

Teacher writes the content of

the final test.

10 minutes

Vocabulary and grammar.

November 29th

, Final exam.

56

Evaluation Instruments.

1st high

Quiz: Answers in “bold”

Quiz “Drive test”

Name: Grade:

Date:

I - Match with an “X” the correct traffic sign according to the sentence.

b) c) 1 – Pedestrians are prohibited: a)

c) 2 – I must stop: a) b)

3 – I must not enter: a) b) c)

4 – Bikes have to drive on this lane: a) b) c)

5 - I must not block drive: a) b) c)

6 – I must not drive at 28 kilometers: a) b) c)

7- I must not keep right: a) b) c)

8 – I have to watch for pedestrians: a) b) c)

9 – I must not drive that way: a) b) c)

II – Write a sentence of what you have to/must do if you see the sign.

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

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

57

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

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

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

Quiz “Drive test”

Name: Grade:

Date:

I - Match with an “X” the correct traffic sign according to the sentence.

1 – Enter is prohibited: a) b) c)

c) 2 – I must yield: a) b)

3 – I must drive slowly: a) b) c)

4 – I must drive one way: a) b) c)

5 - I must not drive this road: a) b) c)

6 – I have to watch for traffic lights: a) b) c)

7- I must not keep left: a) b) c)

8 – I have to watch for intersection: a) b) c)

9 – I must not park cars: a) b) c)

II – Write a sentence of what you have to/must do when you see the sign.

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

58

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

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

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

5. ------------------------------------------------------------- *Possible answers for the second Item. a) 1. I have to drive slowly

2. I must keep left/I mustn’t keep right.

3. I must yield.

4. I have to watch for traffic lights.

5. I have to slow down.

b) 1. I must stop.

2. I must keep left/I mustn’t keep right.

3. I have to watch for pedestrians.

4. I have to slow down.

5. I must drive one way.

59

Scale:

60

The 2nd

evaluation was a work on class where they had to create predictions about

weather and temperatures.

The items consisted on 8 predictions: 4 weather predictions with a picture each and

4 temperature predictions with the degrees:

The ranges of temperatures were Hot, warm, mild, cold,

freezing. The weather types were: rainy, foggy, windy, snowy, cloudy, sunny.

Scale:

61

The final exam consisted on all the contents of the year, including unit 1 and unit 2.

English Final Exam

Name:_________________________________ Date: ___________

Grade:_____ Form: A

1. Transform the following simple past affirmative sentences into question sentences

and negative sentences.

Example.

The cat likes to play.

Question: Does the cat like to play? Negative: The cat doesn’t like to play.

a) I have to turn left.

Question:_________________________Negative:________________________

b) People buy cars.


c) He plays tennis every day.


d) Children have to watch for danger.

Question:_________________________Negative:_________________________

2. Complete these affirmative (+) and negatives (-) sentences in present continuous and

transform them into questions.

Example:

(-) I am not studying for the test.

Question: Am I studying for the test?

a) (+) It _________________(rain) today. Question: ______________________

b) (-) You _________________(play) soccer. Question: ______________________

c) (+) We _________________(listen) radio. Question: ______________________

d) (-) She _________________(dance) samba. Question: ______________________

62

3) Complete these affirmative (+) and negatives (-) sentences in past continuous

and transform them into questions.

Example:

(-) We were not paying attention.

Question: Were we paying attention?

a) (-) You _________________(play) soccer. Question: ____________________

b) (+) Cars _________________(park). Question:_____________________

c) (-) She__________________ (look) at me. Question:_____________________

d) (+) I __________________ (wait) for you. Question: ____________________

4) Complete the sentences using the verbs in simple past.

wrote – drank – went- ate – studied – read – talked

a) I _______ a letter.

b) The children _________ water.

c) You __________ to a music concert.

d) My mother ________a book yesterday.

e) We _________ bread and eggs.

f) Salfate ________about the end of the world on television.

5) Write sentences using must or musn’t/have to according to the sign:

a) ________________________________

b) ________________________________

c) ________________________________

d) _______________________________

63

6) Match will/wont or be going to/ be not going to according to the “context” and

transform the future sentence in a question.

a) “Yesterday I decided that” you (are not going/won’t) to the party.

Question: ___________________________

b) “I think”, There (won’t/is not going to) be any problem.

Question: ___________________________

c) “There are black clouds in the sky”. It (will/is going to) rain.

Question: ___________________________

d) Mary: I need help! Karl: I (will/am going to) help you.

Question: ___________________________

7) Order the words according to the temperature.

Mild- hot – cold – warm – freezing

8) Write predictions according to the picture.

Example: It will be sunny.

a) _________________

b) _________________

c) _________________

d) _________________

64

9) Listening exercises: Listen and match with an “X” according to the statement.

1) Where does Mary suggest?

A) Going to the disco B) Eating in a restaurant C) Going to the cinema

2) What does John suggest?

A) Going to the disco B) Eating in a restaurant C) Going to a concert

3) Where do they decide to go?

A) to the pub B) to a concert C) to a disco

4) Why can't they take Mary's car?

A) It's been stolen B) Her brother has taken it to Scotland C) It's not working

5) How do they decide to go?

A) By bus B) By train C) In John's car

6) When does the concert start?

A) At six thirty (6.30) B) At seven thirty (7.30) C) At a quarter to seven (6.45)

Check your answers, success!

65

English Final Exam

Name:_________________________________ Date: ___________

Grade:_____ Form: B

3. Transform the following simple past affirmative sentences into question sentences

and negative sentences.

Example.

The cat likes to play.

Question: Does the cat like to play? Negative: The cat doesn’t like to play.

e) I must pay attention.


f) You eat pizza.


g) They play tennis every day.


h) Women drive carefully.


4. Complete these affirmative (+) and negatives (-) sentences in present continuous and

transform them into questions.

Example:

(-) I am not studying for the test.

Question: Am I studying for the test?

e) (+) He __________________(drive) a car. Question:______________________

f) (-)They __________________(drink) water. Question:______________________

g) (+) I _________________(listen) to you. Question: ______________________

h) (-) John _________________(dance). Question: ______________________

66

10) Complete these affirmative (+) and negatives (-) sentences in past continuous

and transform them into questions.

Example:

(-) We were not paying attention.

Question: Were we paying attention?

a) (-) I _________________(play) soccer. Question: ____________________

b) (+) She _________________(park). Question:_____________________

c) (-) They__________________ (look) at me. Question:_____________________

d) (+)You __________________ (wait) for me. Question: ____________________

11) Complete the sentences using the verbs in simple past.

bought – went- lost – studied – sent –played -slept

g) I _______ a game.

h) The children _________ ice cream.

i) You __________ to a music concert.

j) My mother ________ all night.

k) We _________ the soccer match.

l) She ________an e-mail.

12) Write sentences using must or musn’t/have to according to the sign:

a) ________________________________

b) ________________________________

c) ________________________________

d) _______________________________

67

13) Match will/wont or be going to/ be not going to according to the context and

transform the future sentence into a question.

e) “The Plan:” We (are going to/will) study for the test.

Question: ___________________________

f) “I think”, There (won’t/is not going to) be good news.

Question: ___________________________

g) Today I decided that “you (are not going/won’t) to the party.

Question: ___________________________

h) “There is not a black cloud in the sky”. It (won’t/is not going to) rain.

Question: ___________________________

14) Order the words according to the temperature.

Mild- hot – cold – warm – freezing

15) Write predictions according to the picture.

Example: It will be rainy.

e) _________________

f) _________________

g) _________________

h) _________________

68

16) Listening exercises: Listen and match with an “X” according to the statement.

1) Where does Mary suggest?

A) Going to the disco B) Eating in a restaurant C) Going to the cinema

2) What does John suggest?

A) Going to the disco B) Eating in a restaurant C) Going to a concert

3) Where do they decide to go?

A) to the pub B) to a concert C) to a disco

4) Why can't they take Mary's car?

A) It's been stolen B) Her brother has taken it to Scotland C) It's not working

5) How do they decide to go?

A) By bus B) By train C) In John's car

6) When does the concert start?

A) At six thirty (6.30) B) At seven thirty (7.30) C) At a quarter to seven

(6.45)

Points: one point each item.

Check your answers, success!

69

Scale:

*Audio files can be found in mp3 format in the following link.

http://www.mediafire.com/?11fjufkuwkc2jeq

http://www.mediafire.com/?11fjufkuwkc2jeq

70

Evaluation Instruments 6th

junior high.

The 1st evaluation consisted on a class activity in which students, in pairs, had to

create 4 riddles: each riddle with three sentences as clues, the question and its

answer.

Example of a riddle: It is brown and green (1 point). It is tall (1 point). It has leaves

(1point).

What is it? (1 point) It is a tree (1 point).

Total: 20 points.

Scale:

71

The 2nd evaluation consisted of the final exam including all the contents of the

semester and the contents of unit 2.

Final English Test

Name: ___________________________________________

Date: __________ Grade: _____

1) Match the free time activity with the picture.

2) Answer the following questions

a) What is your name? : ____________________________________

b) Who is your best friend? : ____________________________________

c) What is your favorite animal? : ____________________________________

d) What is your favorite hobby? : ________________ ____________________

3) Order these adverbs of frequency. Often, rarely, usually, never, always, sometimes.

72

4) Write the sentences in the correct order. Example: You/always/study/at night.

a) He/gets up/usually/ at eight o’clock _____________________________________

b) Play/often/in the park/We/soccer _____________________________________

c) E-mails/She/reads/never/ _____________________________________

d) rarely/go to the movies/on Sundays/They _____________________________________

5) Match “can” or “can’t” according to the picture.

a) He can/can’t dance gangan style.

b) She can/can’t see the picture.

c) The cat can/can’t play soccer

73

d) Shakira can/can’t sing.

6) Look at the chart. Write sentences for Danny and Mary.

Can Can

Very well + (+++)

Well + (++)

Quite well (+)

can’t

Very well (-)

At all (--)

Example: Danny can play the guitar very well (+++) Mary can’t play chess very well (-)

a) Danny_______dance__________ (--) b) Mary ________act ___________(+) c) Danny ________play tennis ___________(+++) d) Mary ________ sing ___________ (++).

7) Order these “can” sentences.

a) Play the guitar/he/can : _________________________________________ b) Go to the movies/ can/you: _________________________________________ c) she/ go bowling/can : _________________________________________ d) can/go skateboarding/ we : _________________________________________

8) Write a riddle using three sentences and ask the question and the answer.

a) ____________________ , ______________________, ____________________ Question: _____________ Answer:_______________________

74

9) Listen to the sentences and choose “can or can’t”. a) He can/can’t run.

b) I can/can’t sleep well.

c) I can/can’t speak English at all.

d) She can/can’t speak French. Points: One point each item except item 8) five points. Scale:

The audio for the listening can be found in the following link:

http://www.mediafire.com/?wc8v22hvc87qyh8

http://www.mediafire.com/?wc8v22hvc87qyh8

75

Learning materials:

1st high.

The school used the course book “Got It!” level 2

http://elt.oup.com/catalogue/items/global/teenagers/got_it/level_2/?cc=global&selLa

nguage=en&mode=hub

http://elt.oup.com/catalogue/items/global/teenagers/got_it/level_2/?cc=global&selLanguage=en&mode=hub

http://elt.oup.com/catalogue/items/global/teenagers/got_it/level_2/?cc=global&selLanguage=en&mode=hub

76

77

English Worksheet. Date:

Name:

I - Replace “must” for “have to or has to” according to the pronoun (subject).

1- Women must go to the Doctor every year.

------------------------------------------------------------------------------------------------

2- Children must be protected.

------------------------------------------------------------------------------------------------

3- The government must give opportunities to study for everyone.

-------------------------------------------------------------------------------------------------

4- People must respect traditions.

-------------------------------------------------------------------------------------------------

5- Chile must classify to world cup 2014.

-------------------------------------------------------------------------------------------------

6- My family must be together.

-------------------------------------------------------------------------------------------------

II - Write the correct form (have/has to or had to) according to the tense (past, present,

infinitive or future) and write in which tense is every sentence.

1- I _______ pay my debts yesterday.

2- She_______ do her duties.

3- My hair_______be washed today.

4- In Chile, houses_______ be rebuilt because of 2010’s Earthquake.

5- We________ make a sit-in last year in our school.

6- You________ study hard right now.

7- Students________ escape from the cops in the riot last week.

8- I always________ be careful when I walk at night.

9- Your Father________ pay for your school, clothes, food and fun every day.

10- You________ study this worksheet tomorrow.

Vocabulary: Women (mujeres),Children(ninos), Be protected (ser protegido) People (las

personas),Together(juntas),Pay(pagar), Debts (deudas), Duties (deberes), be washed (ser lavado), be

Rebuilt (ser reconstruido), a Sit-in (una toma), Cops (policias/carabineros), Riot (protesta), Be careful

(ser cuidadoso),Worksheet (Guia de trabajo).

Pronunciation: Have to; HAfta, Has to; HASta, Had to; HAra/HAta, Must; Mast.

78

English Worksheet. Date:

Name:

I - Replace “must” for “have to or has to” according to the pronoun (subject).

7- I must go to the Doctor every year.

------------------------------------------------------------------------------------------------

8- Your mother must be protected.

------------------------------------------------------------------------------------------------

9- Teachers must give opportunities for everyone.

-------------------------------------------------------------------------------------------------

10- A real man must respect women

-------------------------------------------------------------------------------------------------

11- Chilean soccer players must win next match

-------------------------------------------------------------------------------------------------

12- Our families must be together.

-------------------------------------------------------------------------------------------------

II - Write the correct form (have/has to or had to) according to the tense (past, present,

infinitive or future) and write in which tense is every sentence.

11- I _______ pay my debts yesterday.

12- She_______ do her duties.

13- My hair _______be washed today.

14- In Chile, houses_______ be rebuilt because of 2010’s Earthquake.

15- We________ make a sit-in last year in our school.

16- People________ study every day.

17- You________ escape from the cops in the riot last week.

18- Women________ be careful when they walk at night.

19- Your Father always ________ pay for your school, clothes, food and fun.

20- You________ study this worksheet tomorrow.

Vocabulary: Women (mujeres),Children(ninos), Be protected (ser protegido) People (las

personas),Together(juntas),Pay(pagar), Debts (deudas), Duties (deberes), be washed (ser lavado), be

Rebuilt (ser reconstruido), a Sit-in (una toma), Cops (policias/carabineros), Riot (protesta), Be careful

(ser cuidadoso),Worksheet (Guia de trabajo).

79

Pronunciation: Have to; HAfta, Has to; HASta, Had to; HAra/HAta, Must; Mast.

Practice of future tense “will”.

I) Rewrite the following sentences as questions.

1) It won’t rain tomorrow. Question: _________________________________ 2) I will watch for the weather anyway. Question:__________________________________ 3) You won’t buy an umbrella. Question:__________________________________ 4) She will ask for an umbrella. Question:__________________________________ 5) He will get her an umbrella. Question:__________________________________

6) We will sell umbrellas. Question:__________________________________

7) They won’t buy umbrellas. Question:__________________________________ II) Rewrite these sentences as “will” questions and give short answers. 1) In the year 2080, there won’t be trees in our planet.

Question:____________________________________ Answer :_____________________

2) I don’t like to study; I will get a job to get money. Question: ____________________________________Answer: _____________________

3) My family won’t buy what I need all my life. Question:_____________________________________Answer:_____________________

4) These Worksheets will prepare you for the test, keep them. Question: _____________________________________Answer:_____________________

5) Chilean students will help Chilean teachers to make Chilean education better. Question:______________________________________Answer:____________________

6) I won’t study because I am millionaire. Question:______________________________________Answer:____________________

7) It will be a foggy day tomorrow. Question:______________________________________Answer:____________________

80

8) There will be students crying in the end of the year. Question:______________________________________Answer:____________________

81

Preparation for the test worksheet.

1- Transform the following affirmative sentences into questions and negatives in simple

present.

A) I must go to school today. Question:_____________________Negative:________________

B) You drive slowly. Question:_____________________Negative:___________________

C) We know the answer. Question:_____________________Negative:___________________

D) They have to stop. Question:____________________Negative:____________________

E) He plays soccer every weekend. Question:_________________Negative:________________

F) She likes to dance. Question: __________________ Negative:___________________

G) The dog eats everyday. Question: ________________Negative:____________________

H) Women drive carefully. Question: _________________Negative:____________________

I) Children have to watch for danger. Question:_____________Negative:_________________

2- Complete the following positive(+) and negative(-) sentences in present continuous (to

be+verb+ing) and transform them into questions.

A) People(-) ______________(buy) cars. Question: ______________________________

B) Children(+)_______________ (watch) for traffic lights. Question:_____________________

C) She (+)________________(dance). Question:_______________________

D) He(-)________________(play) soccer. Question:_____________________

E) It(-) ________________(rain). Question:________________________

F) I(+)________________(study). Question:_________________________

G) You(-)_______________(turn) to left. Question:______________________

H) My mother(-)_____________(drive). Question:________________________

I) My brother(+)______________(be) a good person. Question:_______________

J) I(-)________________(pay) attention to the teacher. Question:______________________

K) We(+)______________(become) good students. Question:________________________

L) They(-)______________(think). Question:_________________________

82

3) Answer the following questions in affirmative(+) and negative(-) sentences in simple

past.

A) Did you eat today? __________________________(+)

B) Did she drive the car? _________________________(+)

C) Did they eat today? ________________________(-)

D) Did I sleep 6 hours? ________________________(+)

E) Did my brother drive my car? ______________________(-)

F) Did you pay attention to your teacher? ____________________(+)

G) Did you write the verbs in your notebook? __________________(+)

H) Did they think about you? ____________________(+)

I) Did we come to school?______________________(+)

J) Did you think about the problem? _____________________(-)

K) Did I study for the test?_______________________(+)

4- Complete the following affirmatives (+) and negatives (-) sentences using past continuous

(was/were + verb+ing) and transform them into questions.

A) The children (+)_________________(eat) Question:_______________________________

B) The woman (-) _________________(read) Question:_______________________________

C) I (+)____________________(play) soccer. Question:_______________________________

D) He (+)___________________(think) Question:____________________________

E) They (-)_________________(pay) attention. Question: ___________________________

F) You (+)________________ (drive). Question:__________________________

G) We (-) _________________(speak). Question:_________________________

H) It (+) _________________(snow) Question: __________________________

I) The women (+)_____________(learn) Question:__________________________

J) The child (-) ________________(sleep) Question:_________________________

5- Match “will/won’t” or “be/not going to” according to the “context” and transform the

sentences (in future tense) into questions.

A) “There are black clouds in the sky”. It (will/is going to) rain. Q:_______________

B) Nothing (will/is going to) happen. “I promise”. Q:____________________

C) “I think”, There (won’t/is not going to) be any problem. Q:________________

D) “The Plan:” We (are going to/will) study for the test. Q:__________________

83

E) “Yesterday I decided that “you (are not going/won’t) to the party. Q:______________

F) “Mary: I need money. Karl:” I (will/am going to) give you money. Q:_________________

6- Write sentences using must or musn’t/have to according to the sign:

________________________________

___________________________________

____________________________________

____________________________________

_____________________________________

YouTube videos:

America’s worst drivers:

http://www.youtube.com/watch?v=M2ZrXrfEC_k

http://www.youtube.com/watch?v=3KWiAFOmzhQ

http://www.youtube.com/watch?v=6WBgXDRypsM

Laugh for gags videos (pranks):

http://www.youtube.com/watch?v=d8ymgwnvdeM

http://www.youtube.com/watch?v=x7n3ENGhzro

http://www.youtube.com/watch?v=ffcAWoLmWBk

http://www.youtube.com/watch?v=h_KEdBZEFYM

http://www.youtube.com/watch?v=uX6eSRyHDnY

http://www.youtube.com/watch?v=ObFa1boWzuI

http://www.youtube.com/watch?v=BQMfPEiUJg4

Songs:

Bob Marley – Is this love http://www.youtube.com/watch?v=1E6rAMaDl98

Pearl Jam – Indifference http://www.youtube.com/watch?v=EmL8XbC6Zmo

http://www.youtube.com/watch?v=M2ZrXrfEC_k

http://www.youtube.com/watch?v=3KWiAFOmzhQ

http://www.youtube.com/watch?v=6WBgXDRypsM

http://www.youtube.com/watch?v=d8ymgwnvdeM

http://www.youtube.com/watch?v=x7n3ENGhzro

http://www.youtube.com/watch?v=ffcAWoLmWBk

http://www.youtube.com/watch?v=h_KEdBZEFYM

http://www.youtube.com/watch?v=uX6eSRyHDnY

http://www.youtube.com/watch?v=ObFa1boWzuI

http://www.youtube.com/watch?v=BQMfPEiUJg4

http://www.youtube.com/watch?v=1E6rAMaDl98

http://www.youtube.com/watch?v=EmL8XbC6Zmo

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6th junior high learning materials

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Riddles

Read the riddle and draw what you think it is.

1) It is hot. It lives in the sky. It is bright. Don’t look straight at it. It disappears at night. What is it? ____________

2) It lives in the water. People drive it. Don’t put a hole in it. It makes you sick when you are on it. What is it? ____________

3) It is in your body. It is red. It is the symbol of love. Blood pumps through it. Please don’t break it.

What is it? ____________

4) It is red, yellow and green. It is a healthy snack. It makes good juice. You can bite it. Give it to a teacher. What is it? ____________

5) It is circular. It goes up and down. You can throw it. You can catch it. It breaks windows.

What is it? ____________

6) It is usually green and brown. It lives for long time. It is a house for a bird. Kids love to climb it. It needs rain. What is it? ____________

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7) It smells nice. It is beautiful. It has many different colors. You can pick it. Don’t forget to water it. What is it?_____________

8) It is usually made of bricks or wood. It has many windows and doors. It will keep you warm and safe. Please clean it. What is it?_____________

9) It entertains you. It tells stories. It is similar to a cube. It is plugged into the wall. People fall asleep with me. What is it?_____________

10) It protects your house. It likes bones. It likes to run and play. It barks. It is men’s best friend.

What is it?_____________

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Preparation for the test.

10) Make questions about. “Go shopping” _____you____________________? “Play the guitar” ______He_____________________? “Play computer games” _____they________________? “Ride a bike” ____you_________________? “Go to the movies” ____she_________________? “Send text messages” ____we_______________? “Surf the internet” _____I_________________? “Go bowling” _____we_______________? “Play cards” ____I_______________?

11) Answer the following questions e) Where do you live? __________________________ f) What is your favorite sport? ______________________ g) What is your name? ___________________________ h) What is your favorite movie? ______________________ i) Where do you study? ______________________ j) Who is your best friend?______________________ k) What is your favorite animal? _________________ l) What is your favorite hobby? ______________________

12) Order these adverbs of frequency From the most frequent (1) to the less frequent (6) Often, rarely, never, always, sometimes, usually, always. 1) ________ 2) ________3)_________4)________5)_________6)__________

13) Write the sentences in the correct order.

e) I /letters/write/never

_____________________________ f) He/gets/up/usually/ at eight o’clock

_____________________________ g) Interesting/always/are/English lessons

_____________________________ h) Play/often/in the park/we/soccer

_____________________________ i) E-mails/she/reads/never/

_____________________________ j) She/home/rarely/gets/at six o’clock

_____________________________ k) Are/they/funny/never

_____________________________

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14) Complete the sentence with can or can’t.

She/Play/Guitar ____________________

She/Sing ___________________

He/ride a bike________________

He/play tennis ________________

15) Look at the chart. Write sentences for Danny and Mary.

Can Very well +++

Well ++

Quite well +

Can’t Very well _

At all _ _

e) Danny_______dance______ (--) f) Mary ________act_______ (+) g) Danny ________play tennis _______(+++) h) Mary ________play soccer ________ (-) i) Danny ________play chess ________(+) j) Mary ________ sing ________ (++).

16) Order the sentences as “can” questions (abilities).

e) Play the guitar/he/can _____________________ f) Go to the movies/ can/you ____________________ g) she/ go bowling/can ____________________ h) can/go skateboarding/ we _____________________

17) Write two riddles using three sentences and ask the question and the answer.

b) _______________ , __________________, _______________

Question: _____________ Answer:______________ c) _______________, ___________________, _______________

Question: _____________Answer: _______________

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Prezi presentations: Riddles: http://prezi.com/-obtzh2yge8l/riddles/ Can and can’t: http://prezi.com/yw6mbxiy4mp6/can/ Audio used: http://www.mediafire.com/?rzcyxn6at42du7o

http://prezi.com/-obtzh2yge8l/riddles/

http://prezi.com/yw6mbxiy4mp6/can/

http://www.mediafire.com/?rzcyxn6at42du7o

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Bibliography.

Calderón, M. Patricio (2007). Los Conflictos entre Profesores y Alumnos: Del

aburrimiento, desmotivación e indisciplina en la escuela. Publicación patrocinada por el

Proyecto MECESUP UPA 0102, Valparaíso: Universidad de Playa Ancha.

Brown H. (2000) “Teaching by Principles”. Pearson Education, Inc. 2nd edition.

Dörnyei Z. (2001) “Motivational Strategies in the Language Classroom” Cambridge

University Press.

I.S.P Nation and John Macalister, (2010), “Language Curriculum Design”, Routledge,

New York.

Willis D. and Willis J. (2007) Doing Task based Teaching, Oxford University Press,

Oxford,NewYork.

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Documents

Upla Final Practicum Portfolio