Final Portfolio

2009 UPLA FINAL PRACTICUM PORTFOLIO

Name:

Gino Muñoz

Subject:

English Pedagogy

Teacher:

Isabel Vasquez Rodrigo Gonzalez

Class:

Professional Practicum

Index

Introduction Reading Articles Pedagogical Artifacts and Reflective Writing Formato de Consejo de Curso Reunión de Profesores Reunión de Apoderados School Information Lesson Plans Learning Material Evaluations

Introduction

This portofolio has the purpose to show and collect information about my professional practicum that I did on the first semester of 2009, in a Public school of Valparaiso, “Liceo Politécnico A. Nasar A-23 de Playa Ancha”. In this portofolio I will collect any kind of useful tool or tips that made my process better but not only good things but also I will try to collect any kind of feedback that my guide teacher gave me during my classes in order to improve my knowledge and to grow up as a english teacher. I will also collect materials and techniques that I used in my classes and all information related to this wonderful process. Finally, I would like to say that this educational tool will represent an exelent material in a close future as a teacher of english.

READING ARTICLES How to be an Effective EFL Teacher by David Martin Over the short history of the ESL/EFL field various methods have been proposed. Each method has in turn fallen out of favor and has been replaced with a new one. Audiolingualism, functionalism, communicative paradigms, and now the fad is "task-based syllabuses." In his critique of the task-based syllabus Sheen (1994:127) points out, "frequent paradigm shifts in the field of second and foreign language teaching have not resulted in significant progress in language learning." Since no method has been proven to be more effective than another, many teachers have jumped on the "eclectic" bandwagon. Common sense would have this as the best available choice since variety is the spice of language. Other than considering method, what can the EFL teacher do to ensure success? What follows are some DOs and DONTs that I have found to be very useful in teaching EFL in Japan. None are revolutionary; these are principles I didn't necessarily learn in ESL graduate school, but should have been taught. 1. Learn your students' names. This cannot be overemphasized. You will be able to control your class better and gain more respect if you learn the students' names early on. If you are one who has a poor memory for names, have all the students hold up name cards and take a picture of them on the first day of class. On the second class, impress them by showing them you know all their names. 2. Establish authority from the beginning. Expect your students to use English 100% of the time, and accept it if they only achieve 95% usage. Do not let them get away with speaking their mother tongue to communicate with their partner. Deal quickly with inappropriate conduct in a friendly yet firm manner.

\3. Be overly prepared. If you don't have a clear lesson-plan down on paper, then make sure you have a mental one. You should know about how long each activity will take and have an additional activity prepared in case you have extra time.

4. Always consider the learners' needs when preparing for each lesson. Why are your students studying English? How will they use English in the future? What do they need to learn? If many of the students are going to study abroad at an American university, for example, then the teacher should be preparing them for listening to academic lectures and academic reading to some extent. If, on the other hand, most of the students have no perceived need for English in the future, perhaps you should be focusing on useful skills that they may use in the future, but may not be essential--skills such as understanding movie dialog, listening to music, writing a letter to a pen pal, etc. 5. Be prepared to make changes to or scrap your lesson plan. If the lesson you have prepared just isn't working, don't be afraid to scrap it or modify it. Be sensitive to the students--don't forge ahead with something that is bound for disaster. 6. Find out what learners already know. This is an ongoing process. Students may have already been taught a particular grammar point or vocabulary. In Japan, with Japanese having so many loan words from English, this is especially true. I have explained many words carefully before, such as kids, nuance, elegant, only to find out later that they are now part of the Japanese language. 7. Be knowledgeable about grammar. This includes pronunciation, syntax, and sociolinguistic areas. You don't have to be a linguist to teach EFL--most of what you need to know can be learned from reading the students' textbooks. Often the rules and explanations about structure in the students' texts are much more accessible and realistic than in texts used in TESL syntax courses. 8. Be knowledgeable about the learners' culture.

In monolingual classrooms the learners' culture can be a valuable tool for teaching. 9. Don't assume that your class textbook has the language that your students need or want to learn. Most textbooks follow the same tired, boring pattern and include the same major functions, grammar and vocabulary. The main reason for this is not scientific at all-it is the publisher's unwillingness to take a risk by publishing something new. Also, by trying to please all teachers publishers force authors to water down their materials to the extent of being unnatural at times. It is the teacher's responsibility to add any extra necessary vocabulary, functions, grammar, or topics that you feel the students may want or need. 10. Don't assume (falsely) that the class textbook will work. Some activities in EFL textbooks fall apart completely in real classroom usage. It is hard to believe that some of them have actually been piloted. Many activities must be modified to make them work, and some have to be scrapped completely. 11. Choose your class textbooks very carefully. Most teachers and students are dissatisfied with textbooks currently available. Nevertheless, it is essential that you choose a textbook that is truly communicative and meets the needs of your students. 12. Don't neglect useful vocabulary teaching. The building blocks of language are not grammar and functions. The most essential thing students need to learn is vocabulary; without vocabulary you have no words to form syntax, no words to pronounce. Help your students to become vocabulary hungry. 13. Proceed from more controlled activities to less controlled ones. Not always, but in general, present and practice more structured activities before freer, more open ones. 14. Don't neglect the teaching of listening. It is the opinion of many ESL experts that listening is the most important skill to teach your students. While listening to each other and to the teacher will improve their overall listening ability, this can be no substitute for listening to authentic English. As much as possible, try to expose your students to authentic English in a variety of situations. The best way to do this and the most realistic is through

videos. Listening to audio cassettes in the classroom can improve listening ability, but videos are much more motivating and culturally loaded.

15. Turn regular activities into games or competition. Many familiar teaching points can be turned into games, or activities with a competitive angle. A sure way to motivate students and liven up your classroom. 16. Motivate your students with variety. By giving a variety of interesting topics and activities, students will be more motivated and interested, and they are likely to practice more. With more on-task time they will improve more rapidly. 17. Don't teach linguistics. Language and culture are inseparable. If culture isn't a part of your lessons, then you aren't really teaching language, you are teaching about language. 18. Don't teach phonetics. By all means teach the more important aspects of pronunciation, but don't bombard the students with minimal pair drills that cannot be applied to real communication. They don't really understand the meaning of any of those minimal pairs you teach anyway, do they? A more rational approach would be to teach pronunciation in context, as necessary. For example, if you are teaching a section on health, teach syllable stress with sickness words: fever, headache, backache, earache, constipation, etc. 19. Don't leave the learners in the dark. Explain exactly what they are expected to learn in a particular lesson. Make sure that students know what they are doing and why. The lessons should be transparent to the students, with a clear organization. 20. Be enthusiastic! Don't do it just for the money. You don't have to be an actor or clown, but students appreciate it when the teacher shows genuine interest in teaching. Teachers who are jaded with EFL would do best to hide it, or consider moving on to another profession. 21. Show interest in the students as individuals.

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

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

23. Allow time for free communication. For speaking this would mean allowing time for free conversation, for writing doing freewriting, for reading allowing time for extensive pleasure reading, and for listening, listening for entertainment sake. 24. Use humor to liven up the class. Make it a habit to get the students to laugh at least once per lesson. 25. Show an interest in the students' native language. This is especially important in the monolingual classroom. Ignoring their L1 causes some students to think (erroneously) that you don't respect them. If possible, use the L1 periodically as part of the lesson. If nothing else, it will show the students respect, and may loosen them up. 26. Don't have pets. This is extremely hard to avoid, especially when a student is more outgoing or interesting than others. Nevertheless, try to call on and attend to students as equally as you can. 27. Circulate. Move about the classroom. At times sit with groups and monitor, as well as joining in on the communication. At times walk about, listen and observe. 28. Make your instructions short and clear. Demonstrate rather than explaining whenever possible. 29. Speak up, but don't break anyone's eardrum.

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

30. Don't talk too much. Depending on the subject, you should be talking from about 5% to 30% of the lesson. For speaking or writing, more than 10-15% would probably be too much. Most lessons should be student-centered, not teacher-centered. 31. Don't talk too slow. How do you expect your students to understand real English if you don't speak at a fairly natural speed? Oversimplified and affected speech will hurt your students in the long run. Shoot for moderate complexity and more repetition if needed. 32. Be sensitive to your students. Watch their faces and reactions. Do they understand you? Are they interested or bored? Try to be aware of what is going on in your classroom at all times. If you are starting class and one student is still talking, try to gently get him/her to stop. If you are sitting with a pair of students on one side of the room, try to be attentive to what is happening in other groups as well. There may be a group across the room that is confused and doesn't know what to do. 33. Don't be a psychiatrist. Shy, introverted students are not going to change their personalities overnight in order to learn English. Give these students opportunities to talk in small groups, but don't expect them to shout out answers in front of the whole class. 34. Respect both "slow" and "fast" learners. Language learning is not about intelligence; the important thing to stress is that the students are improving. 35. Don't lose your cool. If you do, you will lose hard-won respect. Even if you have to go so far as to leave the classroom, do it in a controlled manner, explaining to the class or student why you are unhappy with them. 36. Be frank.

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

37. Be a coach. At times you must be more of a coach than a teacher. Push the students to write those few extra lines, to get into their groups faster, to extend their conversations. 38. Be fair and realistic in testing. Teach first and then test; don't test things that haven't been taught. Also, remember that the main purpose of language is communication. This means that when marking a dictation portion of a listening test, for example, a "What [ ] your name?" response should get nearly full points because the listener has demonstrated full comprehension. 39. Don't overcorrect. For example, when correcting a narrative composition at low-intermediate level, it doesn't make much sense to correct mistakes with relative clauses. Likewise, if your class is practicing simple past tense, don't correct article usage at the same time. If you think a student can correct their own mistake, don't supply the correction for them, rather allow for some self-monitoring. 40. Be reflective. Think about your own teaching. After each lesson is over take some time to reflect. Was the lesson effective? What were the good and bad points? How could it be improved? 41. Keep in shape. EFL teachers don't have to become jaded with teaching. Get into it. Look at new coursebooks and teacher training books to get new ideas. Share your ideas with colleagues. Go to conferences. 42. Laugh at yourself sometimes. There are those times when nothing goes right despite our best intentions. We must be humble enough to admit to ourselves and to our students that we just messed up.

Pedagogical artifacts and reflective writings Observation stage Pedagogical artifact Nº 1 When I started my observation stage, I tried to create a good atmosphere between the students and I. despite of the fact that I had just two weeks for this stage, I felt very comfortable talking with my students, telling a joke or just hear their problems, likes or dislikes etc. I could say that I had the opportunity to know a little bit about them. I would have preferred a longer observation stage, but it couldn´t happen because of the teacher´s strike. I think that this period is essential If you want to get a succesful practicum process. Reflection I think this period is really important not only for us but also for students, here you can create emotional bonds with them and, as a consequence, to create a good atmosphere to work in a proper way. In my personal case, I consider that my observation time was very poor, but despite of that fact, I believe that I could create those emotional bonds with my students, maybe not with all of them but with most of them. Team-teaching stage Pedagogical artifact Nº 2 I can say that this stage was very useful to know, learn and share new methodologies of how to teach English in an EFL clasroom, speacially in a huge class, about 40 students. We, me and my guide teacher, worked very well together, I always tried to be a good helper. She always worked with lots of exercices to make classes intereactive and meaningful, that is a good factor that I could internalized and, in some degree, apply in my own classes.

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

Nombre del establecimiento educacional: Liceo A-23 curso: 2º medio A Profesor Jefe: Julio Soza (ed. Fisica) Profesor en practica: Gino Muñoz Olmedo Fecha: 11/06/2009 Hora Inicio: 12:15 Hora termino: 13:00 II Desarrollo del consejo de Curso: 1. Tema de orientación: Comportamiento en las salas de clase. 2. OFT Cubierto: formación afectiva social y académica 3. Tabla del consejo de curso: No hay una tabla especifica, el profesor es quien da la pauta a los estudiantes, estos en un momento toman el control del consejo y discuten sus temas de interes.

Formato de reuniones de Profesores I. Datos Generales Nombre del Establecimiento Educacional: Liceo A-23 Profesor en Práctica: Gino Muñoz Olmedo Fecha: 10/06/2009 Tabla de la Reunión: Es guiada por el director. Hora de Inicio: 17.00 Hora de Termino: 19.00 II. Tabla de Reunión: No existe tabla, mas bien el director va habalndo de los puntos necesarios de saber, estos fueron principalmente la recalendarización de los horarios por la recuperación que se debía hacer despues del paro de profesores, tambien se dio a conocer el nuevo reglamento de evaluacion, el cual fue creado por los profesores y directivos el año pasado y fue aprovado por la coorporación. Luego los profesores se reunieron por departamento para ver en que se habia concluido con los cursos y para planificar en conjunto elementos a ver durante las recuperaciones, se concluyo que se tenia que entregar una pauta a UTP con los aspectos señalados. III. comentarios

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

Formato de Reuniones de Padres y Apoderados I.-Datos Generales Nombre del establecimiento educacional: Liceo A-23 Curso: 2º medio A Profesor Jefe: María Teresa P. Profesor en práctica: Gino Muñoz Olmedo Fecha: 24/06/2009 Hora Inicio: 17.00 Hora termino: 18.45 Tabla de Reunión: No determinada Comportamiento general. Participación de los padres en el proceso de enseñanza de los alumnos. Finalización de semestre.

Temas tratados: -

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

-

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

-

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

-

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

-

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

Como conclusión podemos decir que la reunión de aopderados sirvió para informarles sobre los cambios grandes que vendrian con respecto a la recuperacion de clases, de los horarios nuevos para que estuvieran al tanto de a que hora se entraba y se salia el dia viernes, obviamente también se entregaron las notas parciales que hasta ese momento por el contexto eran pocas.

III.Comentario: A modo personal me pareció una reunion un tanto monotona, donde no se tocaron en profundidad temas de, quizas, mayor relevancia, aunque no desmerezco la importancia que tenia el hecho de informar sobre las recuperaciones de clases, pero sin duda hubiese enfatizado mas los temas como el comportamiento en sala de clases de sus pupilos.

SCHOOL INFORMATION

SCHOOL

Liceo Politecnico A. Nazar A-23

PRINCIPAL

Luis Pereira Vásquez Errazuriz S/n

ADRESS CITY

Valparaiso

SCHOOL’S PHONE NUMBER

2 28 12 31

GRADE

2nd grade of high school

SCHEDULE

Wesnesday 8.00 – 9.30 Friday 12.12 – 13.45

GUIDE TEACHER’S NAME

Jimena Campos

GUIDE TEACHER’S EMAIL ADRESS

[email protected]

Lesson plan

Date: July 1st

Level: 2nd grade of high school

Skill: Writing and speaking skills.

Expected Outcomes: students will be able to produce sentences in simple past and to read and identify verbs in that tense. Resources: Worksheets, whiteboard, markers, pen and notebook.

Time

Introduction Core of the class

10 min

Pre-stage

Comments

•

•

While-stage 70 min

• •

Post-stage •

Closing

• 10 min

•

The teacher will review the contents seen in the last class and ask students if they can remember about the lesson. (Simple past, regular verbs) The students will show the results of the homework about what did they do in their weekend? (simple past, orally) at the same time the teacher will evaluate the results of the homework (extra points for the next test) The teacher will give them a list of irregular verbs, and explain them how to use it. The teacher will explain his students the structure of negative and interrogative sentences in simple past through a comparison between present and past tense. The teacher will provide his students a worksheet. The students will do the activity. Then, we will check it. In pairs, the students will ask each other what did they do in the last summer vacation?. Then, we will check orally. The teacher will ask students some vocabulary they checked and learnt during the class and will review the structure of affirmative, negative and interrogative sentences.

Lesson plan Level: 2nd grade of high school

Date: July 8th Skill: Listening and written skills.

Expected Outcomes: students will be able to hear and recognize words in past simple in a short conversation also they will be able to produce sentences in negative form and finally they will internalize new vocabulary. Resources: A record, worksheet, marker, netbook and speakers.

Time

Introduction

20 min

Comments

• • •

Core of the class Pre-stage 15 min

•

While-stage • Post-stage

Closing

20 min

25 min

10 min

•

•

• •

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

Lesson plan

Date: July10st

Level: 2nd grade of high school

Skill: Speaking and Reading skills. Expected Outcomes: students will be able to produce sentences in simple past, they will learn new vocabulary and they will be able to understand a short reading. Resources: Worksheets, whiteboard, markers, pen and notebook.

Time

Introduction Core of the class

15 min

Pre-stage

10 min

While-stage

10 min 5 min

Post-stage

• • •

• • •

25 min

Closing

Comments

10 min

10 min

•

•

• •

10 min •

The teacher will check the attendace list. The teacher will give his students the results of the summative quiz. The teacher will review the contents seen in the last class and ask students if they can remember about the lesson. (Simple past, questions). The teacher will ask his students what did they do yesterday? In order to practice comunicative language. The teacher will request his students to ask their classmates the same question (work in pairs). The teacher will introduce the new topic talking about his experience in the summer vacation. The teacher will give a handout with a reading about summer vacation. The students will read for the first time. They will find new vocabulary. The teacher will request his students to do the crossword in order to internalize new vocabulary. They will read again in order to understand what they are reading and they will answer the questions given in the wordsheet. The teacher will request some students to read in front of the class to check pronunciation. The teacher will ask his students to write at least a 5 lines writing about their own summer vacation. Then they will share their works with their classmates. The teacher will students new vocabulary they check and learnt during the class and will ask what did they do? Or did they do?

Lesson plan Level: 2nd grade of high school

Date: July 23th Skill: Writing, speaking and Reading skills.

Expected Outcomes: students will be able to produce sentences in simple past, they will learn new vocabulary and they will be able to understand a short reading. Resources: Worksheets, whiteboard, markers, pen, data show and notebook.

Time

Introduction

10 min

Core of the class Pre-stage

While-stage

10 min

10 min

• • •

• •

Post-stage 5 min

25 min Closing

Comments

10 min

10 min

10 min

• •

•

• • •

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

Lesson plan Lesson plan Level: 2nd grade of high school

Date: July 29th Skill: Speaking, reading skills.

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

Time Introduction

10 min

Comments • • •

Core of the class •

Pre-stage 10 min

• While-stage

Post-stage

15 min

10 min

20 min

• •

•

Closing 20 min

5 min

•

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

Level: 2nd grade of high school

Date: July 30th

Skill: Speaking, writing, listening and reading skills. Expected Outcomes: Students will be able to aplly previous knowledge to develop the activities and exercises related to the unit (How was your summer?/simple past) Resources: Worksheets, whiteboard, flashcards, markers, pen.

Time

Introduction

Core of the class Pre-stage

15mi n 10mi n 20mi n

Comments

• • • •

• While-stage

Post-stage

15mi n • 30 min

Closing

• 10mi n

•

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

Lesson plan

Date: August 5st

Level: 2nd grade of high school

Skill: Writing, reading skills.

Expected Outcomes: students will be able to understand grammar use through the global test related to the unit Nº 3 “ how was your summer?” Resources: Worksheets, whiteboard, markers, pen.

Time

Introduction

10 min

Comments

• • •

The teacher will greet his students. The teacher will check the attendance list The teacher will review the contents seen in the last class and ask students if they can remember about the lesson.

•

The teacher will give his students time to reinforce knowledge, to clarify any doubt before the global test. The teacher will give them the instructions of the global test, for instance time, rules etc.

Core of the class Pre-stage While-stage

45mi n

•

Post-stage

Closing 5min

•

The students will do the global test.

•

The students will finish the test.

•

The teacher will say goodbye to his students.

LEARNING MATERIALS

Listen and mark the correct verb.

Verbs Rick: So what _(1)_ you do last weekend, meg?

1.

a) do

b) did

c) fit

Meg: Oh, I _(2)_ a great time. I _(3)_ to a karaoke

2.

a) had

b) have

c) cap

bar and _(4)_ with some friends on Saturday.

3.

a) went

b) goes

c) go

4.

a) talk

b) sang

c) sing

5.

a) sit

b) do

c) did

6.

a) did

b) didn´t

c) does

7.

a) wear

b) where

c) went

8.

a) stayed b) cleaned c) started

9.

a) study

Rick: That sounds like fun. _(5)_ you go to Lucky´s? Meg: No, we _(6)_. We _(7)_ to that new place downtown. How about you? Did you go anywhere? Rick: No I didn´t go anywhere all weekend. I just _(8)_ home and _(9)_for today´s spanish test. Meg: Our Spanish test is today? I _(10)_ all about that! Rick:Don´t worry, you always get an A.

b) studyed c) studied

10. a) forget b) forgive c) forgot

1Dialogue

VOCABULARY

Robert: Hi Alice, what did you do in your winter vacations? Alice: I did a lot of things. On Saturday, I went shopping. Robert: What did you buy? Alice: I bought some new clothes. I also played tennis. Robert: Who did you play? Alice: I played Tom. Robert: Did you win? Alice: Of course I won! Robert: What did you do after your tennis match. Alice: Well, I went home and took a shower and then went out. Robert: Did you eat in a restaurant? Alice: Yes, my friend Jacky and I ate at 'The Good Fork' Robert: Did you enjoy your dinner? Alice: Yes, we enjoyed our dinner very much thank you. We also drank some wonderful wine! Robert: Unfortunately, I didn't go out this weekend. I didn't eat in a restaurant and I didn't play tennis. Alice: What did you do? Robert: I stayed home and studied for my test! Alice: Poor you!

2 Questions A. “Did” Questions. (simple past) Auxiliary (Did)

DID

Subject

Verb

Rest

I He She It You We They

Watch Play Brush Run See Eat go

Answers

TV yesterday? Tennis last month? Her teeth in the morning? Last week? A movie last weekend? Watermelon last Monday? Shopping yesterday?

Yes, I did No, He didn´t. He played Volleyball. Yes, She did. Yes, it did. No, You didn´t. You went to school Yes, we did No, They didn´t. They went to the beach

B. Wh- Questions (simple past) Question Word

Auxiliary

Subject

Verb

What

Did

you

do

Who

Did

you

When

Did

Where

Did

Rest

Answer

Yesterday evening?

I did my homework

Play

In your winter vacation?

I played Tom

she

meet

Her boyfriend?

She met him yesterday

she

go

After the tennis match?

She went home and took a shower

EVALUATIONS

Summative quiz QUIZ Name: _____________________________________

A

Date: ___________________________

• Fill in the gaps VERB

PAST SIMPLE

1. Play

_________

2. ________

Brushed

MEANING Jugar

Cepillar 3. Go 4. ________ 5. Write

_________

ir

Saw

Ver

Wrote

________ 6. Call

Called

________ 7. Walk

_________

Caminar 8. ________

Read

9. Drive

Drove

________ 10. Study Estudiar

_________

Leer

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

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

1. Last week I _________ to the stadium. 2. Rob and Rita __________ for the exam yesterday.

3. They __________ hot dogs. 4. My sister _________ a birthday cake for me last week. 5. The child _________ some milk last night. Global Test