Portafolio Final Indira Garay

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UPLA FINAL PRACTICUM PORTFOLIO

PROSPECTIVE TEACHER: Indira Garay Herrera. SUBJECT: Final Practicum. GUIDE TEACHER: Ingrid Maturana Riffo. SCHOOL: Cardenal José María Caro. SUPERVISOR: Isabel Vásquez. CLASS: English Pedagogy; 2005. YEAR:July; 2009.

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INDEX

INTRODUCTION ....................................................3 READING ARTICLES..............................................4 PEDAGOGICAL ARTIFACTS AND REFLECTIVE WRITINGS..............................................................12 SCHOOL INFORMATION.......................................20 UNIT PLANS AND LESSON PLANS.......................21 LEARNING MATERIAL...........................................30 EVALUATION INSTRUMENTS...............................59

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INTRODUCTION Teaching is a profession that can seem, on a bad day, after a bad class, quite simply intolerable. “I’ve just got to get out of this, fast. I’ll phone this afternoon to check into that early-retirement scheme” An hour later, a day later the vocation can feel as fresh and rewarding as it did on that day long ago when I said “All right then, I’ll be an English teacher, even though it does mean I’ll always be poor”. On the good days, I always find myself thinking what a coup it was to win all this and to be paid for it too.

Jean Koh Peters. (professor at Yale law school)

This final practicum came to confirm it is what I want to do for the rest of my labor life. Working as a teacher was an amazing experience and I will be eternally grateful with all those kids that made me feel relied on my capabilities and in what I have learnt in this years as a student. I want to thank to my guide teacher for her willingness as well. She always was in the mood to help me and support me when I needed, no matter if she was tired or busy. It has been a wonderful process of constant challenges, not only overcoming many obstacles (personal and external) in our way but also learning a lot and enjoying it. This is the result of my work through the process; in it you will see my weaknesses but also my progress.

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READING ARTICLES How to teach Reading

Why Teaching Reading? •

Reasons: for study purposes (careers), for pleasure, for exposing to English language, for providing good models for English writing,

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Also reading texts stimulate discussion, excite imaginative responses and be the springboard for well rounded fascinating lessons.

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Elements: vocabulary, grammar, punctuation, the way to construct sentences, paragraphs and texts.

What kind of reading should students do? There is a great controversy on whether the texts should be authentic or not. Reading material to be used will depend on who the students are. (Business, science) mixed group with different interests may read general topics. Examples for beginner students: menus, timetables, signs, and basic instructions. Magazine articles, letters, stories, advertisements, recipes poems and reference material. What reading skills should students acquire? Scanning: searching a text quickly for specific information, not to read every word and line. Skimming: reading a text quickly to get the general idea Reading for detailed information: Sts Concentrate on the minutiae (small or minor details) of what they are reading. Reading for pleasure: literary work, where reading will be a slower, closer kind of activity. What are the principles behind the teaching of reading? Principle 1: reading is not a passive skill. It is very active. To do it successfully, Sts. Have to understand what the words mean, see the pictures the words are painting, understand the arguments, and worked out if they agree with them. Principle 2: students need to be engaged with what they are reading. They get much more of the topic or the task when they feel fired up by them. Principle 3: Sts. should be encouraged to respond to the content of a reading text. They should be allowed to express their feelings about the topic, thus provoking personal engagement with it and the language. Principle 4: prediction is a major factor in reading. Book covers give us a hint of what´s in the book, photographs and headlines at what articles are about.

5 Principle 5: match the task with the topic. Once the decision has been taken about what reading texts the sts. Are going to read, we need to choose good reading tasks, the right kind of questions, puzzles, etc. Principle 6: good teachers exploit reading texts to the full. A reading text is full of sentences, words, ideas and descriptions, etc. good teachers integrate the reading into interesting class sequences, using the topic for discussion and further tasks. Using the language for Study and later Activation. •

Guessing the meaning from context

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Filling in blanks

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Note-taking

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Translating

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Summarizing

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Inferring meaning from context

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Providing a title for

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the text

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inventing the end of a story

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expressing the same idea in a different way

How to teach writing Reasons for writing: •

Many students have specific needs that require them to work on writing skills: examination, preparation and business English are common areas where written work is still very important. At the most basic level, your students are likely to be involved in taking down notes in lessons; this is a skill that is worth focusing on.

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Writing involves a different kind of mental process. There is more time to think, to reflect, to prepare, to rehearse, to make mistakes and find alternative and better solutions.

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It can give the teacher a break, quieten down a noisy class, change the mood and pace of s lesson, etc.

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Students often find it useful to write sentences using new language shortly after they have studied it.

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It can be a quiet reflective activity instead of the rush and bother of interpersonal face–to–face communication.

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Students need to know how to write letters, how to put written reports together, how to reply to formal letters and invitations, etc. They also need to know some of writing’s special conventions (punctuation, paragraph construction, etc.) just as they know how to pronounce spoken English appropriately.

What kind of writing should students do? Like many other aspects of English language teaching, the type of writing we get students to do will depend on their age, interests and level. In general, we will try to get students in a number of common everyday styles. These include: • • • • • •

Postcards, Letters of various kinds Filling in forms such as job applications Compositions Reports Newspaper and magazine articles

We may also want to have students write such text types as dialogues, play scripts, advertisements, poems, short stories, if we think these will motivate them. Some writing suggestions: 1. Students write/ design their own menus. (beginner/lower intermediate) 2. Students design posters for a party/play/concert, etc. (beginner/lower intermediate) 3. Students write a news bulletin. (elementary/intermediate) 4. Students write a letter of application for a job (any level).

7 5. Students write a description of a room (any level). 6. Students send e-mail messages, real or simulated to other English speakers around the world. (any level) 7. Students write invitations of various kinds. (any level)

How should teachers correct writing? Some pieces of written work are completely full of mistakes, and over-correction can have a very demotivating effect. One way of avoiding the over-correction problem is for teachers to tell their students that for a particular piece of work they are only going to correct mistakes of punctuation, or spelling, or grammar, etc. This has two advantages: it makes students concentrate on that particular aspect, and it cuts down on the correction. Correcting is important, but very time-consuming and frustrating, especially when it is difficult to know what the mistake is because it is unclear what the student is trying to say. Common sense and talking to students about it are the only solutions here. The other really important point is that correction is worthless if students just put their corrected writing away and never look at it again. Teachers have to ensure that they understand the problem and then redraft the assignment correctly. Ideas for writing tasks: The purpose is to transform writing tasks from writing for the teacher into writing with a real purpose .Some can be done by students, and some others can be done by the teacher. • • • • •

Write real letters as possible. Eg. To manufacturing companies, to fan clubs, to local newspapers, to other schools, etc. Send them. Get replies. Write back. Publish students own newsletter, magazine, handouts, etc. Advertise (ideas, school events, products, etc.) around the school, send in ads to local papers, etc. Write questionnaires and then use them in school. Write up the results. Publish them. Postman. Allow ten or fifteen minutes for students and teacher to write short (one or two sentence) notes to each other across class. When each note is finished the writers deliver them by hand. Reply to ones you receive. Keep writing, faster and faster. An exercise in fluent (rather than accurate) writing.

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Instant poetry. You could do this as simple dictation. For example, read out the following instructions allowing time to think and write between each one: 1. Write one sentence describing this room. 2. Look at one person in the room. Write one sentence describing her. 3. Write a sentence about he or she’s thinking. 4. Describe the view through the window in a few words. 5. Listen – what can you hear? Write that down. 6. How do you feel now? 7. Write something about the future. 8. OK – now you have three minutes- look at what you have written. Change anything you want to. Put things in a different order. Cross things out. Think about how it sounds. Your aim is to finish with a short poem… which could be shared between individuals or read out or put up on a poster, etc.

How to teach speaking Speaking refers mainly to ask student to use all the language at their command to perform some kind of oral task. The speaking activities follow the ESA (Engage, Study and Activate) pattern, that is the teacher gets student interested in the topic, the students do the task while the teacher watches and listens, and then the study any language issues that the teacher has identified as being problems. Basic reasons to give students speaking tasks: •

Rehearsal: getting students to have a free discussion gives them a chance to rehearse having discussions outside the classroom. Roleplaying prepares students to rehearse real-life events in the classroom.

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Feedback: speaking tasks where students are trying to use all and any language they know provides feedback for both teacher and students. Teachers can see how well students are doing and what language problems they are having. Students can also show easy they find a particular kind of speaking and what they need to improve. Speaking activities can give them an enormous confidence and satisfaction, and with sensitive teacher guidance can encourage them into further study.

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Engagement: good speaking activities can and should be highly motivating. If all students are participating fully- and if the teacher has set up the activity properly and can give sympathetic and useful feedbackthey will get tremendous satisfaction from it. Many speaking tasks (roleplaying, discussion and problem- solving, etc) are intrinsically enjoyable in themselves.

Types of speaking activities: 1. Information gaps (elementary/intermediate): two speakers have

different parts of information making up a whole. Because they have different information, there is a “gap” between them.e.g. “Describe and Draw” Student 1: has a picture and gives instructions and descriptions. Student 2: draws what he/she hears, and asks questions. 2. Story-telling: this can be an extension of the information gap activity in

which the teacher provides pictures about the story to the students, and He/she asks students to gather in groups. Then each student from the group makes a new group. The idea is to tell the others in the new group about the picture he/she has seen and make up a new story with the help of everyone.

3. Surveys (elementary level): Students are requested to prepare and/or

conduct a questionnaire or survey. Students go around the class questioning other students and noting down what they say. Some examples: TV programs, musical preferences, feelings and emotions.

The speaking activities follow the ESA pattern, that is, ENGAGE (Teacher gets students interested in the topic), STUDY (students study any language issue the teacher has identified as being problems) and ACTIVATE (students do the task assigned)

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How should teachers correct speaking?

It is important for students to correct mistakes during speaking; however, some recommendations should be taken into account:

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When students are repeating sentences, it is advisable to correct students’ pronunciation every time there´s a problem.

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When students are involved in a passionate discussion or playing a role in a conversation, constant interruption from the teacher will destroy the purpose of the speaking activity.

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Many Teachers watch and listen while speaking activities are talking place. They note down things when students cannot make themselves understood or are making important mistakes.

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Teachers should not interrupt while speaking activities are going on, but giving feedback later.

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As with any kind of correction, it is important not to single out for particular criticism. Many teachers deal with the mistakes they heard without saying who made them.

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There´s nothing wrong with Teachers getting involved in any speaking activity, provided they don´t start to dominate.

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Sometimes, however, teachers will have to intervene in some way if the activity is not going smoothly. Prompting is often necessary but, as with correction, Teachers should do it sympathetically and sensitively.

More speaking suggestions:

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Describe and arrange

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Find the differences

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Find someone who

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A photograph presentation

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LISTENING SKILLS • •

Goal: Comprehension Listening activities:

1. Attract and hold the attention of students. 2. Motivate students to listen carefully. •

Reasons for using listening in the classroom:

1. Opportunities for hearing English outside the classroom are few. 2. Students have great difficulty comprehending English spoken to them. •

Reminders when teaching the listening skills:

1. Accustom students to the noise of the language: make selective listening: Concentrate on certain features at a time. 2. Avoid “teacher talk” (teacherese): Do not facilitate comprehension artificially. 3. Include types or varieties of English, from the most formal to the most informal, if possible. •

Selective Listening: This can be as specific as teaching discrimination of sounds both in words and sentences.

Words: e.g. washing/watching Sentences: e.g. She’s washing the car. She’s watching the car. •

Discrimination of structure words that are usually unstressed and thus difficult to hear accurately. e.g It’s in the box It’s on the box

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Give him the book Give her the book

Listening activities for young learners:

Young children learning English develop comprehension rapidly, especially children who learn the language orally before being introduced to reading and writing in English.

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e.g stories. games, songs, poems, rhyme. (Illustrated) •

Listening activities for older students:

Those ones that are introduced to language through writing rather than speech have difficulty recognizing spoken forms. 1. Dictation in exercises can be helpful if more attention is paid to dictation as a technique for teaching listening comprehension rather than an exercise in writing. 2. Dialogues. 3. Radio or TV programs. 4. Films. The above exercises provide an excellent opportunity for students to increase their listening comprehension of “real-life” language.

PEDAGOGICAL ARTIFACTS AND REFLECTIVE WRITINGS

REFLECTION Nº1: What have you learned from workshop Nº1? Pienso que es importante para nosotros tener instancias de reflexión en forma colectiva ya que como vimos en el workshop la mayoría de nosotros compartía ciertos temores y también expectativas con respecto al proceso que iniciamos este semestre. Abordar tópicos como las dinámicas que se producen dentro del aula entre profesor guía y practicante, entre profesor y alumnos, profesor en práctica y alumnos, es importante ya que nos permite ir visualizando el escenario en el que tendremos que desarrollar nuestra labor como docentes.

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The Practicum Process. Indira Garay Herrera. Reports and Pedagogical Reflections. Observation stage. Pedagogical Artifacts nº1 During my period of observation I realized that despite of the fact there are few students in the classroom it doesn’t mean that it is easy to maintain discipline on it. My guide teacher was always shouting students to get them under control, but they were calmed down just for a short period of time and then they were talking very loud and making the class a mess again. Reflection nº1: Students get bored easily. I think it is important to keep in mind that fact because we need to plan our lessons according to the characteristics of the students. They want to play and interact with teacher and their classmates and we have to take advantages of that, creating interesting and entertaining activities such as powerpoints, flashcard, listenings, gameboards, surveys, actings, etc. in orden to make the learning process easier. Team Teaching stage.

14 Pedagogical Artifacts nº2 During that stage I could help my guide teacher in all the activities she prepared and I brought a lot of worksheets to the students. On the other hand I realized that one of the favourite activities of the teacher was translation of different kind of text and students worked on it most of the time, however they did not seem to be too much entertained, maybe due to they don’t like to look up the meanings of the words in the dictionary. Interactions in the Classroom: Students always interact among themselves and they are talking all the time. I could observe they formed little groups, boys in a place and girls in other. At the beginning students did not interact with me, but I tried to get close of them and they were feeling more confident of me and they started making me questions when they had doubts, I am always trying to help them in any thing they need.

Reflection Nº2: Post- observation conference Prospective Teacher’s name: Indira Garay Herrera Date: May 25, 2009 Supervisor: Isabel Vásquez Vicencio.

After finishing that day, I felt that I must improve the way I had been doing my lesson plans, they needed to be put in context bacause until that moment I just taught grammar contents, I also realized I needed to put them into a sequence in order to get a clear structure of my lesson plans. Regarding my feelings that day, I guess I felt a little uncomfortable and very nervous because I think I was not prepared to be evaluated likely because it was so soon considering I had no previous experience eventhough I did my Vise III last year, in my opinion it was not enough time to get confidence and it was just my second lesson in front of the class. My guide teacher has been a support in terms of she encourages me to continue ahead and I appreciate that a lot. Unfortunately she doesn’t plan her lessons, even she doesn’t use the textbook, she just searchs in “planes y programas” what contents has to teach and she looks for information from here and there to perform the lessons. I would like she plans her lessons to follow her as a model. I didn’t have great expectations about the students’ behavior because my guide teacher had told me they were not worried about learning and during the

15 observation process I could see they didn’t pay too much attention to the teacher, but to be honest I think they were quite interested in doing the excercises I brought them and they had a good participation when they were asked for going to the whiteboard when I presented my lesson. After being supervised from the university I have been trying to do better lesson plans because I realized they need to have stages thoroughly planned and appropriate timing between other important things to get students engaged in the learning process. When I met my supervisor teacher after being evaluated, I felt a little dissapointed of myself because I knew there was something wrong with my lesson plans but I didn’t do anything to get them right, because I didn’t know how to do it. After a couple of days I conclude that all those issues are part of the long begining process of teaching and I just have to improve that things that make me feel insecure and weak. I know I have classmates and teachers willing to help me when I need it. Universidad de Playa Ancha English Pedagogy Student Teaching Practice;Indira Garay Herrera. Final Practicum Workshop Nº 2 Refer to the Teaching Stage you have already started and answer the following questions: 1. Do you feel satisfied with your performance as a teacher so far? Take about the things you like and about the ones you don´t like. No, I’m not satisfied at all becuase I think there was a lack of contextualization in the way I planned my lesson. I just gave to my students excercises on grammar and I didn’t prepared activities such as dialogues, readings, listenings,etc. I did likewise the teacher guide did, but after talking with my supervisor teacher I realized I was wrong. The good thing is students participated despite they just did excercises on grammar contents. Most of them showed engaged with the activity. 2. Guide teacher´s support: How effective has it been during this stage? Why? She has been nice and affectionate, but she hasn’t been a model to follow because she doesn’t plan the lessons, at least not in a “traditional way”, she doesn’t even work with the textbook of the Ministry of Education. 3. Student´s level of engagement: Do your students enjoy the classroom learning activities presented? ; What do they say about them?

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They participated a lot independently of the grammar content of the lessons. They like to go to the whiteboard and answer the questions. 4. Planning and lesson preparation: What teaching approach do you consider appropriate to students ´learning style? Which one are you actually using with them? Why? After being visited from the university I have done listenings, fill in the blanks,work in pairs. 5. Lesson Timing: How much of the planned activities do you actually cover in each lesson? Is it what you expected? Sometimes students take more time to do an activity than I expect, and sometimes they do the activities more fast.I have tried to do extra activities in case students finish earlier.

Practica Profesional Pedagogía en Inglés 2009. Indira Garay Herrera. Formato de consejo de curso I.- Datos Generales 1.- Nombre de Establecimiento: Escuela Cardenal José María Caro. 2.- Curso: 8ºaño. 3.- Profesor Jefe: Adriana Rivas. 4.- Profesor en Práctica: Indira Garay Herrera. 5.- Fecha: Miércoles 3 de junio del 2009. 6.- Hora Inicio: 14 – 15:30. II.- Desarrollo del consejo de curso. 1.- Tema Orientación: Asistencia de los apoderados cuando son citados por los profesores. La profesora recalca la importancia de que los padres participen de los procesos educativos de sus hijos, hecho que desgraciadamente no se ha dado en este curso por diversos motivos expuestos por los alumnos como por

17 ejemplo; trabajo, falta de tiempo, olvido, no mostrar o no revisar la libreta de comunicaciones; etc. 2.- O.F.T cubierto: En esta oportunidad de trata un problema que lamentablemente es habitual dentro del aula. El extravío de objetos parece ser una constante dentro del curso. La profesora advierte que será inflexible si se sorprende a alguien sustrayendo los objetos de los compañeros ya que a todos los apoderados les cuesta obtenerlos. Los alumnos enumeran los objetos que han perdido, pero ninguno sabe quien es la persona(s) que está sustrayendo los materiales. III.- Tabla del consejo de Curso: 1.- Malas calificaciones en la asignatura de Inglés y matemáticas: La profesora nombra a los estudiantes de peor rendimiento de dichas asignaturas y les pide le expliquen cuál es el problema, a lo que ellos responden entre otras cosas que no entienden, que no les gusta la asignatura o que no estudian. 2.- Disciplina: La profesora llama la atención de los estudiantes ya que varios docentes se han quejado por el desorden reinante en la sala de clases, lee algunas anotaciones del libro de clases lo que refleja claramente el problema que se está tratando. 3.- Cuotas del centro de padres: Se les recuerda a los alumnos que adeudan cuotas del centro general de padres que deben regularizar su situación.

Formato de reuniones de Profesores I. Datos Generales Nombre del Establecimiento Educacional: Cardenal José María Caro. Profesor en Práctica: Indira Garay Herrera Fecha: 24 de Junio de 2009 Tabla de la Reunión: No existe tabla, los contenidos no van abordados en un orden cronológico. Hora de Inicio: 16:10 Hora de Termino: 17:30 II. Tabla de Reunión: La Directora, que es quien dirige la reunión, comienza a hablar sin proponer los temas a conversar, por lo cual no hay una tabla ni orden en los temas que se abordarán. Por lo tanto al finalizar la reunión y analizando nuestros apuntes llegamos a determinar los temas que se tomaron en el consejo. El primer tema del consejo fue información sobre la jornada a la que asistió la Directora y la jefa de UTP. A rasgos generales en esta jornada se hablo sobre: • La optimización en la utilización del tiempo de las horas de clase, también los resultados de las pruebas SIMCE.

18 • Llamada de atención a los profesores para que se preocuparan del orden, aseo y decoración de las salas. • Otro tema que se trato y que la Directora manifestó como muy positivo fue que las planificaciones de Lenguaje y Matemáticas vienen ya desarrolladas. • Evaluación de contenidos a los alumnos, la jefa de UTP debe conocer las pruebas con anticipación, una vez evaluadas debe haber una revisión con los alumnos para ver los errores y como mejorarlos, en este punto hay una intervención de la Directora en la que plantea que ella debe ir a observar las clases y que le gustaría ser invitada por los profesores. • Lista de obligaciones del profesor. El segundo tema en cuestión se refirió a que profesores irían al curso de formación de futuros líderes. El tercer tema se refirió a que profesora se haría cargo del Primero Básico el próximo año. Como cuarto tema se hablo del concurso de poema que se realizara a vuelta de vacaciones. Como finalización del consejo, los profesores fueron invitados por las Parvularias de Kinder y Pre-kinder par que conocieran las actividades que se realizan en un día de clases. III.- Comentarios: La realización de este “Consejo de profesores” fue más bien una reunión informativa de parte de la directora del establecimiento a los profesores que en él trabajan. No se produjo un análisis ni debate de ideas por parte de los profesores y el cuerpo de la UTP, sólo se limitaron a decir lo que necesitan corregir pero no se acordaron plazos ni la forma en que estas correcciones debieran ser realizadas, lo que a mi parecer pudiera atentar contra la celeridad que estos cambios debieran ser hechos de parte de los docentes.

Formato de Reuniones de Padres y Apoderados I.-Datos Generales Formato de Reuniones de Padres y Apoderados Nombre del establecimiento educacional: Colegio Cardenal José María Caro Curso: 8º Básico Profesor Jefe: Adriana Rivas. Profesor en práctica: Indira Garay Herrera.

19 Fecha: 15 de Junio de 2009 Hora Inicio: 16:00 Hora termino: 17:15 Tabla de Reunión: II.- Tema Principal Introducción: La profesora saluda a los padres y apoderados que asisten a la reunión, les comunica que no se retiren al final de ésta ya que se servirá una once de camaradería. 1.- Fecha pruebas final de semestre: La profesora informa y pide que padres y apoderados tomen nota del calendario de pruebas para los alumnos de octavo básico. 2.- Rendimiento de los alumnos: La profesora hace hincapié en que los alumnos deben subir sus notas sobre todo en las asignaturas de Inglés y Matemáticas y que es deber de los padres supervisar a sus hijos para que éstos estudien y hagan las tareas y trabajos asignados por todos sus profesores. Algunos apoderados le indican a la profesora que fueron citados por la profesora de Inglés y que ésta les habría hablado de la situación de sus hijos. La profesora de Matemáticas no ha citado a ningún apoderado todavía.

3.- Disciplina. La profesora hizo notar a los apoderados la directa relación rendimientodisciplina ya que justamente los alumnos con malas notas son los más indisciplinados.La profesora les hizo ver a los apoderados que de continuar esta tendencia varios de los alumnos con problemas podrían quedar repitiendo y otros tendrían dificultades para matricularse en un buen liceo el próximo año.

III.- Comentarios: La profesora explicó en detalle la situación de sus alumnos y fue muy precisa y transparente con los apoderados al pedirles mayor grado de compromiso con la educación de sus hijos, algunos apoderados daban como excusa la falta de tiempo para supervisarlos. La sociedad en su conjunto debe tomar conciencia que la educación no es un proceso que tiene lugar sólo en las escuelas sino que es uno en el cual deben estar involucrados todos los actores en la vida de los educandos. Respeto, limpieza, honradez, etc. son principios transversales en todo el proceso de aprendizaje tanto en sus hogares como en la escuela.

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SCHOOL INFORMATION

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SCHOOL

CARDENAL JOSE MARIA CARO

PRINCIPAL

SELMA ALLIENDES CABRERA

ADRESS

AV. PRINCIPAL S/N PARADERO 13 CHORILLOS ALTO VIÑA DEL MAR.

CITY

VIÑA DEL MAR

SCHOOL’S PHONE NUMBER

2 67 67 92

GRADE

8 th.

SCHEDULE

MONDAYS 11:50 – 13:20 WEDNESDAYS 14:00 – 15: 30

GUIDE TEACHER’S NAME GUIDE TEACHER’S EMAIL ADRESS

INGRID MATURANA RIFFO [email protected]

UNIT PLANS AND LESSON PLANS Lesson plan

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Date: May, Wednesday 20th,2009.-

Level: 8th. Grade.

Skill: writing.

Expected Outcomes: to complete sentences. To understand the Present perfect Form.

Resources: worksheets, pencils, eraser, etc. Time

Introduction:

Comments

10’ Students will answer “present or Absent” Students will answer about what day is today. Students will remember last lesson. Students will know the topic to teach.

Core of the class:

20’ Students will see in the whiteboard exercises in present perfect. Students will read the exercises. Students will compare present perfect and its equivalent in spanish preterito perfecto.

While-stage:

30’ Students will develop a guide with exercises. Students will review the guide.

Post-stage:

20’ Students will create sentences follow the correct form of the present perfect.

Closing:Recap main points learnt. Future learning.

10’ Students will share what they have learnt. Students will know what they will learn next lesson.

Lesson plan (Supervised) Date: May, Monday 25th, 2009.-

Level: 8th grade

23 Skill: Reading Comprehension

Expected Outcomes: Complete simple sentences with words. Use some words in English in class. Put in orden the elements in affirmative sentences.

Resources: Photocopies, written exercises, pencil, eraser, etc.

Time

Introduction:

Comments

10`-15` Students will answer what they learnt last class. Students will give some examples of what they learnt last class. Students will follow ,and/or listen some instruction.

Core of the class: Pre-stage:

25`

While-stage:

25`

Students will read the exercises and will answer some questions about them.

Students will work on photocopies and they will develop the exercises. Post-stage:

25` Students will ask for clarification and will complete the spaces in blanks.

Closing:

5`-10’ Students will share what they learnt.

Lesson plan Date: May,Wednesday 27th, 2009.-

Level: 8th.Grade.

24 Skill: Listening.

Expected Outcomes: To identify specific and general information.

Resources: A printed song (I still haven’t found what I’m looking for) performed by U2 for each student, radio, compact disc U2’s biography and worksheets.

Introduction: -

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Time

Comments

10’

Students will answer “present or Absent”

Role calling. Date. Review. New learning

Students will answer about what day is today. Students will remember last lesson. Students will know the topic to teach: Present Perfect Tense.

Core of the class:

20’

Students will learn the form of present perfect. Students will connect “Present Perfect with its equivalent in spanish Preterito Perfecto” and they will give examples.

Pre-stage:Previous knowledge.

Students will fill in the blanks the present perfect form of some verbs in a list of sentences. While-stage: Reading. Listening.

30’

Students will read a short biography about the band U2 and they will answer orally some questions related to the text. Students will read and listen to the song twice. Student will fill in the blanks of the song.

Post-stage:

20’

Closing:Recap main points learnt. Future learning.

10’

Students will listen to the song again and they will check the fillings in the blanks with the song. Students will orally say what the song is about and they will share opinions of it. Student will translate the song into spanish. Students will share what they have learnt. Students will know what they will learn next lesson.

Lesson plan Date: June, Monday 1st,2009

Level: 8th.Grade.

25 Skill: Reading.

Expected Outcomes: To identify specific and general ideas. To recognize the communicative purpose of the text. To complete a text using frequency adverbs.

Resources: Worksheets, boardgame, “papelógrafo” pencil, eraser,etc.

Introduction: -

-

Time

Comments

10’

Students will answer “present or Absent”

Role calling. Date. Review. New learning

Students will answer about what day is today. Students will remember last lesson. Students will know the topic to teach.

Core of the class:

20’

Pre-stage:Previous konwledge.

Students will say what adverbs of frequency they know, in English or Spanish. They will see an arrow of frequency (From Always 100% - to Never 0%).

While-stage: “Incomplete ideas”

30’

Students will work in pairs and they will fill in the blanks with the frequency adverbs they’ll choose and other extra words.

Post-stage:

20’

Students will play with boardgames in which they will say orally how often they do things.

10’

Students will share what they have learnt. Students will know what they will learn next lesson.

“Boardgame” Closing:Recap main points learnt. Future learning.



June; Wednesday 3rd, 2009 English test.

June; Monday8th, 2009 SIMCE. Lesson plan

26 Date: June; Wednesday, 10th. 2009

Level: 8th.

Skill: Speaking

Expected Outcomes: To express possibility and obligation.To role-play communicative situations.

Resourses: A Power point, printed activities (class survey, summary and complete the sentences).

Introduction: -

-

Time

Comments

10’

Students will answer “present or Absent”

Role calling. Date. Review. New learning.(Can / Must interrogative form)

Core of the class:

Students will answer about what day is today. Students will remember last lesson. Students will know the topic to teach. 10’

Pre-stage:Matching.

Students will see pictures in P. Point and they will answer the given questions.They will match the pictures with the words.(ex: I can’t fly--------Penguin). They will see the results.

While-stage: Can interrogative form: ability/ possibility. Can you......?

35’

Students will ask each other what can they do and they will answer “Yes, I can or Not, I can’t”. Students will complete the survey. Students will complete the summary.

Post-stage: Must interrogative form:Obligation/ prohibition.

25’

Students will read and complete sentences about obligations and prohibitions.(must/ must not). Students will see pictures and they will ask themselves about what they must or must not do and they will answer if they must or mustn’t do them.

Closing:Recap main points learnt. Future learning.

10’

Students will share what they have learnt. Students will know what they will learn next lesson.( frecuency adverbs).

Lesson plan

27

Date: June; Monday 15th. 2009

Level: 8th. Grade.

Skill: Reading.

Expected Outcomes: To identify type and purpose of the text, to identify specific and general information.

Resourses: Students workbook, a legend.

Introduction: -

-

Time

Comments

10’

Students will answer “present or Absent”

Role calling. Date. Review. New learning

Students will answer about what day is today. Students will remember last lesson.

Core of the class: Pre-stage. Previous knowledge: “Talking about traditions”.

15’

Prediction. Finding meanings.

Students will know the topic to teach. Students will answer the question “ What different kind of celebrations do you know? 1.-Students will see some pictures and identify the type of celebration. 2.- Students will look at the text and they will predict what type is it. Students will look up new words in a dictionary. Students will read the text quickly and check their predictions in exercise 3 just to validate predictions.

While-stage: Reading.

Students will read the text more carefully and they will answer some questions about it to find specific information and general information.

Post-stage: Writing Closing:Recap main points learnt. Future learning.

10’

Students will read the text again they will connect underlined words with their definitions. Students will complete a short letter to a friend related to national celebrations. Students will share what they have learnt. Students will know what they will learn next lesson.

June; Wednesday17th. 2009 English Test. Lesson plan (Supervised)

28 Date: June, Monday, 22nd, 2009.-

Level: 8th grade

Skill: Reading

Expected Outcomes: To relate ideas with sentences connectors.

Resources: Printed worksheet, “papelografo”, printed boardgame, chips, dice.

Time Introduction: -

1.

Comments

10` Students will answer “present” or “absent”. Students will answer about what day is today.

Role calling. Date. Review. New learning

Students will remember last lesson. Students will know the topic to teach: sentence connectors.

Core of the class:

20` Students will read and underline sentence connectors and they will match questions and answers.

Pre-stage: Reading Matching While-stage:

30` Students will put in order connected sentences.

Words order.

Post-stage:

20`

Students will answer orally questions boardgame.

10’

Students will share what they learnt.

Board game Closing: Recap main points learnt. Future learning.

Students will know what they will learn next lesson.

Lesson plan

29 Date: June, Wednesday 24th, 2009.-

Level: 8th grade.

Skill: Reading.

Expected Outcomes: Identify general and specific information. To identify the order of elements in simple and compound sentences.

Resourses: A printed tail for each student, pieces of sheet with verbs in continuous form, pieces of sheet with personal pronouns.

Introduction: -

-

Time 10’

Role calling. Date. Review. New learning

Core of the class:

Comments Students will answer “present or Absent” Students will answer about what day is today. Students will remember last lesson.

20’

Students will know the topic to teach: Past Continuous. Students will read a little tail and they will underline Past continuous sentences.

Pre-stage:Reading Students will identify the order of the elements in past continuous sentences( subject + verb to be + main verb +ing. form + rest of the sentence)

While-stage: “Mime”

40’

Students will answer some questions related to the tail. Students will form two groups and they will compete with each other. Students will see a piece of sheet with an action on it and they will mime it.This competition will be done respecting turns and when one group will be performing its mime the other one will guess what action is being performed.

Post-stage:

10’

Closing:Recap main points learnt. Future learning.

10’

Students will say orally when they guess the action. Students will fill in the blanks some sentences in past continuous form. Students will share what they have learnt. Students will know what they will learn next lesson.

 June,Monday 29th; 2009 day off. Lesson plan

30

Date: July,Wednesday 1st, 2009.-

Level: 8th.Grade.

Skill: Listening.

Expected Outcomes: To recognize the type of the text. To comprehend the basic vocabulary related to the topics of the level.

Resources: Radio, cd, a printed song, worksheets, pencils, eraser, etc.

Introduction: -

-

Time

Comments

10’

Students will answer “present or Absent”

Role calling. Date. Review. New learning

Students will answer about what day is today. Students will remember last lesson. Students will know the topic to teach.

Core of the class:

30’

Students will build a story from a serial drawings using past continuous.

Pre-stage:Story Building. Students will read their stories and they will compare them. While-stage: Listening.

25’ Students will remember who was John Lennon . Students will listen to the song “Jealous Guy” performed by John Lennon. Students will underline the Past continuous form in the song.

Post-stage: Singing.

15’

Students will sing the song.

Closing:Recap main points learnt. Future learning.

10’

Students will share what they have learnt. Students will know what they will learn next lesson.

31

LEARNING MATERIAL Present Perfect El “present perfect” es un tiempo que sirve para describir acciones que acaban de suceder en el pasado y que guardan alguna relación con el presente. Equivale en castellano al pretérito perfecto: I have bought a car.

Yo he comprado un coche: nos indica que la acción de comprar el coche acaba de realizarse.

FORM [has/have + past participle] Examples: •

You have seen that movie many times.

•

Have you seen that movie many times?

•

You have not seen that movie many times.

•

I have seen that movie twenty times.

•

I think I have met him once before.

•

There have been many earthquakes in California.

•

People have traveled to the Moon.

•

People have not traveled to Mars.

•

Have you read the book yet?

•

Nobody has ever climbed that mountain.

•

A: Has there ever been a war in the United States? B: Yes, there has been a war in the United States.

Present Perfect El tiempo Present Perfect se usa para hablar de acciones comenzadas en el pasado y que aún continúan en el presente. Por ejemplo:

32 I have been here since Monday. He estado aquí desde el lunes. Para formarlo, se usa el auxiliar HAVE, conjugado para la persona correspondiente (cambia solamente para la tercera persona del singular), seguido del participio pasado, que es igual para todas las personas. TO BE I

have been

You

have been

He

has been

She

has been

It

has been

We

have been

You

have been

They

have been

Para los verbos regulares, el participio pasado se forma tomando el propio verbo y agregando “ed”, o “d” si termina en vocal. Si termina en “y”, se cambia por “ied”. We have played tennis for two hours. Hemos jugado tenis por dos horas. She has arrived late again. Ha llegado tarde de nuevo. You have studied a lot. Has estudiado mucho. Los verbos irregulares tienen su propio participio pasado y la única manera de aprenderlos es memorizarlos. Normalmente son los que aparecen en la tercera columna de los listados de verbos irregulares en los diccionarios de inglés. Por ejemplo el participio pasado del verbo TO SEE (ver) es “seen”. Siempre es igual para todas las personas. We have seen many people around here. Hemos visto mucha gente por aquí. She has seen many people around here. Ella ha visto mucha gente por aquí.

33 Para realizar preguntas usando este tiempo, se usa HAVE (conjugado para la persona correspondiente), seguido del sujeto, luego el participio pasado y finalmente el resto de la oración. Have you had lunch? Has almorzado? La forma negativa se compone del auxiliar HAVE en su forma negativa (conjugado para la persona correspondiente), seguido del participio pasado, que es igual para todas las personas. I haven’t seen him yet. Aún no lo he visto. Presentamos aquí una pequeña lista de algunos verbos irregulares con su participio pasado. Intente recordarlos!

INFINITIVO

PARTICIPIO PASADO

go (ir)

gone

have (tener)

had

write (escribir)

written

read (leer)

read

catch (atrapar)

caught

fall (caer)

fallen

hear (escuchar)

heard

see (ver)

seen

say (decir)

said

give (dar)

given

know (saber)

known

34

Exercises on Present Perfect Simple have or has Fill in the blanks with ‘have’ or ‘has’. 2. I .......................................... answered the question. 3. She ......................................opened the window. 4. They ................................... called us. 5. You .................................... carried a box. 6. It ......................................... rained a lot. 7. We ....................................... washed the car. 8. He ................................. ...... closed the window. 9. Jenny ................................... locked the door. 10. The girls .............................. visited the museum. 11. John and Sophie .................. helped in the garden.

Exercise 2 Complete los recuadros usando el verbo entre paréntesis en Present Perfect o Simple Past. 1. Jane (stay) .....................................at home yesterday. 2. Your letter (arrive)......................... two days ago. 3. I (live) ............................................ here for ten years. 4. Last week we (go) ..........................to the cinema. 5. The game (start) ............................They are playing now. 6. I (phone) ........................................you at five and you weren’t there. 7. I (lose) ............................................my watch, I can’t find it. 8. Last month Sarah (travel) ..............to Italy. 9. I (work) ...........................................all day and now I’m tired. 10. We (buy) .......................................a new house last week.

35

BIOGRAPHY U2 are a rock band formed in Dublin, Ireland. The band consists of Bono (vocals and guitar), The Edge (guitar, keyboards, and vocals), Adam Clayton (bass guitar), and Larry Mullen, Jr. (drums and percussion). The band formed in 1976 when the members were teenagers with limited musical proficiency. By the mid-1980s, the band had become a top international act. Their success as a live act was greater than their success as a record selling act until their 1987 album The Joshua Tree, which according to Rolling Stone, elevated the band’s stature “from heroes to superstars”. U2 responded to the dance and alternative rock revolutions and their own sense of musical stagnation by reinventing themselves with their 1991 album Achtung Baby and the accompanying Zoo TV Tour. Since 2000, U2 have pursued a more conventional rock sound that retains the influence of their previous musical explorations. U2 have sold more than 145 million albums worldwide and have won 22 Grammy Awards,[5] more than any other band. In 2005, the band were inducted into the Rock and Roll Hall of Fame in their first year of eligibility. Rolling Stone magazine listed U2 at #22 in its list of the 100 greatest artists of all time. Throughout their career, as a band and as individuals, they have campaigned for human rights and social justice causes, including Amnesty International, the ONE Campaign and Bono’s DATA (Debt, AIDS, Trade in Africa) campaign.

36

ACTIVITY

I.- Read the U2’s biography and answer the following questions:

1.- Where are they from?

2.- Who is the leader of the band?

3.- When did they form the band?

4.- How many albums have they sold?

5.- How many grammys have they won?

6.- What kind of causes do they support?

7.- Have you ever listened to a U2’ song?

37 I STILL HAVEN’T FOUND WHAT I’M LOOKING FOR Performed by U2 I have climbed highest mountain I have run through the fields Only to be with you Only to be with you. I have _________ I have crawled I _____ scaled these city walls These city walls Only to be with you But I still __________ what I’m looking for But I still haven’t found what I’m looking for I have kissed honey lips Felt the healing in her fingertips It burned like fire This burning desire I have ____________ with the tongue of angels I have held the hand of a devil It was warm in the night I was cold as a stone But I still ___________what I’m looking for But I still haven’t found what I’m looking for I believe in the kingdom come Then all the colors will bleed into one Bleed into one Well yes I’m still running You broke the bones and you Loosed the chains Carried the cross Of my shame Of my shame You ______ I believed it But _____ haven’t found what I’m looking for But I still haven’t ____ what I’m looking for But I still haven’t found what ___________ But I still haven’t found what I’m looking for.

38

ACTIVITY 1.- Listen to the song carefuly and fill in the blanks with the missing words.

2.- Compare with your partner the missing words you both heard.

3.-What do you think is the song about?

4.- Translate the song into spanish.

FREQUENCY ADVERBS

39

INCOMPLETE IDEAS FREQUENCY ADVERBS:

Always / usually / often / sometimes /

seldom / never.

Work in pairs. Build a story using frequency adverbs. You may need extra words to make it complete.

On Mondays morning Peter............................ goes to the supermarket and he buys ......................................... .His wife Sarah ............................ cooks lunch at noon. She likes pasta but she ................................. cooks fried fish or fried chicken. They ................................. have lunch together on Tuesdays, but they are...........................to have breakfast. They .......................enjoy going to .................................. on Wednesday. They ..................... go to............................... and then they go .................................. .On Thursdays Sarah ....................... goes to see her mother, Peter .............................. stays at home because he doesn’t like visiting people. Fridays night Peter and Sarah ................................................ ..................................................... after dinner.

Glossary: • • •

wife ............ esposa. at noon....... al medio día. fried .......... frito.

39

40

40

41 Go ahead three spaces

Start see a dentist

play soccer

go to the cinema

go swimming clean the yard

BOARD GAME: FREQUENCY ADVERBS Free space

Go ahead for two spaces take a shower

go to the stadium

go dance

How often do you ……..?

Always / Usually / Often / Sometimes / Seldom / Never. go to the supermarket Free two spaces

Finish read a newspaper

go back to the stadium

play basketball

give flowers

41

42

MODAL VERBS POSSIBILITIES AND OBLIGATIONS: CAN/CANNOT- MUST/ MUSTN’T Peter: Mom, I don’t want to go to the school anymore. Mom: Are you kidding? You must go to the school and study hard if you want to be an astronaut! Peter: Can I stay at home tomorrow? Mom: No, you can’t, but you can invite your friends to play videogames after school. Peter: Great! We can play the entire day and we never get bored! Mom: Good! But you can’t play the entire day, beacuse you must do your homework and your friends too. Peter: But mom, what things can I do? And what others must do? Mom: Well, you can do things you have possibility to change. For example: • You can play videogames after school or if you prefer you can play soccer after school. But you must do all those things you don’t have any chance to change, because they are an obligation for example: • You must get up early and you must go to school everyday. • You must take a shower everyday. • You must not try alcoholic drinks. Mom: Can you see the difference? Peter: Yes, mom but what can I do if a friend offers me alcoholic drinks or drugs? Mom: It is simple honey! One of the most important things you can choose is your friends. You must keep your principles and just say NO! Peter: But sometimes I get very nervous. Mom: Dear; you can look the other way, turn around or start a conversation with someone else, or just say good bye and come home. Peter: Thanks mom.Mom: your welcome baby

42

43

MODAL VERBS: CAN/CANNOT - MUST/MUST NOT

Can: Uses: Ability/ possibility. Example: •

Tom can help your cat.

•

Wild animals can be dangerous.

•

Eating out can be costly.

•

CANNOT/ CAN’T:

Uses: Inability/Impossibility. Examples: •

Elephants can’t climb trees.

•

Babies can’t swim.

•

He can’t dance.

43

44

MUS T: Uses:Obligation/certainty. Examples: •

You must see a doctor if you’re not feeling better tomorrow.

•

This must be John now, I can hear his voice.

•

MUST NOT/ MUSTN’T

Uses: Prohibition. Examples: •

We mustn’t talk about it. It’s confidential.

•

You must not go alone there.

44

45

What can they do? Match the pictures and the wor ds .

I can’t fly

whale

I can’t run

kangar oo

I can swim

turtle

I can jump

penguin

45

46

What can they do? Match the pictures and the wor ds .

I can’t fly

whale

I can’t run

kangar oo

I can swim

turtle

I can jump

penguin

Ask each other what can you do and complete the following survey: Can you ………?Yes, I can. Or not I can’t.

46

47

Play chess

Play the guitar

47

48

swim

sing

48

49

Drive a truck

Dance salsa

49

50

Cook dinner

Speak Swedish

50

51

Sleep on the bus

Class survey Dance salsa

Play chess

Play guitar

sing

Cook dinner

swi m

Sleep On the Bus.

Fernanda Cesa r Javiera J. Pablo Daniela Joseline Maritza Daniel

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52

• • • • • • • •

____ ____ ____ ____ ____ ____ ____ ____

Summary people/person can people/person can people/person can people/person can people/person can people/person can people/person can people/person can

play chess. play the guitar. swim. sing. drive a truck. dance salsa. cook dinner. sleep on the bus.

52

53

Complete the sentences. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

I must__________ more gr easy food. We must____ the bedroom. We haven’t done it for ages. You must____ Sally. Let me introduce you. I must____ now, it’s getting late. I must_____ Betsy. I haven’t hear d from her for ages. We must____ the garage, it’s full of rubbish. You must_____ that book, you will enjoy it. Peter must____ to the meeting. It’s so important. Joshua must_____ risk situation. You must____ your parents when you get in troubles. redecorate tell clean go

call read eat

go

meet

avoid

53

54

See the pictures and decide if you must or must not do that. Say Must I …….?. Or must not I…….? Yes, I must / No, I must not.

Go to school

everyday

54

55

Brush my teeth….

after meals.

Fight.

55

56

Take a shower

Try drugs.

56

57

Do the homework.

SENTENCE CONNECTORS “AND”, “BUT”, “BECAUSE” Examples:

•

Summer days are hot and sunny.

•

In summer, I like to swim because the weather is nice.

•

I like summer but I don’t like winter.

Match the two parts of the sentences below.

1.- Frogs can hop,

because he has the flu.

57

58

2.- Peter has a fever

but they gave me a discount.

3.- You have to speak louder

but she forgot to buy aspirin.

4.- Tom studied hard

because he is late for a meeting.

5.- They like to watch sports

but he failed the text.

6.- Jim is happy

because he can’t hear well.

7.- Henrry is worried

and a terrible headache.

8.- She bought vitamins

because he won the race.

9.- It was expensive

and movies on tv.

10.- Paul can’t go to work

but they can’t fly.

Note: • • •

And: links two ideas that are related, “I like tea and coffee.” But: links a positive and a negative idea, “I like swimming, but I don’t like dancing”. Because: gives a reason, “I went to the party because I wanted to see Peter.”

58

59 Go ahead three spaces

Start I don’t like to see a dentist because......

I play soccer and ....

I like going to the cinema because.....

I can swim but I can’t.......

Yesterday I cleaned the yard and ........

BOARD GAME: SENTENCE CONNECTORS Free space

Go ahead for two spaces I took a shower because.....

He buys fruits and.......

I go to the stadium and then I go to ......

I went dance but I didn’t go to ..........

AND / BUT / BECAUSE. Free two spaces

I read newspapers and books

go back to the stadium

She plays basketball and .....

Finish I gave her flowers because it was her .........

BOARDGAME ACTIVITY DIRECTIONS: 1.- Form groups of four and throw the dice to start the game: Each player throw the dice once each time and complete the sentences into the boardgame. Who arrives first to the finish place will win the game. 2.- Students will complete the sentences orally.

READ AND UNDERLINE THE CONNECTORS Hello, my name is Melanie. In 2000, my dad, my mum, my brother and I went on a cruise in the Caribbean. There was a storm and a big wave washed my brother and me off the ship. We swam to an island.

59

60 We built a small house in a tree because there were a lot of wild animals on the island. We lit a fire on a hill and kept it burning all the time. We lived on the island for six weeks. Then a helicopter saw our fire and rescued us.

Match the questions with the answer. 1.- When did Melanie go on a cruise?

A big wave.

2.- What washed them off the ship?

In the Caribbean.

3.- Who lived on the island with Melanie?

In 2000.

4.- Where was the island?

Her brother.

Glossary: 1.- Dad 2.- Mum 3.- Cruise 4.- Big wave 5.- Wild animals

papá Mamá Crucero Gran ola. Animales salvajes

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61

Exercise on Past Progressive/ Continuous.

Put the verbs into the correct form (past progressive).

1. When I phoned my friends, they (play)____________ monopoly. 2. Yesterday at six I (prepare)_______________ 3. The kids (play)____________

dinner.

in the garden when it suddenly began to rain.

4. I (practise)______________ the guitar when he came home. 5. We (not / cycle)______________

all day.

6. While Aaron (work)_______________ in his room, his friends (swim)________________ in the pool. 7. I tried to tell them the truth but they (listen / not) ___________ 8. What (you / do) _____________yesterday? 9. Most of the time we (sit)_____________ in the park.

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62

Exercises on Past Continuous 2

Use the past continuous tense or simple past tense as appropriate.

1

My brother and sister ____________ playing tennis at 11am yesterday.

2

__________________________

3

At 8.30am today I _______________

4

We _____________ sleeping at 11pm.

5

Why _________ he having lunch at 4pm?

6

I ______________ _____________(shop).

7

Mary _______________ (arrive).

8

_____________ (call)?

9

I _____________ (not/know) what to say ______________ he asked that.

1 0

The telephone rang ____________ we _________________ (watch) TV.

(meet)

you still working at 7pm last night? driving to work.

John

in

town

yesterday.

He

(wait) for me when I _________________

(he/have) a shower when I _________________

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63

PAST CONTINUOUS 1. Past continuous - form. The past continuous of any verb is composed of two parts : the past tense of the verb to be (was/were), and the base of the main verb +ing. Subject

was/were

base-ing

They

were

watching

was

reading

wasn't

reading

she

reading?

she

reading?

Affirmative She Negative She Interrogative Was Interrogative negative Wasn't

Example: to play, past continuous

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64

Affirmative

Negative

Interrogative

I was playing

I was not playing

Was I playing?

You were playing

You were not playing

Were you playing?

He, she, it was playing

She wasn't playing Was she playing?

We were playing

We weren't playing Were we playing?

You were playing

You weren't playing

Were you playing?

They were playing

They weren't playing

Were they playing?

2. Past continuous, function The past continuous describes actions or events in a time before now, which began in the past and was still going on at the time of speaking. In other words, it expresses an unfinished or incomplete action in the past. It is used: •

often, to describe the background in a story written in the past tense, e.g. "The sun was shining and the birds were singing as the elephant came out of the jungle. The other animals were relaxing in the shade of the trees, but the elephant moved very quickly. She was looking for her baby, and she didn't notice the hunter who was watching her through his binoculars. When the shot rang out, she was running towards the river..."

•

to describe an unfinished action that was interrupted by another event or action: "I was having a beautiful dream when the alarm clock rang."

•

to express a change of mind: e.g. "I was going to spend the day at the beach but I've decided to go on an excursion instead."

•

with 'wonder', to make a very polite request: e.g. "I was

64

65 wondering if you could baby-sit for me tonight." More examples: a. They were waiting for the bus when the accident happened. b. Caroline was skiing when she broke her leg. c. When we arrived he was having a bath. d. When the fire started I was watching television. Note: with verbs not normally used in the continuous form, the simple past is used.

STORY BUILDING

Look at the drawings and build a story using “Past Continuous Tense”.

65

66

Jealous Guy John Lennon I was dreaming of the past And my heart was beating fast I began to lose control I began to lose control

66

67 I didn’t mean to hurt you I’m sorry that I made you cry Oh no, I didn’t want to hurt you I’m just a jealous guy I was feeling insecure You might not love me anymore I was shivering inside I was shivering inside I didn’t mean to hurt you I’m sorry that I made you cry Oh no, I didn’t want to hurt you I’m just a jealous guy I didn’t mean to hurt you I’m sorry that I made you cry Oh no, I didn’t want to hurt you I’m just a jealous guy I was trying to catch your eyes Thought that you was trying to hide I was swallowing my pain I was swallowing my pain I didn’t mean to hurt you I’m sorry that I made you cry Oh no, I didn't want to hurt you I'm just a jealous guy, watch out I'm just a jealous guy, look out babe I'm just a jealous guy.

ACTIVITY I.- Before listening to the song answer this questions. 1.- Who knows Mr.John Lennon? 2.- Is he alive or death? 67

68 3.- Who was he ? II.- Listen to the song carefully. 1.- Underline the Past Progressive form in the song. 2.- Sing the song with your partner. III.- Answer the following questions. 1.- Did you like the song? 2.- What is the song about? 3.- Are you a jealous guy?

EVALUATION INSTRUMENTS

68

69 TEST ON PRESENT PERFECT TENSE

Name:.......................................................

Date:...................................

Grade:.......................................................

Total score:..........................

I.- Complete the spaces in blank using Present Perfect or Simple Past.

1. Jane (stay) .....................................at home yesterday. 2. Your letter (arrive)......................... two days ago. 3. I (live) ............................................ here for ten years. 4. Last week we (go) ..........................to the cinema. 5. The game (start) ............................They are playing now. 6. I (phone) ........................................you at five and you weren’t there. 7. I (lose) ............................................my watch, I can’t find it. 8. Last month Sarah (travel) ..............to Italy. 9. I (work) ...........................................all day and now I’m tired. 10. We (buy) .......................................a new house last week.

II.- Complete the table below.

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The dog hasn’t beaten the girl. Have we lost the keys? They have built the building. We haven’t met Lucy.

Good luck!

ENGLISH TEST

Name: ..................................................

Date: ........................................

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Grade: ..................................................

Total Score: ...............................

I.- Choose the correct alternative to complete the sentences. Must

Can

Must not

Cannot

1.- I .................. dance salsa and rock and roll. 2.- Juan Carlos is late he ........................ run fast to arrive on time. 3.- Maritza .......................... drive a car. 4.- Fernanda and Daniel .............................. swim. 5.- Javiera ............................. speak English well. 6.- Cesar ................... see a doctor if he is not feeling better tomorrow. 7.- We .......................... eat greasy food. 8.- Daniela ..................... lose this opportunity. 9.- They ......................... go to the meeting it’s an obligation. 10.- Joseline ........................ play the guitar.

II.- Write 3 (three) sentences using the connectors: and, but, because. Example: I always go to the supermarket on Sundays. 1.- ................................................................................................. 2.- ................................................................................................... 3.- ....................................................................................................

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III.- Write 6 (six) sentences using the frequency adverbs: Always / Usually / Often / Sometimes / Seldom / Never. Example: I’ve never been in London. 1.- ..................................................................................................... 2.- ...................................................................................................... 3.- ...................................................................................................... 4.- ...................................................................................................... 5.- ....................................................................................................... 6.- .......................................................................................................

IV.- Complete the table below. We were not watching tv. Was he waiting for you when you arrived? They were studing yesterday. Peter was not drinking alcohol.

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PLANIFICACIÓN UNIDAD DIDÁCTICA

Sector

Lenguaje y comunicación

Unidad (Núcleo) de Aprendizaje

Objetivo Fundamental

Self care

Curso

Leer comprensivamente textos adaptados y/o auténticos de mayor extensión y complejidad relacionada con el campo semántico del nivel identificando información general y algunos detalles en castellano, si fuera necesario.

Aprendizajes Esperados

8th básico

Tiempo

16 horas

Comprensión lectora: reconocimiento de la información general. Reconocimiento de la información especifica. Comprensión léxico fundamental relacionado con los temas del nivel.

Objetivo de aprendizaje de la unidad: Desarrollar la comprensión a través de textos tipo instructivo narrativo de creciente extensión y complejidad, adaptados y/ o auténticos.

Contenidos del aprendizaje Conceptuales Textos tipo para la comprensión lectora, articular, dialogo, entrevista.

Procedimentales

Actitudinales

Predicción del tema. Localización de la información general y específica.

Actividades -Predecir el sentimiento que subyace el texto -Leer el texto y confirmar la predicción -Leer y reconocer la idea central -Comparten los sentimientos que despierta en ellos la lectura del texto

Formación ética: respeto por los modos de ser, pensar y valorar otras culturas. Crecimiento y autoestima: interés y capacidad de conocer la realidad y utilizar el conocimiento. Trabajo en grupo

Recursos -PowerPoint -Data -Radio -CD con dialogo, palabras, frases o narraciones. -Texto de 8th básico -Lápices grafito y de color. -Goma de borrar -Flash Cards -Hojas con guías de ejercicios -Boardgames -Class Survey

Evaluación -Autoevaluación -Registro de evaluaciones del docente. -Proceso -Sumativa

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