Upla Final Practicum Portfolio

UPLA FINAL PRACTICUM PORTFOLIO

Name:

Cecilia Gaete Tapia

Subject:

English Pedagogy

Teachers:

Isabel Vásquez V. Rodrigo Gonzalez S.

Class:

Professional Practicum

Year:

2009.

INDEX

INTRODUCTION……………………………………………….................................3 READING ARTICLES………………………………………………………………. .4 PEDAGOGICAL ARTIFACTS……………………………………………………… 5 REFLECTIVE WRITING…………………………………………………………….. 7 SCHOOL INFORMATION…………………………………………………………. 13 UNIT PLANS AND LESSON PLANS……………………………………………. 14 LEARNING MATERIAL……………………………………………………………. 23 EVALUATION INSTRUMENTS…………………………………………………… 27

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INTRODUCTION

The process of Professional Practicum consisted in the

English

Language teaching in adult. My first challenge was to motivate to the students because the majority of them came to class tired after a day of work or activities outside, for that, I had to use my initiative and also I used innovate teaching material, lessons learned in the University were very important and to implement appropriate content and methodology too. In this final stage my goal was to deliver the best of me in two aspects: material and ethical. I think this process was good because it allowed me to realize not only that I learned in the university also my capacity as a person and my vocation. If can conclude that if you want, you can do things well and with affection.

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READING ARTICLES JEREMY HARMER “For many teachers, working with large classes is a very daunting task –and it is true that you have your wits about you when dealing with a hundred students at a time. A lot depends, of course, on organization, and a key is the correct use of group work, paintwork –and sometimes half –and whole-group activities. Because what many people forget to tell you is that teaching large classes can be FUN!. This quote belong to Jeremy Harmer, academic and international expert in teaching English whom I had the chance to listen in the conference that took place in Santiago last Friday 29th. It doesn’t matter how long the class is, the main target is that students will learn more successfully if they enjoy the activities they are involved in and are interested or stimulated by the topics we bring into the classroom. As a teacher I need to think carefully about matching activities and topics to the different groups we teach. Whereas, some groups seem happy to work creatively on their own, others need more help and guidance.

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PEDAGOGICAL ARTIFACTS Práctica Profesional Temores y virtudes. Mis temores al realizar la práctica profesional, se enfocan principalmente a mi relación con los educandos con que trabajaré y con el profesorado y director con quienes me voy a relacionar. Caben las preguntas: ¿Me aceptarán?, ¿será suficiente con mi buena disposición para aprender y cooperar?. Por otra parte, la práctica tiene la virtud de llevar a terreno lo aprendido en clases autoevaluarme y corregir sobre la marcha y al final de ella, por último, espero tener la satisfacción de cumplir bien esta hermosa etapa. ¿Qué espero de los supervisores? De los supervisores espero simpatía para comprender que mi experiencia laboral es poca o nula, honestidad para señalarme y corregir mis errores, paciencia para cuando no entiendo “a la primera” y deben volver a explicarme, y transparencia para darme a conocer lo que se espera de mi desempeño y de mi persona. Reflexión: La práctica tiene la importancia de ser la prueba de fuego para saber si la carrera que elegí va conmigo, si sé aplicar los conocimientos adquiridos y si tengo vocación para ella. En lo personal es el momento de empezar a aplicar mi slogan personal: “Enseñar no es solo transmitir conocimientos, es dar parte de mi en cada clase”.

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REFLECTION 3 What aspects do you identify as critical once you have finished the lesson? Refer about your own expectations, fears and resolutions. I worry to deliver one hundred percent of my interest in conducting the class, it was enough my motivation? I Got their attention?. Self in every class, always trying to advance in all respects by the same or in which of them I am weak?. Also refer about feelings that came up when socializing the above issues with him or her. Sometimes I have feelings of doubt before considering complex situations experienced in class. Do tackled well? Do solved right?. However, doubts were quickly dispelled when I heard my teacher guide carefully and advised me.

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REFLECTIVE WRITING 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. In general I am satisfied with my performance, I love interacting with students, I gratified to see that my motivation fulfill their objectives and feed back to them. On the other hand, I fell a little depressed for low school attendance, which means the backlog for the remainder having to explain the contents twice. 2. Guide teacher´s support: How effective has it been during this stage? Why?

The support of the teacher guide is essential at this stage, on the one hand I am lucky that my teacher is the second language as British English and is making a magister, which gives me security and excellent support, otherwise the available to guide my teacher is very good at any kind of doubts in the educational field. 3. Student´s level of engagement:

Do your students enjoy the classroom learning activities presented? ; What do they say about them?

Due to the low socio-cultural context from which most of my students at the beginning of each class are very discouraged, but when I caught their attention is, in general, participative and interested in classroom activities, capture my concern to make classes dynamics.

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Formato de Consejo de Curso y Orientación I. Datos Generales: Establecimiento Educacional: Colegio de Adultos “Juan Luis Vives” Curso: 2do Nivel E Profesor jefe: Yasmin Dapik Profesor en Práctica: Cecilia Gaete Tapia Fecha: 28 de Mayo de 2009 Hora: 18:00 a 19:00 hrs. II.- Desarrollo del consejo de curso Tema de Orientación: De lo que se pudo observar, no existe un tema de orientación pre-establecido, en general se trataron problemas de asistencia y de rendimiento académico, tema que los alumnos no toman muy en serio y se excusan con el argumento de que ellos trabajan o que en general tienen muchas responsabilidades en sus hogares, lo cual me parece que son solo excusas y creo que los alumnos no muestran mayor interés por aprender o por mejorar su nivel académico como también mejorar su asistencia. Generalmente en las clases de ingles yo les refuerzo las ganas de estudiar y les comento que ahora tienen muchas posibilidades para hacerlo y hay más fondos disponibles entregados por Ministerio de Educación. OFT cubierto: En general por el hecho de tratarse de cursos de dos años en uno, especialmente dirigidos a personas adultas, se tratan temas de actualidad, como por ejemplo, respeto con sus pares, responsabilidad, aprovechar oportunidades que se les entregan. Tabla del Consejo de Curso: Problemas asistencia Rendimiento académico Informaciones laborales

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Formato de reuniones de Profesores I. Datos Generales: 1.Nombre del Establecimiento Educacional: Colegio “Juan Luis Vives” 2.Profesor en Práctica: Cecilia Gaete Tapia 3.Fecha: 29 de Mayo 2009 4.Tabla de la reunión: Finalización del Primer semestre. 5.Hora (inicio y término): 10:30 hrs.- 12:30 hrs. II. Instrucciones: 1.Complete la información que encontrará en el punto “I. Datos Generales” 2.Escriba los temas propuestos en la tabla de la reunión, destacando el tema principal que la convocó. La reunión comienza sin lectura de la tabla. 3.Comente sus impresiones de la reunión. Puede referirse a: •Aquellos temas que estaban en Tabla y no fueron tratados. De acuerdo a lo explicado en el punto anterior, no se puede completar ya que no hubo lectura de tabla. •Modalidad de la reunión. ¿Quién la conduce? La reunión es dirigida por la Directora, Sra.: Sonia Alvarez A. •Modalidad de Intervención de los profesores. Los profesores piden la palabra para intervenir con respecto a algunos aspectos que están siendo tratados.

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•Clima de la reunión (frecuencia de participación de los profesores, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.). Este Consejo incluye a los profesores de todas las sedes, por lo tanto los temas expuestos son generales para toda la comunidad. También esta presente el personal administrativo del colegio. Se recuerdan los acuerdos tomados en torno a las evaluaciones de los alumnos y se lee el reglamento de evaluación en los puntos más importantes en que se refiere a las evaluaciones de término del semestre. Debido a la masiva inasistencia de los alumnos se proponen fechas en que tendrán que rendir pruebas atrasadas, como última oportunidad. La directora incentiva a los profesores a ser cordial con el trato y más cercano a los alumnos atendiendo al tipo de alumnos que se atiende. Se recuerda que si bien en lo oficial es un colegio de adultos gran parte de los alumnos son menores de edad, con su correspondiente autorización para que asistan al colegio, que son jóvenes muy deprivados en el ámbito socioeconómico y afectivo.

•Varios (aspectos y /o comentarios en torno a temas educativos generales, tanto a nivel del establecimiento como nivel regional educacional) Se evalúan las actividades de la semana aniversario y se organiza el día de celebración formal del aniversario con los docentes y autoridades. Se comunica que estarán presentes los docentes de Rancagua, por lo que se solicita hogares para acogerlos. Todos los profesores presentes manifiestan un gran interés y aceptación para recibir a los invitados. Se organizan las comisiones para las labores que deberán cumplir cada uno en ese dia. Algunos docentes manifiestan como han abordado situaciones conflictivas que se les han presentado fuera y dentro de las aulas con los alumnos, se analizan y se dan sugerencias entre todos.

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Formato de reuniones de Padres y Apoderados I. Datos Generales: 1. Nombre del Establecimiento Educacional: Colegio de adultos “Juan Luis Vives” 2. Curso: 2º Nivel E 3. Profesor jefe: Yasmin Dapik 4. Profesor en Práctica: Cecilia Gaete T. 5. Fecha: 28-05-09 6. Hora (inicio y término): 18:00 a 19:30 hrs. 7. Tabla de la reunión: Inasistencia a clases, temas varios II. Instrucciones: 1. Complete la información que encontrará a continuación. 2. Escriba sucintamente los temas propuestos en la tabla de la reunión, destacando el tema principal que la convocó. El principal tema de la reunión fue la inasistencia significativa y sostenida a clases ya que el hecho de faltar frecuentemente los hace perder continuidad y retrasa al resto. En temas varios destaca el común denominador de que en todas las asignaturas el comportamiento de los alumnos deja mucho que desear, puesto que están inquietos y no se concentran en las clases. 3. Comente sus impresiones de la reunión. Puede referirse a: • Aquellos temas que estaban en Tabla y no fueron tratados. Me llama la atención que la Tabla de la reunión sólo se hizo al momento de encontrarse la directiva en la sala, no había nada preparado con antelación. Por ello, no hubo lectura del acta anterior y puntos varios se remitió a uno sólo. Aún así, se tomaron acuerdos y se pusieron fechas para evaluar resultados. 11

Los acuerdos fueron conversar directamente con los alumnos cuestionados para detectar la raíz del o los problemas, la fecha de evaluación será en dos semanas y se verá si hay algún progreso por parte de los alumnos. Se pide la cooperación de los padres para motivar y apoyar a los alumnos en sus situaciones personales (autoestima). • Conducción de la reunión por parte del profesor jefe La reunión la condujo la profesora jefe con una asistencia del 50% de los apoderados. El horario era de 18:00 a 19:30 hrs., pero se retrazó 10 minutos en comenzar por falta de apoderados. • Intervenciones de los apoderados (presidente de curso, secretario (a), tesorero (a). No hubo intervención de apoderados ya que la profesora fue la principal exponente y se evocó a temas puntuales como son la inasistencia y la disciplina. • Clima de la reunión (participación de los apoderados, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.) Si bien es cierto el clima de la reunión es informal, los temas se abordan con seriedad y compromiso, el tiempo para cada punto es el adecuado, ya que se plantean con claridad sin caer en la redundancia. La participación de los apoderados fue espontánea concisa. En general el ambiente fue de respeto mutuo por parte de todos los asistentes, lo que hizo que la reunión ocupara sólo el tiempo preciso y necesario. • Tratamiento de los OFT del nivel en la reunión. El respeto mutuo y reforzar el interés por aprender.

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SCHOOL INFORMATION

School Principal Address City School’s phone number Grade Schedule Guide teacher’s name Guide teacher’s E-mail address

Colegio “Juan Luis Vives” Sra. Sonia Alvarez A. Calle Blanco nº 992 Valparaíso 223058 2nd Level E Thursday 19:00 to 20:15 hrs. Sandra Nuñez V. [email protected]

Unit plans and lesson plans

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Date: April 23rd, 2009

Level: Second E

Skill: Writing Expected Outcomes: To use knowledge lingustics, morphosyntactic and lexical of Present Tense, negative form. Resources: Poster Notebook Dictionary Time

Comments

Introduction

10

To motivate students and give them specific information about negative form of Present Tense and tell tell them how to use it.

Core of the class Pre-stage

15

To explain how they will use don´t and doesn´t in simple sentences in writing.

While-stage

20

To understand new vocabulary with verbs related to routines. To identify and write words related to the negative form. To complete sentences. To write sentences in the correct order.

Post-stage

10

To show comprehension using written answer. To justify answers.

Closing

5

General review

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th Date: April May 730th, , 2009 2009

Level: Second E

Skill: Writing Expected Outcomes: To use show writing comprehension skills suitably using the correct negative form in simple Sentences. Resources: Notebook Fotocopies Dictionary

Time

Comments

Introduction

5 10

To motivate give themstudents information in order about to the starttest. a new unit related to To read Past Simple the test Tense: alaud “What did you do last weekend?

Core of the class Pre-stage

5 10

To check hand out lastthe testphotocopies Teacher To lear that answer verbssome are clasified doubs. in Regular and Irregular. Teacher give them an initial and final time.

While-stage

40 20

To understand write sentences howin to the change correct theorden verbs with into past the negative form. form To know of Simple the different Tense.ending of regular verbs: d – ed – ied To learn complete the meaning sentences. of some verbs used frecuently. To make negative and affirmative sentences looking pictures.

Post-stage

5 15

To changehand Students verbs over from theinfinitive test. to past using the correct ending in a chart.

Closing

5

Check pronunciation General review Review

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Date: May 14th, 2009

Level: Second E

Skill: Writing Expected Outcomes: To write and change simple sentences to show comprehension using simple past. Resources: Notebook Dictionary

Time

Comments

Introduction

10

To start the classes rewiewing last contents To give them specific information about affirmative, negative and interrogative form of Past Simple.

Core of the class Pre-stage

10

To explain the correct grammatical structure in simple sentences.

While-stage

30

To copy affirmative, negative and interrogative sentences. To make exercises changing from present to past.

Post-stage

5

To express comprehension and understanding using the past in its different form.

Closing

5

To check orally the activities done in class.

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Date: June May 18th, 28th, 2009

Level: Second E

Skill: Writing - Listening Expected Outcomes: To identify know thevocabulary meaning ofrelated some to regular irregular verbs verbs. and its past form. Resources: Poster Phtotocopies Notebook Dictionary CD Player, CD Worksheets Marker o colour pencils Worksheets Time Comments Introduction

Time 5

Introduction

5

Comments To motivate students in order to start with the irregular verbs in about daily activities. Short used review regular verbs To give them instructions for the test

Core of the class Pre-stage Core of the class

5 5

Pre-stage

While-stage

30

While-stage

30

Post-stage Post-stage

10 10

To explain the difference between regular and irregular verbs andout how they change. To hand photocopies To learn the meaning some verbs To give them an initialofand final timeused frecuently.

To stimulate students in order they participate in an activity made on the To match thewhiteboard. verb with its meaning and put the past of To observe, each one. listen and pronouce new vocabulary to the listening. To listen a song To complete the paragrphs of a song with verbs given. To listen hand and check theirtest answers Students over the To recognize kind of verbs the 20 song They start an what activity where theyappear have toinfind regular verbs in a “word search”.

Closing Closing

10 10

To sing the song To read do theand worksheet in order to show comprehension of previous knowledge.

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Date: June 25th, 2009

Level: Second E

Skill: Writing Expected Outcomes: To complete simple sentences using Present Tense. Resources: Notebook Dictionary Fotocopies Time

Comments

Introduction

5

To motivate students in order to prepare them for the final test.

Core of the class Pre-stage

5

To give them specific instructions to make exercises using Present Tense.

While-stage

30

To choose the correct alternative. To fill in the blanck with the present tense of the verbs in brackets.

Post-stage

10

To express understanding using present tense in its different forms.

Closing

10

To check orally the activities done in class.

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Date: July 2nd, 2009

Level: Second E

Skill: Writing - Reading Expected Outcomes: To reinforce the use of Simple Present and Simple Past. Resources: Cards Computers

Time

Comments

Introduction

10

- To motivate students in matching games in order to help them to find the corresponding forms of the verbs.

Core of the class Pre-stage

10

- To review previous knowledge. - To explain them how they will make the exercises in a specific page of grammar on Internet.

While-stage

30

- To complete sentences - To put the verb in brackets in the correct form (reading).

Post-stage

5

- To show comprehension through the effective use of writing skills. - To monitor their progress and provide them support.

Closing

5

- Check the activities done in class.

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LEARNING MATERIAL Find 20 regular verbs ←, ↑, →, ↓,

A E L F H E L P E D A M I D E P P O T S

B R C O G H J R W S C I J L Y Ñ Q R E L

R B R L A D R F L O V E D H J L I C W H

T D G I M S A C A V U K P E W S G O Z Y

LISTENED PLAYED COOKED STUDIED LOOKED INVITED TRAVELLED ARRIVED DANCED OPENED TALKED LOVED VISITED TALKED

G O A S V L O J I H E T A W D E W O H S

H P I R O E K O J A T E F E I B U K S I

A D E C N A D P E T A G Y I D O F E U R

S H U B A T U T H M I A N S C B O D F L

V R J U D V R U T G L H J K O W C F W T

,

N A H A K E S Y H P W Q Z N G L S T A R

D V S T H E P K T D C W A L K E D V O A

E N T U D S D Y R W V N M J D Q P B L V

N J R M O R E T U R N E D R F G Y U Q E

E L I H V A K I L E O D D E N E T S I L

P O D L L P R T R C A S I C O K S W H L

O X E P X A O R G L F J Y E D P L M D E

F V K E A D W F H O K T P I E T Y R E D

V R L J M I H A D S B E N G V U E L P O

G S A W Q S D T J E K W C A I B N U I M

W A T C H E D A V D H G U P L O O K E D

WATCHED CLOSED HELPED USED ASKED WORKED RETURNED STAYED WANTED COOKED STOPPED WALKED LIVED SHOWED

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LISTENING You're Beautiful by Black James Blunt My life is brilliant. My love is pure. I saw an angel. Of that I'm sure. She smiled at me on the subway. She was with another man. But I won't lose no sleep on that, 'Cause I've got a plan. You're beautiful. You're beautiful. You're beautiful, it's true. I saw your face in a crowded place, And I don't know what to do, 'Cause I'll never be with you. Yeah, she caught my eye, As we walked on by. She could see from my face that I was, Fucking high, And I don't think that I'll see her again, But we shared a moment that will last till the end. You're beautiful. You're beautiful. You're beautiful, it's true. I saw your face in a crowded place, And I don't know what to do, 'Cause I'll never be with you. You're beautiful. You're beautiful. You're beautiful, it's true. There must be an angel with a smile on her face, When she thought up that I should be with you. But it's time to face the truth, I will never be with you.

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1. Listen to the song and fill the blanks with the past simple tense of the verbs in the box below. can, smile, see, share, catch, be, walk, think, My life is brilliant. My love is pure. I __________ an angel Of that I'm sure. She ___________ at me on the subway She __________ with another man. But I won't lose no sleep on that, 'Cause I've got a plan. You're beautiful. You're beautiful. You're beautiful, it's true. I ________ your face in a crowded place, And I don't know what to do, 'Cause I'll never be with you. Yeah, she __________ my eye As we ___________ on by. She ________ see from my face that I _______, F* high, And I don't think that I'll see her again, But we __________ a moment that will last till the end. You're beautiful. You're beautiful. You're beautiful, it's true. I __________ your face in a crowded place, And I don't know what to do, 'Cause I'll never be with you. You're beautiful. You're beautiful. You're beautiful, it's true. There must be an angel with a smile on her face, When she __________ up that I should be with you. But it's time to face the truth, I will never be with you.

2. Match the following words to a synonym. 23

Beautiful Brilliant Crowded Pure High

Packed Splendid Genuine Gorgeous Clean

True

Intense, extreme

And to an opposite: Beautiful Brilliant Crowded Pure High

Dull Unattractive False Deserted Dirty

True

Low

4 Look at the pictures.Correct the sentences.

He gets up at eigth o´clock. X (seven o´clock) He doesn´t get up at eight o´clock. He gets up at seven o´clock.

1 They play volleyball. X (football) ________________________ ________________________

2 She goes cycling. X (swimming) ________________________ ________________________

3 They do gymnastic. X (karate) ________________________ ________________________ EVALUATION INSTRUMENTS 24

Present Simple Negative 1. Put the words in the correct order to make sentences. 1 volleyball/she/play/doesn´t ______________________________ 2 don´t/computers/I/like ______________________________ 3 do/don´t/we/karate ______________________________ 4 they/study/English/don´t ______________________________ 5 Spanish/doesn´t/he/speak ______________________________ 2. Complete the sentences. Use doesn´t or don´t. 1 2 3 4 5

My sister__________speak English. We_________live in London. My friends_________play tennis. Carlos_______have breakfast. I__________believe it!

3 Make these sentences negative. 1 I play football. _____________________________ 2 You live in New Zealand. _____________________________ 3 She meets her friends on Sundays. _____________________________ 4 We do karate at school. _____________________________ 5 They go skiing in January. _____________________________

ENGLISH TEST Regular Verbs Name:

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Grade: Date: Match and put the past of each verb:

1____Ayudar 2____Escuchar 3____Amar 4____Jugar 5____Estudiar 6____Usar 7____Visitar 8____Querer 9____Bailar 10____Trabajar 11____Disfrutar 12____Viajar 13____Admirar 14____Invitar 15____Vivir 16____Lavar 17____Abrir 18____Cocinar 19____Cerrar 20____Volver 21____Detener

Infinitive a) Want b) Study c) Enjoy d) Wash e) Invite f) Travel g) Live h) Close i) Help j) Listen k) Cook l) Love m) Stop n) Return ñ) Use o) Visit p) Dance q) Work r) Admire s) Open t) Play

Past _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________

FINAL ENGLISH TEST

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Name:

Date:

Class:

PRESENT TENSE CONJUGATION (6) 1.- She ____________English A) study B) speaking C) speaks D) studying 2.- Where _____ you study?

A) are

B) do

C) is

3.- My mother ____ __ football. A) doesn’t – likes D) doesn’t – like 4.- Massú ______ two brothers

A) have

B) do – likes

C) don’t – like

B) haves C) has

5. ____ he _____ in this school? A) Do – work D) Do – works 6.- I don’t __________ apples.

D) does

B) Does – work

A) like B) likes

D) had C) Does – work

C) drink D) liking

CHOOSE THE CORRECT ANSWER (7) 7.- How often do you go to the dentist? A) in the evenings B) at least twice a year D) In the hospital

C) For about two weeks

8.-Does Patty work at home? A) Patty works at home B) Patty work at home D) Yes, he does

C) No, she doesn’t

9- How many hours a day do you sleep? A) I sleep 7 hours B) I am sleeping 7 hours D) I slept 7 hours

C) I have slept 7 hours

10.- Does she speak English? A) Yes, I do B) Yes, you do

C) No, she doesn’t

D) speaking English

11.- When do you have English classes? A) on Thursday B) dancing

C) No, it doesn’t

12- Where do they study? A) in the evenings B) with his classmates

C) at Juan Luis Vives school D) from Monday to Friday

13.- What’s your favorite subject A) Yes, I am B) English football

C) No, I don’t

D) at school

D)

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CHOOSE THE CORRECT PAST TENSE CONJUGATION (6) 14.- What places _____ you visit last summer? A. are

B. do

15.- She ____________English A. studied

B. speaking

C.speaks

16. My father ____ ______ some days ago C. don’t – works D. didn’t – work

A. doesn’t – work

17. ______ she ________ to the party yesterday? C. Does – goes D. Did – went 18. We ____________ coffee last night A. eat 19. They ____ ______ French C. don’t – study D. didn’t – studied

A. Did – go B. drank

C. did

D. does D. studyed

B. did – work B. Does – goes

C. painted

A. didn’t – study

D. drink

B. did – studied

CHANGE THE SENTENCES INTO PAST TENSE (4) 20. She doesn’t study for the test :............................................................................................ (R) 21. I drink coffee in the morning .............................................................................................. (I) 22. Where do they live? ............................................................................................................ (R) 23. We meet new friends ........................................................................................................... (I)

PUT THE VERB IN BRACKETS IN THE CORRECT FORM PAST SIMPLE (7)

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Mary and Tom …………(work) in the same office, but they were completely different. She……….(like) coffee, but Tom…………(like) tea. She………..(wash) her car every weekend, but Tom never……….(clean) it. She………….(smile) all the time at work, but Tom………..(feel) miserable. Tom…………(complain) about the boss all the time, but Mary…………..(think) the boss is a nice person. When Tom………….(finish) work, he……………(go) to drink beer with his friends, but Mary…………(study) at night school. The boss………….(think) Mary is perfect, but she…………(drive) Tom nuts! READING COMPREHENSION 1 (3) … The people work on the farms and they take their products on the market. On Saturdays, I always go to the market, meet my friends there and have lunch with them. In winter, I usually stay near the fire. I read a book, listen to the radio or I work on wood. In spring, the days are sunny and there are beautiful yellow, blue and red flowers in the fields; I sometimes go for a walk around the hills. Uncle Tom 24.- He probably lives: 25.- One activity he doesn’t 26- On Saturdays, he has do in winter is: lunch with: A) near the hills B) by the sea A) He reads a book A) his family C) in the city B) He listens to the radio B) his wife D) in an apartment C) he goes for a walk C) his brother D) He works on wood D) his friends READING COMPREHENSION 2 (6) David Duchovny plays Fox Mulder, an FBI agent, in The X files programme. His friend is an FBI agent called Dana Scully. Their job is difficult and dangerous. As Fox Mulder often says: “The truth is out there – trust no one” David Duchovny is Fox Mulder in The X files. He lives in Vancouver, Canada, with his wife Tea Leone and his dog Blue. His father , Amram Duchovny , is a writer from New York. His mother, Margareth is a teacher from Scotland. David was born in New York. His parents divorced when he was eleven. 27.- David lives in: 28.- He lives with: 29.- His wife’s name is: A) Hollywood A) His wife A) Dana B) New York B) His sister B) Amram C) Vancouver C) His parents C) Margareth D) Scotland D) His friend D) Tea 30.- Who is a writer? A) Dana B) Amram C) Margareth D) Tea

31.-Duchovny is A) a place B) a name C) a surname D) a nickname

32.-Fox Mulder is: A) a police B) an actor C) a teacher D) a writer

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