Ariela Ortiz Millacura

Liceo A-23 Alfredo Nazar Feres

Profesional Practicum
Teachers: Isabel Vásquez
Rodrigo González
English Pedagogy, prom. 2003
August, 2009
INDEX

Introduction 3
Reading articles 4
Pedagogical artifacts 8
Reflective teaching 15
School information 16
Unit plans and lessons plans 17
Learning material (written and/or audio) 31

1
Evaluation instruments 50

I
PORTFOLIO INTRODUCTION

The following portfolio shows my process in professional practice

as a teacher.

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 This stage was very important to me because it strengthens my
vocation and fills my expectations for my future.

At first I was complicated by the fact that reports are sent to blog,
because I had not had contact with this medium before, but it seems
interesting to integrate this technology in our learning to apply it to our
students as well. In addition, to take advantage of the technological
resources we have available.

To further my experience in this practice, I can say it has been full

of pleasant situations, knowledge and anxiety about what might happen
in the classroom and supervision of our teachers. but everything
became more significant with the support and guidance of our teachers
supervisors in weekly meetings and the welcome reception of the
teacher guide.

Now I invite you to know the contents of my portfolio, my

documents and appraisals.

II
READING ARTICLES

Work Refusers! Here's Help to End Your Continuing Classroom

Management Hassles
By:Ruth Wells

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 Every teacher, every counselor, every principal knows youngsters
who won't do their work. Some of these work refusers often fail to show
up. When they do show up, they often say little, and some may be
nearly mute. Some may not even make eye contact.

Typically, adults consider two options: pushing the child or backing

off. All types of "pushing" can fail, whether rewards, consequences,
pressure or logic are used. Backing off can't ever work because if you
back off then you're not offering the child an education, or whatever
your service is. The world demands skills from every one of us. No
exceptions are made for those who endured abuse or neglect. We spend
hours thoroughly covering work refusers in our workshop, and can't fit
all that comprehensive, step-by-step guidance here, but we'll give you
some key tips on one central, critical aspect of working with work
refusers: control.

It's Pain, Not a Game

Many work refusers face enormous challenges from severe family

problems like violence or incest, to challenges like disabilities and
emotional disorders. Work refusal can appear to be a game, but
especially with victimized youngsters, it's not a game at all. Getting
"stuck" is the only way they know to survive.

Strategy: Few kids will ever say "I was beaten last night so math seems
irrelevant. Can I skip the exam?" For distressed kids who don't wish to
disclose the nature of their distress, simply allow them to say whether
it's a "good work day" or "bad work day." How much work could you do
after a beating? Deeply appreciative of accommodations, some students
work very hard on the days that they're able to.

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You're a Life Line

You may be the only sane, sober adult some students know-- a
fact that you may want to keep in mind.

Strategy: If you're a teacher, then you may live with on-going "testing
mania," and other big pressures to produce results at school. It can be
hard to remember that humanity is always more important than scores.
Forget the humanity you won't get good scores. Remember the
humanity, you'll maximize your humans and their scores.

Tiny Increments

Traumatized kids have so little energy left for school: Surviving the
beatings, homelessness, incest, or neglect can demand all the child's
resources.

Strategy: Raise expectations in tiny increments. If a student says your

goals are too easy, that's just right. Aim for lots of small successes
rather than a big failure followed by seizing up and absences.

Discern Causes

Look beyond the work refusal to improve it.

Strategy: Ask students why they don't work. When many say "I don't
know," reply: "If you did know, what would it be?" This off-beat method
can yield important answers. Be ready to arrange help for the serious
issues students cite.

Strike the Balance

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 Neither pushing or backing off works, even though they tend to be
the most commonly used options.

Strategy: So what does work if the two most common methods are so
ineffective? Striking the balance between those two options. That means
that you never abandon your mission, but you don't accomplish it at all
costs. That balance is dynamic and shifting, so it will vary from day to
day, even hour to hour. For example, imagine a child has a dad who is a
long haul truck driver, and very violent.

When dad is home, this is a very troubled kid who does little work:
coping with the violence takes all her energy. So, you increase the
accommodations you make, and decrease expectations. When dad is on
the road, the child may be more functional. Now, you reduce the
accommodations, and increase expectations. If you correctly strike the
balance, you'll maximize the education and other services that you can
give to children carrying unbearable loads.

A Final Thought: Consider this true story as a way to understand your

potential impact on vulnerable children who refuse to work: "Mom hasn't
moved in three days. I'm worried," the first grader said when asked why
he couldn't work. Tragically, upon investigation, the boy's Mom had
passed without any adult knowing. Looking back, would you want to
have taken the time to ask, or would you be satisfied that you had only
focused on getting the work done?

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 III
PEDAGOGICAL ARTIFACTS

Reflection N°1
I had a great time when we worked on the workshop last April 8th.
When we had to talk about our expectations I remembered when I
started my course of studies and I wanted to be a good teacher but I
didn't know how to do it. During these years my professors gave me all

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the tools and now I am able to put in practice what I have learned.
Now I can prove to my guide teacher, my supervisor teacher, to my
students and myself that I have good tools for doing a good job in the
classroom.

And my former expectation is to win a gratifying experience with

my students and to manage dicipline problems in the classroom.

About my fears, I can say that were the same as my classmates,

dicipline problems and entertaining activities for our students, but I
think it would be easy for us to manage them because we have a lot of
materials for working on and if we think positively we can do our best.

As I have more experience teaching to teenagers than children, I

would be improve my skills in case I have to teach to kids.

I am very happy to be in this stage of my career because I can see

behind, those years full of hopes, fears, hard work, assesments, and
anxious to get to this time.

I really want to have a good time and I promise to give my best in

my most important practice as an English teacher.

THE PRACTICUM PROCESS

Reports and Pedagogical reflections

I Observation Stage

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 a) Pedagogical artifact 1

When I began my period of observation, I tried to approach the

students, know them and that they know me in order to get confident
and prepare them to the classes that I would do.

The students were good with me; they are at social risk and some of
them have serious family problems, so it's good to warm them in school
so that they feel respected and motivated to attend classes to learn,
because since studies will open doors in the future to move forward.

Although we did not have enough time to extend the period of

observation, it was possible the approach with the students, helping
them with activities that the teacher guide taught or simply commenting
on things in everyday life and problems they had, generally were
problems by the age or the motivation for classes.

In my observation stage I could capture how the professor put order

in the classroom, the way they treated them and how to address the
issues to teach students.

I also could observe that the students are expresive, not very
disciplined but very participative and creative. They were willing to help
the teacher to delivery some materials.

I observe that the teacher starts the class with a greeting, then he
writes the date on the board and a little space of time left in case the
students aren’t disciplined. After that, the teacher makes a review of the
previous class, request students doubts and when everuthing is OK, he
starts with a new content.

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 Reflection N°1

This stage of observation is very important because you can have

some ideas about the students, their feeelings, likes and dislikes, it´s
the best approach to know what vocabulary or items you can
compliment with your unit plan.

This is a good way to analice the teacher and learn the best way to
manage difficult situations and which activities really works with
students.

I would have preferred a longer observation stage, but due the

teacher’s strike it couldn’t be possible.

II. Team-teaching stage.

a) Pedagogical artifact N°2

The guide teacher knew that it would be difficult to take all the time
to do every stage, so he asked me for help in the classes when i had to
observe. This consisted on help students in te activities and solving
problems about that, for example check that the sentences or
vocabulary the students wrote were correct.

Reflection N°2 “Interactions in the classroom”

Instead of the fact that we had a short time to do this process, it

was important because I could feel suported by the guide teacher, the
constructive critiques that he gave me were useful.

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 I could see that students didn’t have problems in ask for help in
their activities or when they had some doubts they asked and it wasn’t a
problem because the others students didn’t told jokes. They were
ashamed. That was very helping for me, to improve my way of teaching
and fix the class and the time they need to learn in every session.

WORKSHOP N°2

Refer to the Teaching Stage you have already started and answer
the following questions:

1.- Do you feel satisfied with your perfomance as a teacher so

far? Take about the things you like and about the ones you don’t
like.

I felt very good teaching to my students, because they were

interested in learning and participate in class. They liked the activities
and asked me for further vocabulary to use it to translate songs and
videogames.

I know that I have problems with my voice that is low and it

makes difficult to manage the students discipline; other problem is the
time consumed in class due some students don’t work or they need
more time than is given, that was I couldn’t finish the entire class.
I liked the participation of the students and the help in the perfomances
we made in class like presentation, dialogs and descriptions. I felt
supported by the guide teacher and that was important for me to
encourage myself in doing new and funny activities.

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2.- Guide teacher’s support: How effective has it been during this
stage? Why?

The guide teacher’s support has been important, significative and

effective that I felt very comfortable from the very first time I started
my professional practicum at school. He always told me my positive
aspects and negatives too about my perfomance. He suggests what to
do and how. He also gave me pieces of advice in order to success in my
teaching process.

3.- Student’s level of engagement: Do your students enjoy the

classroom learning activities presented?; What do they say about
them?

I think my students have enjoyed the majority of my activities

because they worked easily and quickly with them. I presented written
activities, they had to draw in some ocations, they performed a role-
play, and also they participated in activities made in power point showed
by a data show; I tried to do them as funny I think they would find
them.

4.- Planning and lesson preparation: What teaching approach do

you consider appropiate to students’ learning style? Which one
are you actually using with them? Why?

At the beggining, I tried to present games in English in order to

keep my students focused on them, but it didn’t work at all because just
a team worked and the rest of the students started to do other things.
So I decided to present written activities from the board like an old style

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or a traditional method; I had to stand in front of the class, give the
instructions and ask for write it. I also included activities for fun in case
they didn’t understand what I had teached.

I know that my students learned what I taught, but is easy for

them if they write on their notebooks and complementing that with
exercises and games.

5.- Lesson timing: How much of the planned activities do you

actually cover in each lesson? Is it what you expected?

The activities were able to cover almost all of my planned activities

during two periods, and I had an extra sheet with activities just in case,
and sometimes I gave the students a guide with activities to save time.

Reflection N°3 (Post- observation feedback)

1.- What aspects do you identify as critical once you have
finished the lesson? Refer about your own expectations, fears
and resolutions.
One of the most difficult things that teachers have to dela with is the
discipline in the classroom and manage a quiet atmosphere, most if you
are a practicant and don’t know well each other. In my case, I thought it
would be more difficult tahn it really was.

2.- Also refer about the feelings that came up when socializing
the above issues with him or her.
My guide teacher was very supportive with me and he gave me pieces of
advices to manage the classroom. I felt very comfortable with him and
his tips.

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 Reflection N°4 The way I feel about the teacher’s strike
I am doing my Final Practicum at Liceo A-23 Alfredo Nazar Feres
and the teacher’s strike began just the day after the official presentation
in that school. At the beggining, I thought it would take just a pair of
days, but it extended for almost two months. I was frustrated during
this time because I couldn’t even plan my classes without any reference
of the grade I was given.
My big fear during the strike, was the fact that I would take the
next semester to do my final practicum and I didn’t want to delay this
subject for more. Finally the University came up with the idea of giving
us more time to continue with a normal process.
I could notice in my first observation, that student forgot almost
everything that the teacher taught before the strike and he had to re-
start again, losing time and trying to motivate the students to remember
what they learned before.
Finally, my expectations are to succeed in my final practicum and
that the time would be sufficient to do everything we have to.

IV
REFLECTIVE WRITING

Along this whole process of final practicum, I could see that this
experience had made me feel bigger and sure about my vocation than
before, full of expectations for my future as an English teacher.

From the beginning of this academical year, I was anxious about

my final practicum and how to succeed in it; but when the teacher’s
strike started, I tried to be calmed, but it was difficult because it took
more time that I could imagine. Then, when we returned to schools, my

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troubles were the student’s motivation and discipline, everything was
solved by my guide teacher’s help and advice. He encouraged me to do
the activities, he recomends me what and how to do my classes and the
constructive criticals were very importants and useful. I am pleased by
his help and support. Now I feel that i can do my best in my classes,
creating innovatory activities and create a nice atmosphere in the
classroom. And how our professors at the University taught to us, we
firstly are teachers that teach values, respect, tolerance and principles,
then we are a teacher of any subject like English, Math, Biology, etc.
And we always have to think we are the best to give our best to others
everywhere.

SCHOOL INFORMATION

School: Liceo Politécnico A-23 Alfredo Nazar Feres.

Principal: Luis Pereira
City: Valparaíso.
Address: Errazuriz s/n Playa Ancha.
School’s phone number: 32-2281231
Grade: 1st grade D high school.
Schedule: Monday and Wednesday 10:35 – 12:05.-
Guide Teacher’s name: Pedro Espinoza Luna.
Guide Teacher’s email address: pedroespinozaluna@hotmail.com

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 V
UNIT PLANS AND LESSON PLANS

1st Lesson plan

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Date: Wednesday, June 17th, 2009.- Level: 1st grade D High School

Skill: Oral and written expression.

Expected Outcomes: To learn and apply vocabulary about people, hobbies and family.
To recognize and learn simple tense and personal pronouns.
Resources: Whiteboard, markers, pen and paper.

Time Comments
Introduction
Role calling 10’ Greet to the students
Motivation Call the role
Explain to the students what the teacher is going to
do in that session.

Core of the class

Pre-stage 10’ The teacher introduces herself as an example on the
Introducing myself board of the following activity, she explains students
that they will do the same, giving a model in the
board with useful vocabulary. The example on the
board is a survey with personal information that
includes preferences and physical description.
While-stage
Introducing students 20’ Each student writes in their copybooks their own
themselves presentation, following the board model.

10’ In pairs, the students introduce themselves each

other.
The teacher corrects the pronunciation and grammar.
Post-stage
Comparing answers 15’ Teacher asks students about their task and she writes
key words on the board from the answers. She asks
the students to write the list of key words on their
copybooks.

Sharing opinions 15’ Teacher asks the class to handle the written survey
that is an accumulative grade work.

Closing
Looking for 10’ The teacher asks as a homework to bring information
information about their family: jobs, free time, hobbies, etc.

Summary of the class. 17

 2nd Lesson plan

3rd Lesson plan

Date: Wednesday, 22nd24

Monday, JuneJune th
, 2009.-
, 2009.- Level: 1st grade D High School

Skills: Oral and written expression.

Expected Outcomes:
To learn and apply vocabulary about description of people and family.
To recognize and learn simple tense and personal pronouns

Resources: whiteboard, markers, list of vocabulary related to physical description and

family.
Time Comments

Introduction 10’ Greet the students.

Take roll call.
Explain students what the teacher is going to do in
this session.
Core of the class
Pre-stage
Review last
Knowing newclass 10’ The teacher asks the students what they did last
vocabulary 15 session
The teacher
and writes
explains
a family’s
what vocabulary
was forgotlistby
thatthe
is
students,byin the
written orderstudents.
to have teAfter
samethelevel
class
among
write
them.
the
vocabulary, they learn the pronunciation of these
While-stage words.
Making a presentation 10’ The students work in groups and make a
While-stage presentation that will be perfomed to their
Introducing my family 15 classmates.
The students writes a presentation of their families
and relatives given their personal information.
Enlarge our likes and 15’ The teacher writes key word about likes and dislikes.
dislikes
15’ The teacher draws a family tree on the board and the
Knowing the use of 20’ The teacher
students identifyexplains
the members.
the simple present tense,
present simple tense emphasizing the use of “s” in the third person (he,
Post-stage she, it)
Post-stage
Making my own family 25’ The teacher asks the students to draw and identify
Introducing my family
tree 10’ Introduce
their relatives
the infamily,
a family
using
tree present
that is handled
simple.toEx:
theshe
is… Shefor
teacher works
an accumulative
in … Handle grade.
this presentation for an
accumulative grade work.
Closing
Closing
Review sentences
Complete 15’
10’ The students
Summary of the
complete
class. sentences about family
members.
Summary of the class.

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 4th Lesson plan

Date: Wednesday, July 1st, 2009.- Level: 1st grade D High School

Skills: Oral and written expression.

Expected Outcomes:
To learn and apply vocabulary of physical appearance.
To recognize and learn simple tense and personal pronouns

Resources: whiteboard, markers, list of vocabulary related to physical description and

flash cards with different kind of people.
Time Comments

Introduction 10’ Greet the students.

Take roll call.
Explain students what the teacher is going to do in
this session.
Core of the class
Pre-stage
Introducing new 15’ The teacher writes a vocabulary list of physical
vocabulary appearance and the students learn the pronunciation.

While-stage
Describing myself 20’ In pairs, the students describes themselves using the
vocabulary. This description is written and the
students read it to their classmates.

Describing people 25’ The teacher shows flash cards to the students and fix
them on the board. Every row in the classroom has
three choices and choose one to write the description
on the board.

Post-stage
Adding ideas 10’ The whole class add ideas for the others’ row
description.

Closing 10’ Summary of the class.

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 5th Lesson plan

Date: Friday, July 3rd, 2009.- Level: 1st grade D High School

Skills: Oral and written expression.

Expected Outcomes:
To learn and apply vocabulary about physical description.
To recognize and simple tense and personal pronouns.

Resources: whiteboard, markers, list of vocabulary related to physical description.

Time Comments

Introduction 10’ Greet the students.

Take roll call.
Explain students what the teacher is going to do in
that class.
Core of the class
Pre-stage
Review last class 15’ The teacher writes some exercises about physical
description using vocabulary and present simple.
The idea is to review the last session.

While-stage
Create a description. 15’ The students work in groups of 4 and make a
description of a famous person that will be showed to
their classmates and they will have to guess who the
person is.

Post-stage
Presentation of the 10’ The students read their description in front of the
description. class and the rest of their classmates have to guess
who the person is being presented.

Closing

Family relationships 10’ Summary of the class.

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 6th Lesson plan

Date: Monday, July 6th, 2009.- Level: 1st grade D High School

Skills: Oral and written expression.

Expected Outcomes:
To learn and apply question words to apply in conversations.
To recognize and learn simple tense and third person.

Resources: whiteboard, markers, list of vocabulary related to physical description.

Time Comments

Introduction 10’ Greet the students.

Take roll call.
Explain students what the teacher is going to do in
this session.
Core of the class
Pre-stage
Review last class 15’ The teacher write exercises of complete the
sentences related to family relations.

While-stage
Learning question 10’ The teacher teaches question words: What, Where,
words Who, and How, in present simple, she gives
examples.

Making and 25’ The teacher writes exercises of “answer the question”
requesting questions using question words. Then the students change the
activity and they write the questions.

Post-stage
Interviewing a 20’ In pairs, students ask to a classmate about their lives,
classmate using the words learned.

Closing 10’ Summary of the class.

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 7th Lesson plan

Date: Monday, July 27th, 2009.- Level: 1st grade D High School

Skills: Oral and written expression.

Expected Outcomes: To apply all the knowledge the students got through the classes.

Resources: whiteboard, markers, written test.

Time Comments

Introduction 10’ Greet the students.

Take roll call.
Explain students what the teacher is going to do in
this session.
Core of the class
Pre-stage 10’ The teacher gives the instructions for doing the test,
then she gives the written test to the students.

While-stage 35’ The students answer the test.

Post-stage 05’ The students give back the test to the teacher.

20’ The teacher introduces students the next unit.

She gives some examples of There is and There are,
Closing also some prepositions: on, under, in and next to.

10’ Summary of the class.

8th Lesson Plan

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Date: Wednesday, July 29th, 2009.- Level: 1st grade D High School

Skills: Oral and written expression.

Expected Outcomes:
To learn and apply There is and there are in conversations and written exercises.
To recognize the use of a/ an for singular nouns.
To learn new vocabulary related to room.
Resources: whiteboard, markers, bedroom’s vocabulary and exercise guide.
Time Comments

Introduction 10’ Greet the students.

Take roll call.
Explain students what the teacher is going to do in
this session.
Core of the class
Pre-stage
Introducing a new unit. 25’ The teacher writes and explains the use of a/an for
singular nouns; gives some examples and asks for
questions. Then she does the same to introduce there
is and there are.
Using vocabulary of classroom the students clasify
things in singular and plural. Then they work in pairs,
take turns to make sentences using there is and there
are. To check the learning, the teacher asks: Is
there...? or Are there...? using the information
provided before.
While-stage
Working in the new 20’ The teacher gives an exercises’s guide to students
guide that contains a bedroom’s picture in which the class
have to label the objects.
Post-stage
Knowing prepositions 25’ The teacher writes and explains the prepositions: on,
under, in and next to; she gives examples in the
classroom, using thing in it.
Closing 10’
Summary of the class.

9th Lesson Plan

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Date: Monday, August 3rd, 2009.- Level: 1st grade D High School

Skills: Oral and written expression.

Expected Outcomes:
To apply There is and there are in conversations and written exercises.
To recognize the use of a/ an for singular nouns.
To learn new vocabulary related to room.
Resources: whiteboard, markers, bedroom’s vocabulary and exercise guide.
Time Comments

Introduction 10’ Greet the students.

Take roll call.
Explain students what the teacher is going to do in
this session.
Core of the class
Pre-stage 10’ The teacher gives instructions for doing the guide,
then she gives the worksheet of that guide to the
students.

While-stage 30’ The students answer the guide.

Post-stage 30’ The students work with the activity on the board that
is showed by a data show. They have to draw things
that the bedroom needs, then they have to write
sentences using There is, there are and the
prepositions: on, under, in and next to.
All the activities are evaluated.

Closing 10’ Summary of the class.

10th Lesson plan

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 PLANIFICACIÓN UNIDAD DIDÁCTICA
Date: Wednesday, August 5th, 2009.- Level: 1st grade D High School

Skills: Oral and written expression.

Expected Outcomes:
To recognize and correct mistakes made in the use of There is, there are and
prepositions: on, under, in and next to.

Resources: whiteboard, markers, list of vocabulary bedroom and classroom.

Time Comments

Introduction 10’ Greet the students.

Core of the class
Pre-stage
Correcting the last test 15’
Take roll call.
Explain students what the teacher is going to do in
this session.
Write the objectives for this sesion.
First of all, the teacher ask for the students that didn’t
sit the test to do it in that moment because is the last
time they can sit the test before finish the semester.
The teacher and students correct the mistakes made
in the test related to presentation of ourselves and
physical description.
The correction is made on the board.

While-stage
Review last class 10’ The teacher write exercises to reinforce the students’
knowledge.of the use of There is, There are and
prepositions. The idea is to clear some errors that
students make in the aplication of this unit.

Correcting the
evaluated workshop 25’ As we solve the problems before, now we correct the
evaluated workshop that was solved last Monday.
Some students write on the board the answer keys.

Post-stage
Evaluation 20’ The teacher writes the marks in the classbook. The
teacher asess knowledge, team work and
participation. Every item has a mark.

Closing 10’ Summary of the class.

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 Sub Sector Inglés

Unidad (Núcleo) de Introducing ourselves and our city Curs 1°

Aprendizaje o
Objetivo Aprendizajes Comp
Fundament - Habilidades comunicativas, capacidad de exponer ideas, Esperados - Lee
resolución de problemas, establecimiento de relaciones - Lee
al entre distintos sectores de aprendizaje. Comp
- Escu
-Escu
simple
Produ
- Dem
Produ
- Rea

Solicitar y entregar información oralmente y porObjetivo de aprendizaje

escrito; desarrollar de la
diálogos simples unidad: con los textos
relacionados
de lectura o de su vida personal aplicando micro funciones tales como: saludar, presentarse, despedirse, dar y
buscar información, expresar e inquirir acerca de gustos y preferencias.

Contenidos del aprendizaje

Conceptuales Procedimentales
Grammar - Diálogos de presentación.
-Verb to Be - Confección de entrevista
-Present Simple - Presentación oral
-There is, There are
-Ejercicios de completación y transformación de
-Personal pronouns
oraciones.
Vocabulary
-Family members
-Hobbies
-Professions and places

Actividades Rec

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 - Papel y lápiz
Comprensión lectora por etapas - Pizarrón
- Pre-lectura - Plumones
- Lectura - Flash cards
- Post- lectura - Material fotocop
- Textos relaciona
Comprensión auditiva - Material auditivo
- Pre-audición
- Audición
- Post-audición

Expresión oral
Expresión escrita

PLANIFICACIÓN UNIDAD DIDÁCTICA

Sub Sector Inglés

Unidad (Núcleo) de Showing my bedroom and classroom 1°

Aprendizaje

27
Ob Apre Comprensión lectora
jeti - Habilidades ndiza - Lee y entiende información general.
comunicativa
vo s, jes -Comprensión
Lee y reconoce el propósito de la comunicación.
auditiva
Fu - capacidad de Espe - Escucha y entiende información general.
nd exponer rado -Escucha y entiende el propósito del mensaje de textos orales s
am ideas, s Producción Oral
ent resolución de - Demuestra competencia en comunicación oral básica.
problemas, Producción Escrita
al
establecimien - Realiza tareas escritas básicas de completación y redacción.
to de 9
relaciones
entre
distintos
sectores de
aprendizaje.

Objetivo de aprendizaje de la unidad:

Solicitar y entregar información oralmente y por escrito; desarrollar diálo-
gos simples relacionados con los textos de lectura o de su vida personal
aplicando micro funciones tales como: describir su dormitorio, entorno,
barrio y ciudad, dar y buscar información.
Contenidos del aprendizaje
Conceptuales Procedimentales
Grammar - Descripción de su dormitorio y hogar.
-A/an - Redactar situaciones en el hogar
-There is, There - Presentación oral
are
-Ejercicios de completación y transformación de oraciones.
-Prepositions:
on, under, in,
next to.
Vocabulary
-Bedroom
-classroom

Actividades Rec

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 - Papel y lápiz
Comprensión lectora por etapas - Pizarrón
- Pre-lectura - Plumones
- Lectura - Flash cards
- Post- lectura - Material fotocop
- Textos relaciona
Comprensión auditiva - Material auditivo
- Pre-audición
- Audición
- Post-audición

Expresión oral
Expresión escrita

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 VI
LEARNING MATERIALS

Written Survey

Name: ....................................
Surname: ................................
Age: .......................................
Birthday: ................................
Address: .................................

Free time
I like: ...............................................................................
I don’t like .......................................................................

Favourites
My favourite movie is ..........................................
My favourite band is ............................................
My favourite food is .............................................
My favourite place to go is ....................................

Projects
My projects are to have .........................,
travel to ...............................................
and go to the ........................................’s concert.

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 Vocabulary
DESCRIBING PEOPLE
Attractive atractivo
Beautiful hermoso
good-looking guapo
Handsome guapo (para hombres)
Old viejo
Pale pálido
Plain poco atractivo
Pret bonito (para mujeres)
Tanned bronceado
Ugly feo
Unattractive poco atractivo
Young joven

baby-faced con cara de bebé

fresh-faced con cara fresca, joven
pasty-faced con cara pálida
round-faced con cara redonda
stone-faced con cara de piedra (que no muestra emociones)
thin-faced con cara delgada

Short bajo
medium height de estatura media
Tall alto
Tiny pequeño

average build de constitución media

Muscular musculoso
Overweight gordo, excedido de peso
Plump regordete
Skinny flaco
Slender esbelto
Slim delgado
Stocky corpulento
Stout corpulento
Thin flaco
well-built fornido

Elegant elegante
Scruffy desaliñado
Smart elegante

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untidy-looking desaliñado
well-dressed bien vestido

short/long hair cabello corto/largo

straight hair cabello liso
curly hair cabello rizado
dark/light hair cabello oscuro/claro
Black hair cabello negro
Blond/fair hair cabello rubio
brown hair cabello castaño
grey hair cabello con algunas canas
White hair canas
Redhead pelirrojo
Receding hair entradas (en el cabello)
Bald calvo
Braid trenza
Bun moño
Ponytail cola (en el cabello)

Beard barba
Birthmark marca de nacimiento
Braces aparato de ortodoncia
Freckle peca
Mole lunar
moustache bigote
Scar cicatriz
sideboards (GB),
patillas
sideburns (US)
Tattoo tatuaje
Wart verruga
Wrinkle arruga

PERSONALITY
- Positive aspect

ambitious ambicioso
attentive cortés
audacious audaz
calm calmo

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charming encantador
cheerful = amusing divertido
considerate considerado
courageous = brave valiente
creative creativo
curious curioso
determined = b-willed decidido
energetic energético
extroverted extrovertido
frank franco
friendly amigable
generous generoso
gentle = kind, polite amable
honest = truthful honesto
humble humilde
ingenious ingenioso
likable / likeable agradable, simpático
loyal = faithful leal
mature maduro
obedient obediente
optimistic optimista
organized organizado
passionate apasionado
patient paciente
polite amable
practical práctico
realistic realista
reliable = trustworthy confiable
respectful respetuoso
responsible responsable
self-confident seguro
sensible sensato
sensitive sensible
sincere sincero
sociable = outgoing sociable
strong fuerte
sympathetic compasivo
thankful = grateful agradecido
tolerant = patient paciente
understanding comprensivo
zealous entusiasta

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PERSONALITY
- Negative aspect

absent-minded distraído, despistado

aggressive agresivo
annoying molesto
arrogant arrogante, prepotente
bad-tempered malhumorado
boastful fanfarrón
bossy mandón
cheeky atrevido
clumsy torpe
deceitful falso
dishonest deshonesto
disrespectful irrespetuoso
dominant dominante
dull = boring aburrido
eccentric excéntrico
envious envidioso
forgetful olvidadizo
frivolous frívolo
fussy quisquilloso
hypocritical hipócrita
impatient impaciente
impulsive impulsivo
indifferent indiferente
insecure inseguro
insensitive insensible
insolent insolente
introverted introvertido
irascible irascible
irresponsible irresponsable
jealous celoso
lazy haragán
lonely solitario
materialistic materialista
mean = cruel cruel
mean = stingy, tight-fisted mezquino
modest modesto
moody malhumorado
nosey metido

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 obsessed obsesionado
pessimistic pesimista
proud = arrogant orgulloso
quarrelsome pendenciero
querulous quejumbroso
resentful rencoroso
rude = impolite descortés
selfish egoísta
self-seeking interesado
shy tímido
spiteful rencoroso
strict estricto
stubborn = obstinate obstinado
talkative charlatán
unpredictable impredecible
unreliable = untrustworthy desconfiable
unsympathetic apático
vain = conceited vanidoso
weak débil

Extended and Nuclear families

This is an extended family. The grandparents, parents, and children are all
together in one apartment. An uncle, an aunt, and two cousins are in another
apartment in the same building. Extended families are very common around the
world.
This is a nuclear family. Only the mother, father and children are in this
home. The grandparents, aunts, uncles, and cousins are in different homes.
Nuclear families are very common in many countries.

Questions
Is your family a nuclear family or an extended family?
Which type of family is common in your country?
In your opinion, what are some good things and bad things about these different
types of families?

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Family Relationships

Wife’s mother = mother- in- law

Husband’s mother

Wife’s father =father –in –law

Husband’s father

Son’s wife = daughter- in –law

Daughter’s husband=son-in- law

Wife’s sister = sister-in-law

Husband’s sister

Wife’s brother =brother-in-law

Husband’s brother

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 English activities

Presentation
Free time
- What sports do you play?
- How much time do you spend watching TV?
- Do you have a hobby?
- What hobby do you like to take up?
- What do you do on Sunday afternoons?
- How much free time do you have?
- What do you read for enjoyment?
- What hobbies did you use to have as a child?

37
 - When and where did you last go to Santiago?
- What are the main leisure activities in your family?

Family
- How many people live with you?
- Did you get on with everyone?
- Are your parents strict?
- Who is the head of the family?
- When do you see your cousins?
- Do you have any pet?

Describing people
I’m going to dictate some woe¿rds. Put them under three headings:
Hair/Face, Build and Opinion.
Tall – straight – thin – handsome – short – long – beautiful – blond –
medium height – curly – pretty – nice – smart – wavy.

Write a short description of someone in the class, but don’t write the
person’s name. I’ll collect the descriptions and read them out to guess
who it is.

Describe the perfect man/woman from your opinion.

38
Write the name of the members of this family

39
40
Link a/ an to the singular things.
Cut the cards and link with the right choise.

41
42
Actividades para el dia lunes 3 de agosto:
Vocabulario:
Cama: Bed
Almohada: pillow
Closet: closet
Jewelry box: joyero
Comb: peineta
Hairbrush: cepillo para el pelo
Curtains: cortinas
Velador: night table
Mirror: espejo
Clothes: ropa
Clock: reloj
Wardrobe: ropero, armario
Table: mesa
Poster: poster
Chest of drawers: cómoda, cajonera.

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44
 Liceo Alfredo Nazar Feres
English’s Departament

English Guide

A / an.
We use A with consonants (b,c,d,f,g,h,j,k,l,m,n,p,q,r,s,t,v,w,x,y,z)
Examples: A chair, a TV, a clock.
We use AN with vowels (a,e,i,o,u)
Examples: An apple, an elephant, an umbrella.

There is/ There are

Affirmative Negative Questions Short answers

There is There isn’t Is there...? Yes, there is.
(There’s) (There is not) No, there isn’t.
There are There aren’t Are there...? Yes, there are.
(There are not) No, there aren’t.

Prepositions: on, under, in, next to.

On Under In Next to

Name the things in the picture.

45
Answer the questions
Are there video cassettes on the shelf?

Is there a pizza next to the bed?

Are there toys under the bed?

Describe your own bedroom. Use the vocabulary written on the

board.

46
Activity for Data Show

1.- Draw 10 things that the bedroom needs.

2.- Name the things you drew before
3.- Write 10 sentences using There is, There are and the prepositions On, under,
in and next to.

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 VII
EVALUATION INSTRUMENTS

Liceo Alfredo Nazar Feres

English’s Departament

English Written Test

Name .................................................................Grade ................................Date...............

Total score 35 points

1.- Make a conversation between Jenny and John.(6 points)

John: Hi, I.............John
Jenny: Nice to meet you, John.
Where are ......................?
John: I............. from Viña del Mar.
And you?
Jenny: I .......... Valparaiso.
John: How old ................. you?
Jenny: I ............... 14 years old.
John: Me too!

2.- Reading.
Meet Paulo Gómez and his family, and then answer with True or
False.(5 points)

“Hello. My name is Paulo. I am from Brazil. I am fourteen. My big

brother, Saúl is sixteen and my little sister Carla is ten. My mother is
Sofía and my father is José. My mother is a secretary and my father is
an electrician.”

a.- ____ Paulo is from Argentina.

b.- ____ Saúl is Paulo´s uncle.
c.- ____ Carla is Paulo´s little sister.
d.- ____ Sofía works in an hospital.
e.- ____ José, the father, works with electricity.

3.- Complete. (8 points)

a.- My mother’s sister is my....................................................
b.- My uncle’s son is my.........................................................
c.- My brother’s daughter is my...............................................
d.- My father’s mom is my......................................................

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4. Vocabulary, put the meaning of this words in spanish.( 6 points)

1. Handsome ..........................
2. Tall ..........................
3. Blond curly hair ..........................
4. Ugly ..........................
5. Beautiful ..........................
6. Small ..........................

5.- Describing people. Write a description of a famous person you like.

(10 points)

.....................................................................................................
.....................................................................................................
.....................................................................................................
.....................................................................................................
.....................................................................................................
.....................................................................................................
.....................................................................................................

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Liceo Alfredo Nazar Feres 30 points
English’s Departament Score: points
Teacher: Ariela Ortiz M.

Name: Grade: Date:

English Workshop

I. Look at the picture of the room. Complete the sentences using

there is or there are.(14 points)
1.- ....................................................... a table next to the bed.
2.- On the table .................................................... three books.
3.- Next to the books .......................... two pens and a calculator.
4.- .......................................................... a ball under the table.
5.- ....................................... a picture in the room. In the picture
............................................. four dolphins.
6.- On the bed ....................................... a small cat.

II. Look at the picture again and answer these questions with
short answers. (12 points)
1.- Is there a table next to the bed?

50
............................................................................
2.- Are there four books on the table?
.............................................................................
3.- Is there a ruler on the table?
.............................................................................
4.- Is there a ball under the table?
.............................................................................
5.- Are there whales in the picture?
.............................................................................
6.- Is there a cat in the room?
.............................................................................

III. Chose the right alternative. (4 points)

1.- There are two stars in the chilean flag.
a. Yes, there are. b. No, there aren’t.
2.- Is there a clock under the whiteboard?
a. No, there isn’t. b. Yes, there is.
3.- Are there six lights in the classroom?
a. Yes, there is. b. No, there aren’t.
4.-There is a plant next to the window.
a. No, there isn’t. b. Yes, there is.

51
 Liceo Alfredo Nazar Feres 3º points
English’s Departament Score: points
Teacher: Ariela Ortiz M.

Name: Grade: Date:

English Workshop

I. Look at the picture of the room. Complete the sentences using

there is or there are.(14 points)
1.- ....................................... a radio next to the bed.
2.- In the chest of drawers..............................clothes.
3.- Next to the books ...................................... lamp.
4.- .............................................. shoes on the floor.
5.- ..................................... a picture in the room. In the picture
.......................................... a singer.
6.- On the bed .............................................. a boy.

II. Look at the picture again and answer these questions with
short answers. (12 points)
1.- Is there a bag next to the bed?
.............................................................................
2.- Are there four books on the chest of drawers?

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.............................................................................
3.- Is there a raquet next to the table?
.............................................................................
4.- Is there a ball on the floor?
.............................................................................
5.- Are there animals in the picture?
.............................................................................
6.- Is there a cat in the room?
.............................................................................

III. Chose the right alternative. (4 points)

1.- There are two stars in the chilean flag.
a. Yes, there are. b. No, there aren’t.
2.- Is there a clock under the whiteboard?
a. No, there isn’t. b. Yes, there is.
3.- Are there six lights in the classroom?
a. Yes, there is. b. No, there aren’t.
4.-There is a plant next to the window.
a. No, there isn’t. b. Yes, there is.

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