Facultad de Educación.

Pedagogía en Educación Media en Inglés.

MUESTRA DESEMPEÑO DOCENTE

II

Valentina Acuña Zapata

Professional English Teaching Experience
UCSC Supervisor: Astrid Guerra.
Mentor teacher: Mª Gladys Rivas.

October, 2019.
ESTÁNDAR II
 Metas de Aprendizaje.

Tarea 1
Formule metas de aprendizaje para la unidad, identificando los contenidos
involucrados y señalando su distribución en las diferentes sesiones de clases que
dispone. La unidad debe abarcar entre 6 y 10 horas de clases, aproximadamente.

1. Unidad temática 8th grade: “Very important people.”

2. Objetivo general de la unidad At the end of the unit, students will be able to value
important people’s relationships in life.

3. Metas de aprendizaje y desglose de contenidos

Metas de Desglose de contenidos Sesión

aprendizaje
Conceptuales Procedimentales Actitudinales

At the end of the Vocabulary related To listen and Students will develop 1
lesson, students will to relationships. identify pictures, consciousness about
be able to recognise Present Simple psychological important people in
people’s Future (will) and/or physical their lives.
relationships. descriptions of
different people
and their
relationships.

At the end of the Vocabulary related To read and Students will work 2
lesson, students will to characteristics identify phrases collaboratively with the
be able to identify of personality. to provide teacher doing the
phrases to provide Words for giving examples, to reading activity and
examples. examples. understand they will understand
Future (will) qualities of a the importance of good
Present simple person and qualities that a person
review must have.
vocabulary
related to
relationships.

At the end of the Future (will) To complete Students will work 3

lesson, students will Present simple sentences about collaboratively among
be able to talk 1st conditional friends and them to provide
about possible Use of unless/if relationships with important information
situations in the their own ideas to about what they will do
future. share them with with different
PPP the rest of the situations involving
class. important people for
them.
 At the end of the Future (will) To practice the Students will work 4
lesson, students will Present simple use of second responsibly and
be able to 2nd conditional conditional with proactively to
understand the use Use of if / would different types of understand the correct
of second exercises. use of first conditional.
conditional in
imaginary
situations.
PPP

At the end of the Use of second To prepare a brief Students will work 5
lesson, students will conditional. oral presentation collaboratively in order
be able to talk Use of if… + past with information to achieve a common
about important + would… about people in goal, being respectful
people in their lives Vocabulary of the their lives. towards classmates
by creating a poster. unit presentations.
TBL Simple past
(regular and
irregular verbs).

At the end of the Use of first and To create an Students will work 6
lesson, students will second original meme collaboratively by
be able to create a conditional. using first and sharing ideas among
meme using the Present simple second them to achieve the
first and/or second Future (will) conditional. task.
conditional. Simple past
TBL (regular and
irregular verbs).

At the end of the Use of first and To write a letter Students will be able to 7
lesson, students will second using the contents appreciate and
be able to write a conditional. saw in classes in understand the
letter for someone Present Simple order to develop importance of different
important in their Future (will) full ideas. people in their lives.
lives. Simple Past
TBL (regular and
irregular verbs)
Vocabulary related
to the unit

Tarea 2 y 3
● Fundamente la propuesta explicitando los criterios utilizados para
formula las metas de aprendizaje, seleccionar los contenidos y para
determinar el tiempo asignado a cada meta.
● Reflexión.
The present MDD will provide to you the necessary information in relation to
the different components that will be developed among the unit of eighth grade
(second year of Chilean high-school context); moreover, the aims proposal that
will be used to guide the students of this school. Due to the standards of the
SSCC school (Fundacion Educacional Colegio de los Sagrados Corazones de
Concepción), the teacher cannot take more than a month to develop a unit since
per semester, the students should work in at least four units (in case of high-
school grades). This can be a bit difficult because the contents that will be
studied within the school are higher than the ones proposed by MINEDUC
(Ministerio de Educación). Fortunately, most of the students have an upper-
intermediate level in English which is completely different to the other realities
that I have observed through my University years.

Among the contents proposed by the MINEDUC, it can be found the use of first
conditional and future for this grade in particular. According to Macmillan
Beyond book, the contents that will be covered are vocabulary related to
important people in students lives, the use of first and second conditional,
phrases to provide examples, among others that are covered in the “Self-
learning” and “Extra-work” plan. It is important to mention that every class
length is 45 minutes per group. (group one the first 45 minutes and group two
the other 45 minutes of the class).

During the planning of this unit, the most difficult thing for me in particular was
the procedure that I have to follow to teach the contents. This was because
teachers are used to follow step-by-step the explanations and exercises that the
book provides instead of creating new classes. Probably, for me was difficult
since my teacher told me that I must follow exactly what the book said and I
was not used to do that in my previous lessons. Actually, I think this was the
biggest issue since I had lack of experience working with contents that are not
huge part of the national curriculum proposed by the MINEDUC and also, I had
never worked with books in my previous teaching experiences. I used to plan
everything following the curriculum but, at the same time, I created new
activities and ways to teach contents by myself. That is why maybe I felt a bit
square following the rules of the book as the biggest guide to teach. Due to this,
I talked with my university teacher looking for help since I felt that I was doing
exactly what I was told no to do during my five years of university instruction.
(imitating and following exactly the common model of Chilean education).
Consequently, you will be able to observe that in the first lessons, there was a
lot of book use in my classes and gradually, the use of this item was left aside to
make way for creating my own classes which tried to be a bit more ludic. I must
said that the use of the book is not something bad, but we as teachers need to
balance between that and the use of our own imagination to make students
motivated and engaged with the units covered. Otherwise, we will just copying
the same type of education that we had sixty years ago.