Final Portfolio 2009
Final Portfolio 2009
Final Portfolio 2009
PORTFOLIO
Introduction 3
Reading Articles 4-5
Pedagogical Artifacts and Reflective Writing 7
Formato de Consejo de Curso 8-9
Reunión de Profesores
Reunión de Apoderados
School Information 10
Unit Plans and Lesson Plans 11-20
Learning Material 21-48
Introduction
This portfolio has the purpose to show the different steps and aspects within my
practicum, I will also give some commentaries about this experience and situations that were
the result of the process of a student doing my praticum.
This kind of workshops show the results of the process in which I was involved, it also
shows the methodology, activities and lesson plans that I had to do while I was doing my
practicum.
The main goals in this process were trying to do more interactive activities and
exercises, and to get the students internalize the knowlegde on an effective way.
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Author: Barnett, Marva A. .
Researchers in first language acquisition have contributed much to the understanding of how
reading processes develop. First language research has found that readers' purposes and
approaches to texts differ not only by text, but by the individual reader. Second language
researchers have drawn upon this information and have found similarities between the reading
strategies of first and second language readers. Furthermore, second language researchers
have learned how expectations defined by a reader's culture influence what the reader
understands when reading.
When teachers of second language reading recognize that each reader brings to the reading
process a unique set of past experiences, emotional and mental processes, level of cognitive
development, and interest level in the topic, they also recognize that not all teaching strategies
will be effective for all students. When isolating the most effective teaching strategies to use with
a group of students, the second language teacher must also consider those reader strategies
that are not necessarily related to content schemata. Such reader strategies include the
following:
- skimming, scanning, summarizing, guessing word meanings, becoming aware of the reading
process, and taking risks. All of these strategies can be targeted for use with foreign language
materials.
Another step in effectively teaching students how to read materials written in a second language
is helping the individual reader to identify effective reading strategies based on text variables.
One important part of this step is alerting the readers to significant aspects of text variables that
will affect second language reading. For example, pointing out the differences between a fairy
tale and a newspaper article helps the reader to recognize the different text types and to
prepare for the uncomplicated sentence structure, high-frequency vocabulary, and, in most
cases, happy ending that typically characterize a fairy tale. On the other hand, the same reader
would need to prepare very differently to read a newspaper article about the technicalities
involved in negotiating a disarmament treaty. In this case, the vocabulary would be very
specialized and the sentence structure more complicated.
To encourage students to use effective strategies when reading in a second language, the
teacher can develop simple exercises to elicit information via targeted strategies. These
exercises can be divided by the stage of reading at which they occur.
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The prereading phase helps students define selection criteria for the central theme of a story or
the major argument of an essay. Prereading activities include: discussing author or text type,
brainstorming, reviewing familiar stories (students review Cinderella before reading Cendrillon),
considering illustrations and titles, skimming and scanning (for structure, main points, and future
directions).
"While reading" exercises help students develop reading strategies, improve their control of the
second language, and decode problematic text passages. Helping students to employ strategies
while reading can be difficult because individual students control and need different strategies.
Nevertheless, the teacher can pinpoint valuable strategies, explain which strategies individuals
most need to practice, and offer concrete exercises in the form of "guided reading" activity
sheets. Such practice exercises might include guessing word meanings by using context clues,
word formation clues, or cognate practice; considering syntax and sentence structure by noting
the grammatical functions of unknown words, analyzing reference words, and predicting text
content; reading for specific pieces of information; and learning to use the dictionary effectively.
"Postreading" exercises first check students' comprehension and then lead students to a
deeper analysis of the text, when warranted. Because the goals of most real world reading are
not to memorize an author's point of view or to summarize text content, but rather to see into
another mind, or to mesh new information into what one already knows, second language
reading must go beyond detail-eliciting comprehension drills to help students recognize that
different strategies are appropriate with different text types. For example, scanning is an
appropriate strategy to use with newspaper advertisements whereas predicting and following
text cohesion are effective strategies to use with short stories. By discussing in groups what
they have understood, students focus on information they did not comprehend, or did not
comprehend correctly. Discussions of this nature can lead the student directly to text analysis as
class discussion proceeds from determining facts to exploring deeper ramifications of the texts.
"Follow-up" exercises take students beyond the particular reading text in one of two ways: by
transferring reading skills to other texts or by integrating reading skills with other language skills
(Phillips, 1985).
Transferable reading strategies are those that readers can assimilate and use with other texts.
Exercises that emphasize the transfer of skills include beginning a new text similar to a text for
which effective strategies have already been taught, i.e., giving students the front page of a
newspaper to read after they have learned to read the table of contents of a journal.
Integrative activities use text language and ideas in second language listening, speaking, and/or
writing. Integrative skills exercises include such activities as students reacting to texts with
summaries, new endings, or pastiches; reenacting text; dramatizing interviews based on the
text; carefully listening for key words or phrases in authentic video or audio tapes; and creating
role-play situations or simulations of cultural experiences.
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Reflection N°3 Post observation-feedback
Taking into account the first lesson you received some feedback from your guide teacher,
• What aspects do you identify as critical once you have finished the lesson? Refer about
your own expectations, fears and resolutions.
At the begining the class was complicated because all the students were different and they
were restles and was difficult to keep them quiet, but my guide teacher said my students
were like that all the time, so she gave me some tips for the next class in order to keep
them calm and interested.
• Also Refer about the feelings that came up when socializing the above issues with him
or her.
When I finished my class I felt a little worried because it was the first day and that day I
wanted to do everything good. I thought that this was a real chance to prove myself that I was
able to do it well, eventhough at first I felt frustrated due to the students behaviour and my lack
of experience at teaching, I really believed that I was giong to be able to improve my
methodology and have a better relationship with the students.
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Observation stage.
Pedagogical Artifacts nº1
When I started my observation class I spent two weeks observing my students.During this
period I had the opportunity to know them and also I could know what were their dreams and
hopes.
Another important fact was that I could observe was the management of the teacher in the
classroom and the way she solved the problems that happened during the class.
Another point was that the students knew the purpose of my presence in the classroom.
Reflection nº1:
I believe that it is very important to know the students, because it is the only way that I have to
confront and resolve problems . When we know them we can internalized and we can resolve
conflicts in an assertive way .
While I was observing I could see how they worked, it was positive because I could prepare
material according to their needs.
She works with photocopies and most of the time she writes some exercices on the whiteboard,
sometimes she works with some text where students had to translate, I think she used this
method to keep them quiet.
My teacher always told me about the subject that she was teaching. And the purpose of the
class .
When the students were working I always tried to help them to understand the subject or
resolve any doubts and also I brought a lot of material to be used by the teacher.
Sometimes was a bit complicated to keep them quiet because they are restless and some of
them do not pay attention to the class. I belive that they should work with something more fun
because they get bored doing the same activity all the time( translating texts or copying).
I. Datos Generales
Nombre del Establecimiento Educacional: Cardenal José María Caro.
Profesor en Práctica: Claudio Enrique Guajardo Manzano
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
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.
• 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.
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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. Comentario:
A modo personal me pareció muy importante y entretenido que al final del consejo fuimos
invitados a participar en una actividad en la sala de Pre-kinder y kinder donde las parvularias
nos hicieron participar en una jornada de clases en la cual ellas mostraban lo que se hacia con
los alumnos. Hubo una pequeña introducción de cómo ellas comenzaban la clase y de los
materiales utilizados y de los logros que se podían conseguir con estos donde hubo una activa
participación de los profesores.
Se termino la reunión con una pequeña once donde fuimos cordialmente invitados todos los
practicantes.
I.-Datos Generales
II.-Tema Principal
Se convoco a los apoderados con el fin de conocer el comportamiento general de los alumnos
en la sala de clases y que los apoderados apoyaran más a los alumnos al momento de hacer
un trabajo o estudiar, ya que de esta forma se motivaría y crearía el hábito de estudio en los
alumnos.
Se converso sobre la desconcentración de los alumnos y la forma en que afectaba el
aprendizaje de una materia.
Al momento de hablar sobre la finalización del semestre se propusieron algunas ideas que
podrían realizarse al final de este, con el fin de programar y ver los posibles problemas que
podrían suceder al momento de efectuar una actividad.
Comentario:
Como conclusión los apoderados se comprometieron a tener una participación más activa en lo
relativo al aprendizaje de sus hijos, pero los apoderados hicieron hincapié en lo referente a
Ingles ya que se les haría difícil ayudarlos por la falta de manejo del idioma.
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School Information
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Lesson plan
Resources: flash card, whiteboard, sheet of paper with exercices, photocopies, etc.
Time Comments
Introduction: 10`
Students will answer “present” or
- Role calling. “absent”.
- Date. Students will answer about what day is
- Review. today.
- New learning Students will remember last lesson.
Students will know the topic to teach
While-stage: 30`
Post-stage: 20`
Students will work with a puzzle using
prepositions and places of the city.
Closing: 10’
Recap main points learnt. Students will share what they learnt.
Future learning. Students will know what they will learn
next lesson.
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Lesson plan (Supervised)
Resources: cd radio, flash card with places of the city, sheet of paper with exercices.
Time Comments
Introduction: 10`
Students will answer “present” or
- Role calling. “absent”.
- Date. Students will answer about what day is
- Review. today.
- New learning Students will remember last lesson.
Students will know the topic to teach
Recap main points learnt. Students will share what they learnt.
Future learning. Students will know what they will learn
next lesson.
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Lesson plan
Time Comments
Introduction: 10`
Students will answer “present” or
- Role calling. “absent”.
- Date. Students will answer about what day is
- Review. today.
Students will remember last lesson.
Students will know the topic to teach
While-stage: 30`
Students will create sentences using the
correct form of Simple Present
Post-stage: 20`
Students will answer some questions to
complete the chart.
Closing: 10’
Recap main points learnt. Students will share what they learnt.
Future learning. Students will know what they will learn
next lesson.
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Lesson plan
Resources: sheet of paper with exercices, whiteboard, eraser, pen, marker, game,dices, coins, etc.
Time Comments
Introduction: 10`
Students will answer “present” or
- Role calling. “absent”.
- Date. Students will answer about what day is
- Review. today.
Students will remember last lesson.
Post-stage: 20`
Student will play a game in group of four
using the structure of Simple Present
Closing: 10’
Recap main points learnt. Students will share what they learnt.
Future learning. Students will know what they will learn
next lesson.
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Lesson plan (Supervised)
Resources: radio, cd, book, white board, pencil, sheet of paper with exercices, etc.
Time Comments
Introduction: 10`
Students will answer “present” or
- Role calling. “absent”.
- Date. Students will answer about what day is
- Review. today.
Students will remember last lesson.
Students will know the topic to teach
While-stage: 20`
Student will choose the correct answer
Closing: 10’
Students will share what they learnt.
Recap main points learnt. Students will know what they will learn
Future learning. next lesson.
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Lesson plan
Time Comments
Introduction: 10`
Students will answer “present” or
- Role calling. “absent”.
- Date. Students will answer about what day is
- Review. today.
Students will remember last lesson.
While-stage: 30`
Students will write the names of their
classmates in a sheet of paper and they
will predict or say about their future
Students will write sentences according to
the answer.
Post-stage: 20`
Recap main points learnt. Students will share what they learnt.
Future learning. Students will know what they will learn
next lesson.
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Lesson plan (Supervised)
Resources: Flashcards, boardgame, whiteboard, puzzle, sheet of paper with exercises, pen, markers,
dice.
Time Comments
Introduction
Role calling 10 min Students will say present or absent.
Date Students will answer what day is today.
Review Students will talk about the last class
Core of the class 25 min Students will see some flashcards related to occupations.
Pre-stage Students will ask their classmates to complete a class survey
sheet about occupations.
Students will fill in the gaps using the appropiate verb
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Lesson plan (Supervised)
Expected Outcomes:
Skill: Reading To identify and get the general and specific
infromation.
Acquisition of new vocabulary:
above,around,every,highways,movies,land,desk,etc.
Resources: sheet of paper with exercices, white board, marker, pencil, etc.
Time Comments
Introduction: 10`
Students will answer “present” or “absent”.
- Role calling. Students will answer about what day is
- Date. today.
- Review. Students will remember last lesson.
While-stage: 30`
Students will underline in the text the
structure of Simple Future.
Students will answer according to the text
Post-stage: 10`
Students will create sentences and they
will be asked by their classmates about
their future
Closing: 10’
Recap main points learnt. Students will share what they learnt.
Future learning. Students will know what they will learn
next lesson.
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Lesson plan (Supervised)
Resources: drawing sheet, crayons, eraser , white board, text, sheet of paper with reading
exercices,etc.
Time Comments
Introduction: 10`
Students will answer “present” or “absent”.
- Role calling. Students will answer about what day is
- Date. today.
- Review. Students will remember last lesson.
While-stage: 30`
Students will draw their future using
some words in English that appear in the
text ”welcome to the future”
Post-stage: 20`
Students will expouse their drawing and
they talk about their future.
Closing: 10’
Recap main points learnt. Students will share what they learnt.
Future learning. Students will know what they will learn
next lesson.
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Write with the correct preposition
in, on, under, in front of, behind, at, between, next to, opposite to,etc.
Exercices
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Grammar Exercises
Add one of the following prepositions: in, on, under, in front of, behind, at.
1. He works a bank.
A. on
B. at
C. under
3. I sleep my bedroom.
A. at
B. on
C. in
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Simple Present
Mr. Lee is a bus driver. Every day he gets up at 7:00 a.m. and prepares for his day. He showers, eats a sandwich and he
drinks a coffe in his breakfast , and puts on his uniform. His wife drives him to the station where he checks in with his
supervisor. Then, he gets on Bus #405 and starts the engine. He pulls out of the parking lot and begins his route. At his first
stop, he picks up Mrs. Miller, who lives in a red house on the corner of Main Street and Seventh Avenue. She works at the
post office and has to be to work by 9:00. At the next stop, the Bartlett twins get on the bus. They attend class at Bayside
Elementary. More children get on at the next three stops, and they ride until the bus reaches their school. Mr. Lee enjoys
seeing the kids every day and is happy to see them again in the afternoon when he drives them safely back home.
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Put the following sentences in order using the correct form of Simple
Present
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Mary’s week days.
Mary wakes up at 6: 30 in the morning every day. She takes a shower and puts on her uniform . Then, she
goes to the kitchen and has breakfrast with her mother and her little brother, Daniel. After that, she goes to the
bathroom, brushes her teeth, combs her hair, and gets ready to go. Usuallly, she leaves her home at 7:30 and
arrives at her school at 7:50. She attends classes from 8:00 in the morning to 2:00 pm everyday. On Fridays , she
meets Grabriela, her best friend. They both like to watch movies together, also they like to eat pizza. Mary doesn’t
like to study very hard and she doesn’t like to play with her little brother because he is too boring for her.
3.- Fill in the blanks.( Choose the correct form of the Simple Present)
a)Mary _________the guitar on weekends.( play/plays)
b) Mary__________her grandmother on vacations. ( visit/visits)
c) Daniel_________To buy toys. ( doesn’t like/ do like)
d) Gabriela________her teeth every day after every meal.( brush/ brushes)
e)They ___________ do their homework every day.( don’t/ doesn’t)
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Choose the correct preposition
1. the monkey is :a) next to the giraffe b) in front of the giraffe c) behind the giraffe
2. The ball is : a) in the box b) under the box c) opposite to the box
3. The cellphone is: a) on the table b) in the table c) behind the table
4.Where is the ball ? : a) next to the tree b) in front of the tree c) in the tree
5.The elephant is : a) behind the lion b) in the lion c) next to the lion
6. Where is the ball ?: a) on the box b) under the box c) in the box
.
7 Where is the plate? a) in front of the dog b) beetwen the dog and the milk c) next to the milk
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Engish test
Present Simple
Name:______________________________________
Date:__________________
Grade:_________________
Do
Does
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4. Match the correct sentences
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A day at school
Randall: Hello. Today I'm interviewing Joshua on his experiences going to a Japanese school.
Now Joshua, what time do you go to school?
Joshua: Uh-huh.
Joshua: I take my taiso fuku, that is gym clothes, and I take my backpack and my books [ Oh,
okay. ] and stuff like that.
Randall: Okay and what is the first thing you do when you get to school?
Joshua: Uh-huh.
Joshua: We study kokugo, that is writing and reading and stuff like that [ Okay ], andsansu,
that's math. [ Okay. ]. And, let's see . . . , we do gym too.
Randall: Okay, and where do you eat lunch? Do you have a lunchroom or cafeteria?
Randall: You eat in your classroom! [ Yeah. ]. Oh wow. That is very interesting. Now what time
do you come home from school?
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Listen to the conversation and choose the correct alternative
A day at school
2. Which item did Joshua NOT mention when talking about the things he takes to
school?
A. backpack
B. gym clothes
C. school hat
3. What is one of the first things Joshua does when he arrives at school?
A. He practices his reading and writing.
B. He stands and bows to the teacher.
C. He puts on his gym clothes for class.
5. What time does Joshua probably get home from school most days?
A. between 1:00 PM and 2:00 PM
B. between 2:00 PM and 3:00 PM
C. between 3:00 PM and 4:00 PM
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Simple Future
Example
Example:
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Forma afirmativa de Futuro
I will eat
You will eat
He will eat
She will eat
It will eat
We will eat
They will eat
example
auxiliar verbo
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Para hacer preguntas en Futuro Simple se usa:
example
Write sentences using Simple Future with the following verbs: write:
escribir/read: leer/drink: beber/cook: cocinar/eat:comer
Example
Yo bailaréI will dance
1-Yo escribiré
_____________________________________________________
2-Tú leerás
_____________________________________________________
3-Antonio comerá
_____________________________________________________
4-El beberá
_____________________________________________________
5-Ella cocinará
_____________________________________________________
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Choose the correct alternative using the Simple Future form
1- Jugaremos en el parque
a) Will play in the park b) we will play in the park
2- ¿trabajarás mañana?
a) Will you work tomorrow? b) do you work tomorrow?
4- no comeré pescado
a) I do not eat fish b) I will not eat fish
• He will eat
• We will play
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Write sentences using the following verbs in the negative form
write: escribir/ read: leer/drink: beber/ cook:cocinar/ eat:comer
Example
I will not travel to Brazil
1-
_____________________________________________________
2-
_____________________________________________________
3-
_____________________________________________________
4-
_____________________________________________________
5-
_____________________________________________________
Example
Will he play tennis?
1- ¿escribiré?
_____________________________________________________
2-¿Tu beberás coca cola?
_____________________________________________________
3-¿Antonio comerá pizza?
_____________________________________________________
4-¿Ella cocinará?
_____________________________________________________
5- ¿María leerá un cuento?
_____________________________________________________
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Complete the sentences using will + the verbs from the list
Affirmative (eat)
______________________________
Interrogative (cook)
______________________________
Negative (wash)
______________________________
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CLASS SURVEY
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What will you do next week?
Start
Play the Start
Clean my room Go to the cinema Free Go to a party
Visit guittar
again
Tokyo
Watch a movie
I will sing a Karaoke
Work with Buy a bicicle Visit my Cook pizza Play with Travel to
my father grandmother my Jamaica
friends Go back
2 spaces
Start
again
I will not play soccer
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Reading and writing
Complete the sentences with the correct verb
Using simple Future ( will + verb)
take
send go read
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What will you do?
7
1 2 4
Across down
1. I will _____ my house
2. I will ______ to New York
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