You are on page 1of 48

UPLA FINAL PRACTICUM PORTFOLIO

Name: Claudio Guajardo Manzano Subject: English Pedagogy Teachers: Isabel Vásquez V. Rodrigo Gonzalez. Class: Professional Practicum Year : 2009

Index Introduction Reading Articles Pedagogical Artifacts and Reflective Writing Formato de Consejo de Curso Reunión de Profesores Reunión de Apoderados School Information Unit Plans and Lesson Plans Learning Material 10 11-20 21-48 3 4-5 7 8-9

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.

3

Author: Barnett, Marva A. . Teaching Reading in a Foreign Language.. 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. RECOGNIZING AND IMPLEMENTING EFFECTIVE SECOND LANGUAGE READING STRATEGIES 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: - using titles and illustrations to understand a passage, - 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. INCORPORATING EFFECTIVE READING STRATEGIES INTO THE SECOND LANGUAGE CLASSROOM 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. "Prereading" activities introduce students to a particular text, elicit or provide appropriate background knowledge, and activate necessary schemata. Previewing a text with students should arouse their interest and help them approach the text in a more meaningful and purposeful manner as the discussion compels them to think about the situation or points raised in a text. 4

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.

5

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.

6

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. II. Team-teaching stage.

a) Pedagogical Artifacts nº2
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.

b)Reflection Nº2. “Interactions in the classroom”
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).

7

Formato de Consejo de Curso

Nombre del establecimiento educacional: Colegio Cardenal José María Caro curso: 7º Básico Profesor Jefe: María Teresa P. Profesor en practica: Claudio Guajardo Manzano Fecha: 04-06-09 Hora Inicio: 12:45 Hora termino: 13:20 II Desarrollo del consejo de Curso: 1. Tema de orientación: Cambios físicos y Psicológicos de la pubertad 2. OFT Cubierto: formación afectiva social y académica 3. Tabla del consejo de curso: No existe, es la profesora quien comienza la actividad y los alumnos opinan referente al tema propuesto. Los alumnos participan en las actividades del subsector y tienen un espacio dedicado a su organización como curso dirigido por la directiva. Formato de reuniones de Profesores 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 II. Tabla de Reunión: La Directora, que es quien dirige la reunión, comienza a hablar sin proponer los temas a conversar, por lo cual no hay una tabla ni orden en los temas que se abordaran. Por lo tanto al finalizar la reunión y analizando nuestros apuntes llegamos a determinar los temas que se tomaron en el consejo. El primer tema del consejo fue información sobre la jornada a la que asistió la Directora y la jefa de UTP. A rasgos generales en esta jornada se hablo sobre: • La optimización en la utilización del tiempo de las horas de clase, también los resultados de las pruebas SIMCE. • 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.

8

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.

Formato de Reuniones de Padres y Apoderados
I.-Datos Generales Nombre del establecimiento educacional: Colegio Cardenal José María Caro Curso: 7º Básico Profesor Jefe: María Teresa P. Profesor en práctica: Claudio Guajardo Manzano Fecha: 18 de Junio de 2009 Hora Inicio: 16:30 Hora termino: 17:45 Tabla de Reunión: Comportamiento general. Participación de los padres en el proceso de enseñanza de los alumnos. Finalización de semestre.

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.

9

School Information
School Principal City Address School’s phone number Grade Schedule Guide teacher’s name Guide teacher’s email address Colegio Cardenal José María Caro Selma Alliendes Cabrera Viña del Mar Avenida Principal s/n Población Cardenal Caro Chorrillos 2676792 7th grade Monday 10:00-11:40 and Wednesday 12:00-13:30 Ingrid Maturana Riffo Gamlastan24@hotmail.com

10

PLANIFICACIÓN UNIDAD DIDÁCTICA

Sector

Lenguaje y comunicación

Unidad (Núcleo) de Aprendizaje

The city

Curso

7th básico

Tiempo

20 horas

Objetivo Comprender auditivamente una variedad de textos adaptados Fundamental y/o auténticos de mayor extensión y complejidad relacionada con el campo semántico del nivel identificando información general y algunos detalles en castellano, si fuera necesario.

Aprendizajes Esperados

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

Objetivo de aprendizaje de la unidad: Comprender y reconocer textos orales y escritos adaptados y auténticos de mayor extensión tales como: diálogos, mensajes, canciones, etc.

Contenidos del aprendizaje

Conceptuales Textos tipo para la comprensión auditiva y lectora: canciones, cuestionarios, diálogos, noticias, etc. Léxico sintáctico: profesiones, lugares de la ciudad, preposiciones(in, on, under, next to, in front of, between, behind) Presente Simple: oraciones afirmativas, interrogativas y negativas. Futuro Simple: oraciones afirmativas, interrogativas y negativa

Procedimentales Predicción del tema y de la información del texto. Localización de la información general y específica. Resolución de ejercicios para demostrar comprensión auditiva y lectora.

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

Lesson plan Date: May 20th of 2009.Level: 7th grade Expected Outcomes: Acquisition of new vocabulary related to places of the city (Hospital,Cinema,Museum,Stadium,School,etc.) Prepositions of Place: between, next to, in front of, across, behind, under, in, on. etc.

Skills: Speaking and Reading

Resources: flash card, whiteboard, sheet of paper with exercices, photocopies, etc. Time Introduction: Role calling. Date. Review. New learning 10` Students will answer “present” or “absent”. Students will answer about what day is today. Students will remember last lesson. Students will know the topic to teach Comments

Core of the class: Pre-stage: 20` Students will see some flash cards related to places Students will know the use of prepositions Students will repeat the name of places

While-stage:

30` Students will fill in the blank with the appropiate preposition. Students will write sentences using prepositions and places of the city.

Post-stage:

20` Students will work with a puzzle prepositions and places of the city. using

Closing: Recap main points learnt. Future learning.

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

11

Lesson plan (Supervised) Date: May 25th of 2009.Level: 7th grade Expected Outcomes: student will learn the use of Simple Present. Students will identify the general and specific information. Students will identify the order of the elements of Present Simple

Skill: Reading comprehension

Resources: cd radio, flash card with places of the city, sheet of paper with exercices. Time Introduction: Role calling. Date. Review. New learning 10` Students will answer “present” or “absent”. Students will answer about what day is today. Students will remember last lesson. Students will know the topic to teach Comments

Core of the class: Pre-stage: 20` Students will know the use of Simple Present Students will identify the structure of Present Simple questions (do /does) Students will answer some questions about the text. Students will create some sentences using the correct form of Present Simple Students will match according to the answer Students will fill in the blanks some sentences in Present simple. Students will share what they learnt. Students will know what they will learn next lesson.

While-stage:

30`

Post-stage:

20`

Closing: Recap main points learnt. Future learning.

10’

12

Lesson plan Date: May 27th of 2009.Level: 7th grade Expected Outcomes: students will identify the negative and interrogative form of the use of Simple Present.

Skill: Reading and Writing

Resources: text, whiteboard,dictionaries,pencils,eraser,sheet of paper with exercices,etc. Time Introduction: Role calling. Date. Review. 10` Students will answer “present” or “absent”. Students will answer about what day is today. Students will remember last lesson. Students will know the topic to teach Comments

Core of the class: Pre-stage: 20` Students will guess what is the topic about. Students will match some exercices about Simple Present Students will create sentences using the correct form of Simple Present Students will complete questions with the correct use of verb to be or do/does Post-stage: 20` Students will answer some questions to complete the chart. Closing: Recap main points learnt. Future learning. 10’ Students will share what they learnt. Students will know what they will learn next lesson.

While-stage:

30`

13

Lesson plan Date: June 1st of 2009.Level: 7th grade Expected Outcomes: students will apply and identify the use of Simple Present

Skill: Reading and Writing

Resources: sheet of paper with exercices, whiteboard, eraser, pen, marker, game,dices, coins, etc. Time Introduction: Role calling. Date. Review. 10` Students will answer “present” or “absent”. Students will answer about what day is today. Students will remember last lesson. Comments

Core of the class: Pre-stage: 20` . Student will underline the verbs in simple present Students will answer according to the text While-stage: 30` Students will put in order some sentences Students will complete some exercices ( fill in the blanks) Students will create sentences using simple present form. (negative and interrogative) Post-stage: 20` Student will play a game in group of four using the structure of Simple Present Closing: Recap main points learnt. Future learning. 10’ Students will share what they learnt. Students will know what they will learn next lesson.

14

Lesson plan (Supervised) Date:June 10th 2009.Level: 7th grade Expected Outcomes: To identify specific and general information.

Skill: listening

Resources: radio, cd, book, white board, pencil, sheet of paper with exercices, etc. Time Introduction: Role calling. Date. Review. 10` Students will answer “present” or “absent”. Students will answer about what day is today. Students will remember last lesson. Students will know the topic to teach Comments

Core of the class: Pre-stage: 30` Students will predict what is the topic about Students will listen to a conversation

While-stage:

20` Student will choose the correct answer Students will repeat the dialogue in couples

Post-stage:

20` students will perform the conversation in couples.

Closing: Recap main points learnt. Future learning.

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

15

Lesson plan Date: June 17th 2009.Level: 7th grade Expected Outcomes: to identify the general and specific information.

Skill: Speaking, Reading and writing

Resources: , pencil, sheet of paper, white board, marker, etc. Time Introduction: Role calling. Date. Review. 10` Students will answer “present” or “absent”. Students will answer about what day is today. Students will remember last lesson. Comments

Core of the class: Pre-stage: 20` Students will read a text and they will identify the use of simple future. Studentss will comment the tale and will give their opinion. 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` Students will put some verbs with the correct form of Simple Future Students will work in pairs and they will create sentences about their future Closing: Recap main points learnt. Future learning. 10’ Students will share what they learnt. Students will know what they will learn next lesson.

While-stage:

30`

17

Lesson plan (Supervised) Date: Monday, 22nd of June Level: Seventh grade

Skill: Speaking and Reading Expected Outcomes: Acquisition of new vocabulary related to Occupations (builder, singer, cook, etc.) and related to Sports (tennis, baseball, soccer, golf, etc.) Exchange information about occupations. The use of Simple Future for future plans. Resources: Flashcards, boardgame, whiteboard, puzzle, sheet of paper with exercises, pen, markers, dice. Time Introduction Role calling Date Review 10 min Comments Students will say present or absent. Students will answer what day is today. Students will talk about the last class

Core of the class Pre-stage

25 min

Students will see some flashcards related to occupations. Students will ask their classmates to complete a class survey sheet about occupations. Students will fill in the gaps using the appropiate verb

While-stage

20 min

Students will see some flashcards related to sports. Students will connect the pictures to their appropiate sentence.

Post-stage

25 min

Students will complete a puzzle using the Future Simple structure. Students will play a boardgame in groups of 4. Students will answer using the Simple Future structure.

10 min Closing

Students share what they have learned Recap main points

18

Lesson plan (Supervised) Date: June 24th 2009.Level: 7th grade Expected Outcomes: To identify and get the general and specific infromation. Acquisition of new vocabulary: above,around,every,highways,movies,land,desk,etc.

Skill: Reading

Resources: sheet of paper with exercices, white board, marker, pencil, etc. Time Introduction: Role calling. Date. Review. 10` Students will answer “present” or “absent”. Students will answer about what day is today. Students will remember last lesson. Comments

Core of the class: Pre-stage: 30` Students will predict what is the topic about. Students will read a text “ welcome to the future” 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: Recap main points learnt. Future learning. 10’ Students will share what they learnt. Students will know what they will learn next lesson.

While-stage:

30`

19

Lesson plan (Supervised) Date: July 1st of 2009.Level: 7th grade Expected Outcomes: to get the general and specific information and using the new vocabulary: highways,streets,buildings, maps,desk,trains, airplanes, land, top,every,etc

Skill: Reading

Resources: drawing sheet, crayons, eraser , white board, text, sheet of paper with reading exercices,etc. Time Introduction: Role calling. Date. Review. 10` Students will answer “present” or “absent”. Students will answer about what day is today. Students will remember last lesson. Comments

Core of the class: Pre-stage: 20` Students will read a text about the future

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: Recap main points learnt. Future learning.

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

20

Write with the correct preposition in, on, under, in front of, behind, at, between, next to, opposite to,etc.

Exercices 1) The cat is ________ the table 2) There’s a big tree ________ the house 3) The plane if flying _______ the clouds 4) She’s standing __________ the piano. 5) The movie theater is _________ the right 6) He’s sitting _________ the phone 7) The calendar is __________ the clock 8 ) The cabinet is ________ the sink. 9) There are some shoes _________ the bed. 10) The plant is _________ the piano. 11) Paul is sitting _________ Anna. 12) In Japan people drive ________ the left.

21

Grammar Exercises

Add one of the following prepositions: in, on, under, in front of, behind, at.

Example: He lives ______ Italy. - He lives in Italy. 1. He works a bank. A. on B. at C. under 2. The lamp is the table. A. in B. on C. under 3. I sleep my bedroom. A. at B. on C. in 4. He lives 26, Rosewood Street. A. in B. at C. on 5. She lives a farm. A. at B. on C. behind 6. The store is the library. A. next to B. on C. in 7. The car is the house. A. on B. in front of C. under

22

Simple Present

Read the text and answer the questions. 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.

What does Mr.Lee do?___________________________________________________________ What time does he get up?________________________________________________________ What does he eat in his breakfast?__________________________________________________ Does Mrs. Miller work in a supermarket?_____________________________________________ Where does Mrs Miller live?___________________________________________________ What time does she start to work?_______________________________________________ Do the Bartlett twins go to the stadium?_____________________________________________

23

24

25

26

27

Put the following sentences in order using the correct form of Simple Present
She/ parents/ with/ her/ in / lives/ Madrid Likes/ on/ to/ friends/ play/ she/ basketball/ Sunday/ with/ her with/ his/ he/ to/ brother/ the/ cinema/ goes Father/ my/ in/ a/ factory/ works Cooks/ my/ pasta/ mother/ very/ well Friends/ lot/ have/ They/ a/ of Mexico/ travel/ every/ year/ we/ to

28

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. 1.-Underline the verbs that are in the Present tense. 2.-Answer the following questions according to the text. a). What time does Mary wake up in the morning? b).When does Mary and her friend meet? c). What does Mary like to do when she meets her friend? d).Does Mary like to study? e).Does Mary like to play with his little brother? 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)

29

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

30

Engish test Present Simple
Name:______________________________________ Date:__________________ Grade:_________________

1. Write the personal pronoun that correspond to each auxiliar

Do Does
2.- translate the following personal pronouns
I: You:

he:

She:

It:

We:

They:

3.- Put the verb in the correct form of Present simple 1. 2. 3. 4. 5. 6. 7. 8. She ______ ( play) tennis everyday They ______ ( go) shopping to the mall He We She _______ ( work) in a supermarket _______ (travel) to the South _______ (go) to the beach

The dog_____ (eat) meat You He ______ (drink) too much coffee ______ ( cook) pizza for his mother

31

4. 1. 2. 3. 4. 5. 6. Do you like pizza?

Match the correct sentences ___ no, I work in an office ___ I eat bread everyday ___ no, he doesn´t, he drinks tea ___ She works in the Post office ___ yes I do , I like it very much ___no she doesn´t, she plays the guitar

Where does your mother work? Does she play the piano? Do you work in a factory? Does Peter drink coffee? What do you eat everyday?

5. Translate the following questions into Spanish

1.Do you play volleyball?______________________________________ 2.She likes sweet and chocolate________________________________ 3. They work in the Museum___________________________________ 4. Peter writes a poem_______________________________________ 5. Where do you work?_______________________________________ 6. Does he live alone?________________________________________ 7. She drinks milk everyday___________________________________ 8. They travel to Brazil every year______________________________ ______________________________ 9. We go to school in the morning_______________________________ _______________________________ 10. He eats only vegetables___________________________________

32

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: Eight O'clock. Randall: Eight O'clock. And do you go by yourself, or on a school bus? Joshua: No, I have a group that goes with me. Randall: So you go with a group? Joshua: Uh-huh. Randall: Now what kinds of things do you take to school? 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: We do "kiritsu, rei." Randall: "Kiritsu" and "rei." Now what are those? Joshua: It means "stand up, bow." Randall: Stand up and bow. Joshua: Uh-huh. Randall: And what do you study at school? 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? Joshua: No, we eat in our classroom. Randall: You eat in your classroom! [ Yeah. ]. Oh wow. That is very interesting. Now what time do you come home from school? Joshua: We come home sometimes at 3:00 and sometimes at 2:00. Randall: Okay, well thank you very much Joshua. Joshua: You're welcome. 33

Listen to the conversation and choose the correct alternative A day at school 1. How does Joshua go to school in Japan? A. He takes a school bus every morning B. He rides the subway at 8:00 AM. C. He walks with a group of students. 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. 4. Where does Joshua eat lunch at school? A. in his classroom B. in the lunchroom C. in the gymnasium 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

34

Simple Future

• El futuro simple se usa para hablar de acciones que

van a ocurrir en el futuro. • Para formar el futuro simple usamos: auxiliar Will más el verbo
Example I
sujeto

will
auxiliar

buy a car
verbo

Yo compraré un auto

• Es muy frecuente que Will aparezca contraída de la forma

'll

Example:

She will buy a car She'll buy a car

Ella comprará un auto Ella comprará un auto

I 'll go to the supermarket He'll play tennis tomorrow

Yo iré al supermercado Él jugará tenis mañana

35

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

La forma negativa del Futuro Simple se forma añadiendo entre el auxiliar y el verbo

not

example I will not play tennis Yo no jugaré tenis

auxiliar

verbo

She will not

travel

to Mexico

Ella no viajará a México

36

Para hacer preguntas en Futuro Simple se usa:

Will

sujeto example

verbo

Will Will

you play tennis? she buy a car ?

¿Jugarás tenis? ¿Se comprará ella un auto?

Will he travel to Mexico?

¿Viajará él a México?

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 _____________________________________________________

37

Choose the correct alternative using the Simple Future form

1- Jugaremos en el parque a) Will play in the park 2- ¿trabajarás mañana? a) Will you work tomorrow? 3- ¿comprarás una casa? a) You will buy a house 4- no comeré pescado a) I do not eat fish b) I will not eat fish b) will you buy a house? b) do you work tomorrow? b) we will play in the park

Match the sentences with the corresponding picture • • • • • He will eat She will travel We will play They will buy She will cook

38

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_____________________________________________________

Write this sentences using the interrogative form write: escribir/ read: leer/drink: beber/ cook:cocinar/ eat:comer Example Will he play tennis? 1- ¿escribiré? _____________________________________________________ 2-¿Tu beberás coca cola? _____________________________________________________ 3-¿Antonio comerá pizza? _____________________________________________________ 4-¿Ella cocinará? _____________________________________________________ 5- ¿María leerá un cuento? _____________________________________________________

39

Complete the sentences using will + the verbs from the list

travel

read

play

visit

go

cook

1. _____ the children _______ soccer tomorrow? 2. Sarah ___ _______ to school next month 3. She ___ _________ to Spain 4. ___ the men ________ a book? 5. She ___ _______ her mother 6. Carlos ___ _________ a lasagna

Create sentences according to the pictures Affirmative (eat)

______________________________

Interrogative

(cook)

______________________________

Negative

(wash)

______________________________

40

41

42

CLASS SURVEY Tick
NAME

under the occupation
Builder Firefighter Singer Cook Dentist Doctor Soccer Player Police Officer Driver

EXAMPLE:WILL YOU WORK AS TEACHER ?

YES, I WILL WORK AS TEACHER..............

No , I WILL not works as Teacher

43

Connect the pictures to the descriptions Use Simple Futuro

a)

___________ I will play baseball

b)

___________ This Friday Iwill play tennis

c)

_________ Next Monday I will play jockey

d)

___________ On WednesdayI will play football

e)

_________ Tomorrow I will play soccer at school

f)

__________ But on Tuesday I will play golf

44

What will you do next week? Start
Clean my room Go to the cinema

Free

Visit Tokyo

Play the guittar

Go to a party

Start again

Watch a movie

I will sing a Karaoke
Work with my father Buy a bicicle Visit my Cook pizza grandmother Play with my friends Travel to

Go back 2 spaces

Jamaica

Start again

I will not play soccer Free
Read a book Take a picture Listen to music

Go to the doctor

Go forward 1 space

Finish

45

Reading and writing Complete the sentences with the correct verb Using simple Future ( will + verb) watch take send go read ride buy

1.- On Monday, I 2.- On Tuesday, I

_________ a great film _________ some flowers

3.- On Wednesday, I _________ an e-mail to a friend. 4.- On Thursday, I 5.- On Friday , I __________to the Park ___________in my bike

6.- On Saturday I, ____________a book 7.- On Sunday I, _____________ a rest

46

7

What will you do?

1

2

4 5

Choose the correct verb:
eat, play, work, sell, hide Travel, think, sing, go, read, paint, break, write 6 3

8

Across
1. I will _____ my house 3. He will _____ his car 5. I will _____ a book

down
2. I will ______ to New York 4. He will____ Pasta

6.I will ____ Karaoke this week 8. She will___ shooping 7. My father will ____ a letter

47

48