PORTFOLIO

Name: Nayadeth Romero J

Teachers: Isabel Vasquez.
Rodrigo Gonzales.
Professional Practicum
Liceo “La Igualdad”
English Pedagogy.
July, 2009

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 Index

 Introduction…………………………………………….…………3

 Articles related to education………………………………....4-5

 Reflective articles…………………...………………………..6- 7

 School information and pedagogical artifacts……..…… ..8– 9

 Units plan and Lesson Plans…………………………...…10 –27

 Learning Material……………………………………………28-31

 Workshops, Gudes and test……………………………….32- 39

 Listening Activities………………………………………….40-42

 Conclusion …………………………………………………….43

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 Introduction

The following portfolio is a way to reflect all things that I have done during of
all this final practicum process.

I did my professional practicum in “La Igualdad” school. I worked with a

Second grade in high school. I had 28 students in my class, and definitely, it was a
wonderful experience.

In the curse of this semester I have learnt lot of things that I want to share
with you.
In all this process I realized that teaching is a very difficult job, but at the
same time it is a beautiful profession in which you can learnt lots of things.

In this portfolio you can find all works that are related to this final stage of my
career. This portfolio includes reading related to education, reflections, school
activity, pedagogical artifacts, etc.

I hope you enjoy all this work.

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 Articles related to education
Quise incluir este articulo porque creo que tiene bastante relación con lo que muchas veces se dice con
respecto al tarea docente de enseñar partiendo de las necesidades de los alumnos y teniendo claro que son personas a
las cuales les vamos enseñar por lo tanto cada uno es diferente y tiene su propia manera de aprender, en definitiva
como incentivar a los estudiantes a aprender y este articulo habla bastante de eso.
Creo que es necesario tener claro que a la hora enseñar debemos considerar diversos aspectos tales como los
mencionados anteriormente, las necesidades, conocer la realidad de los estudiantes etc etc. Y creo que todo esto
parte de la base de tener la ganas de incentivar a los alumnos a aprender, si realmente queremos lograr eso en
nuestros alumnos entonces, tal como dice el articulo, debemos autoevaluarnos nosotros como profesores, saber
cuales son nuestras fortalezas y debilidades, saber como generar un clima “ideal” para enseñar un materia
determinada, y tener claro como podemos motivar a nuestros alumnos a un aprendizaje significativo. En definitiva
tener muy claro todo lo que un profesor debe saber y dominar muy bien a la hora de enseñar.

EL DOCENTE Y SU INCENTIVACION EN EL ALUMNO

Carlos Mora Vanegas,

No nos sorprende leer que se diga, que la mayoría de los docentes no se responsabiliza por su
desempeño en el aula ni, lo que es más importante, por el avance del aprendizaje de sus propios
alumnos. Desde luego por muchas razones motivo de otro escrito. Sin embargo un aspecto que se
debe reflexionar en la docencia moderna es qué tanto el docente sabe incentivar al alumno. Sobre
ello podemos señalar, que todo buen docente universitario, plenamente identificado con su misión
de proporcionar los conocimientos necesarios de acuerdo a los requerimientos que el tiempo
presente demanda, debe saber incentivar a sus alumnos a que estos generen, den paso a nuevos
conocimientos que colaboren con soluciones que favorezcan a la comunidad, región donde
conviven.Desde luego, esa no es la única incentivación, hay muchas otras que han sido
descuidados por algunos docentes, no aprovechando adecuadamente la oportunidad que se le
presenta en esa vinculación, incentivaciones por ejemplo, en que el estudiante utilice
adecuadamente su potencial creativo, habilidades, destrezas, interés en la investigación,
crecimiento personal, aprendizaje.
Para ello, el docente debe saber usar estímulos motivacionales que den paso a que aflore la
incentivación que todos traemos y conlleve a generar resultados que no solamente favorezcan al
incentivado sino a todos.
Para ello es necesario, el docente autoevaluarse, determinar cuáles son los estímulos
motivacionales que está utilizando a través de su docencia, cómo esos estímulos ha conllevado a
que el estudiantado se encuentre motivado, incentivado y conlleve que la clase, el aprendizaje
alcance excelencia académica.
Debe el docente además, tener un autoconocimiento de sus debilidades, fortalezas en sus
metodología, en la forma como expone sus ideas, conocimientos y sobre todo, cómo incentiva a
sus estudiantes, aspecto que se determina fácilmente con los resultados, el clima motivacional
imperante en el curso.
Es necesario de acuerdo a la personalidad, conducta, comportamiento de los participantes,
determinar cuál debe ser la metodología a seguir, la manera de comunicarse motivacionalmente,
cuáles los estímulos que generaren incentivos positivos en el estudiante, interés en el aprendizaje,
productividad.
Insistimos en señalar, que el Docente moderno tiene que definitivamente saber usar
adecuadamente los estímulos motivacionales que el presente demanda, más cuando los medios
audiovisuales avalados con las exigencias de la sociedad del conocimiento ofrecen nuevos
estímulos, que de sabérseles manejar colabora positivamente en pro de la incentivación del
participante.
Hay que hacerles ver la importancia de su uso, su alcance, repercusiones, lo que ello genera a
favor del aprendizaje, comunicación.Debe el docente identificarse con las ventajas que Internet
proporciona en pro del aprendizaje del participante, los beneficios que ello genera en pro de la
investigación, recolección de información, de ahí, que debe incentivar a sus alumnos a que hagan
uso de ella , que además permite actualizar los conocimientos de acuerdo a la dinámica que el
diario vivir presenta.
El docente también debe saber integrar la vinculación de la motivación con respecto a la
incentivación, es decir, la motivación está alimentada de estímulos que pueden ser externos como
internos que sabiéndoseles manejar actúa a favor de la incentivación a quién se le proporciona,
dependiendo de su fortaleza, consistencia va dar paso a generar resultados altamente positivos
que definitivamente permitirá que el participante proporciones respuestas óptimas y desde luego, el
docente alcance los objetivos programados en pro de la excelencia académica .
En mi experiencia como docente, especialmente a nivel de postgrado, los estímulos motivacionales
que activan la incentivación de los participantes están avalados por las siguientes consideraciones:
incentivación a un nuevo aprendizaje, práctico, factible, con repercusiones positivas, en donde
están reforzados de cargas de autoestima, asertividad, Programación Neurolingüistica, Análisis
transaccional que favorecen la incentivación , dando muchos resultados positivos, que se reflejan
en identificación plena y uso de los conocimientos impartidos, dando a paso a nuevos que son
tomados en cuentas, experimentados, así como seguridad a los participantes de que su
aprendizaje ha sido asimilado.
Se activa también la incentivación cuando se manifiesta abiertamente la importancia de que el

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estudiante demuestre sus habilidades, destrezas, participación no de forma solamente teórica, sino
práctica, vinculándolos con la realidad del entorno donde laboran, de las necesidades de la
comunidad.
Se incentiva constantemente al estudiante haciéndole ver que su participación es necesaria en
muestres programas de estudios a fin de alimentarlos con sus vivencias, comentarios, sugerencias
y garantizar conocimientos actualizados de acuerdo a las necesidades que el presente requiere.
Se usan muchos estímulos de participación en talleres, tormenta ideas, mesas redondas a fin de
incentivar al participante a expresar sus inquietudes, creatividad, iniciativa que garantice que la
apertura de los diálogos a favor del aprendizaje favorezca a todos. Concretamente, el docente
moderno dado a las características de los actuales escenarios que presentan mucho dinamismos,
cambios, retos, requieren que se incentive adecuadamente el talento humano que hay en cada
participante puesto es un verdadero capital que de usarse los estímulos motivacionales adecuados,
generan grandes beneficios en todos los actores involucrados y para el mismo escenario en donde
actúan.

I wanted to include this article because I considerer that after reading it one can see all work
that is behind teaching. I considerer that your philosophy as teacher is really important in order to do a
good job inside classroom because if you have clear what your goals are, so it will be easier to have clear
manner you want to teach your subject.
I consider that this article could be a help for English teachers to clarify labor of teaching.

English Teacher Philosophy Of Teaching Is All About A Student's Progress

An ELP (English language program) is centered round an English teacher. Philosophy of Teaching
of an English teacher, according to ELP, should ideally be to create an encouraging positive
atmosphere, which helps rather than hinders, motivates rather than weakens an English language
learner.

Hence, there is no element of wonder in the fact that every high-paying job-opportunity as an
English teacher these days necessitates philosophy of teaching as the prime requisite. Conversely,
for an English teacher, philosophy of teaching has become a major marketing strategy. TEFL/TESL
aspirants, therefore, make it a point to include their teaching philosophies - all essential skills and
qualities and specialties in their CV and portfolio.

As said, an English teacher's philosophy of teaching should be to bring the maximum benefit to a
student with the power of his/her English knowledge and awareness. Teachers are guided by their
own philosophies while teaching ELLs. Anyways, whatever be your philosophy, it should reflect in
everything you do with your students and guidance you provide them - right from your approach to
your means and goals. Make the philosophy a part of your class activities as well as that of your
assessment strategies and adhere to them while teaching.

To be an effective ESL/EFL teacher, you really do not need to be an authority in English as a

leader, helping the learners in the learning process.

Your success-rate will be high if you encourage student participation and that should
dictate your philosophy of teaching. Adopt the co-operative approach, allowing the students to bond,
communicate with each other, sharing ideas and views on topics taught during class-sessions. This
collaboration pursued as class-activity, will sharpen their reading, writing, speaking and listening
skills side by side honing their social skills.

Include interesting accounts and personal anecdotes to arrest your students' attention but a more
effective approach will be to engage your students (both mentally and physically) in positive,
meaningful pursuits of their own liking. This will give your wards a sense of ownership of their own
work. Thus, if you are thinking of a writing or discussion workshop for beginners, ask your students
to choose the topic. Their awareness of the subject matter will be enough to boost their confidence,
making them more at home with their writing and speech.

While you are teaching grammar to your students, the best idea for you will be to teach them with
the help of examples. This introduction will make your students more comfortable, giving them a
safe environment to test their capabilities.

On no conditions, however, should an English teacher confine ones philosophy of teaching to just
guiding. Venturing in known arenas does help your students but then it will stagnate their minds.
You certainly cannot let that happen as an English teacher. Philosophy of teaching demands that
you inspire your students. Do not delay. Incite new lines of thought in them by challenging and
questioning them and see how your students make headway with their English.

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 Reflective Articles

Reflection n°1

After doing this first workshop, I realized that I am not the only one who has
fears and many expectations for this practicum process. It was really nice to share
our experiences and also to talk about our feelings with regards to this important
process in which we have to do the work that we will do for the rest of our
lives.About my fears, I can say that it would be awful for me not be able to motivate
students to learn, because I consider that a good teacher has to use all her or his
tools to inspire students to learn not only English, but also any subject, even those
that are not related to school. Another fear is related to myself, I would like to be
self-confident in front of the class. For me that is very important, because students
notice when a teacher speaks with self-confidence, and I think that is essential to
do a good work inside classroom with students.Now about my expectation, I would
like to learn a lot of things in all this process, I know that surely I will make some
mistakes, but I also know that I will learn many things from them. So, in one point I
am not worried about my work as a teacher, I just want to do my best with my
students and I want that this process become an unforgettable and a nice practice
in which I can learn and also gain much experience in order to do a better work in
the future as a teacher.For all things that I said before, my commitments are
related to do my best during all this process and also try to innovate inside
classroom in order to make students feel comfortable to learn English.

Reflection n°2

The truth is that when I go back to the moment when I was giving my lesson
at school, many things come to my mind. I think about, listening activity, all things
that I did throughout the class, students attitude and times of ach part of the class.
The first critical thing that I have to say about my lesson is that I felt a little nervous
because it was the first time that I was being evaluated, this time was different
because before I was being just observed, It is not difficult for me to do class when
someone observes my lessons I don’t have any problem with that, but this time it
was different because I was being observed in order to be evaluated and that
made a difference for me.
I believe that I tried to do all perfect, but for being worried about evaluation I think
that I forgot to enjoy the class. I think I was too concerned to time that I got a little
nerves and I forgot an activity that I had thought to do in class and at the end I had
to improvise the last activity. Nerveless, I consider that, in general, it was a good
class, I think that my students didn’t realize about my nerves. In fact, they enjoy
singing the song and to do all activity done in class and I have to say that when I
asked students if the had enjoyed the class and the listening activity and all of
them answered yes, I felt more comfortable and I think that in that moment I enjoy
the class and I forgot evaluation.
Well, even I consider that it wasn’t a bad class I am sure that today I would do a
better job in that lesson. I would try to forget everything and I just enjoyed the class,
that’s the point I believe that I have always to enjoy the class, I think that’s the only
way to do a good performance in class. Anyway I prepared a lot that class and I
think that I got the main objective of that I prepared for that lesson.
In relation to the conversation that I had with my supervisor teacher, I consider that
it was very interesting for me, because she made me go back again and to find a
lot of things that I hadn’t seen before. And at the same time that conversation
made me feel more self-confident.
Well, In conclusion I have to say that with this process I learnt that sometimes it is
more important to enjoy things that we do than to be worried about doing things
perfectly.

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A personal reflection.

"The mediocre teacher tells, The good teacher explains,

The superior teacher demonstrates, The great teacher inspires."

Many times we have heard that we have to study a lot to be successful in our lives,
but what teachers make to get students study and learn? How teachers get
students be motivated to gain knowledge of different things?

As a future teacher, I believe that teacher play an important role in learning

process. Most people think a teacher just teaches knowledge, but, in fact teachers
teach more than that. A good English teacher not only teaches English inside
classroom, but also he or she encourages students to learn new things every day,
even things that are not related to English. I think that a good teacher opens
students minds.

As William Arthur Ward said: "The mediocre teacher tells. The good teacher
explains. The superior teacher demonstrates, The great teacher inspires." This is
the point, I think the secret to be a successful teacher is to know how to inspire
students to learn, to gain knowledge, to discover new things by themselves, in
short, to inspire students to carry on and tray again every time that it is necessary.

Now the question is what to do to get all these things? In my case, I consider that
the most important thing is to be motivated to teach, and also to have confidence in
your students. For me, it is important that teachers know what their students’ needs
are. In this way it will be easier to start a relationship in which both, teacher and
students have benefits. Students can learn different things such as English values
and other things and teacher can learn a lot from their students at the same time.

In my case as a future teacher I don’t want to be an authority inside classroom, but

to be a guide for students. I would like to teach them English in a more entertaining
way for them, for this reason I believe that it is important to know what needs your
students have and from that point to start your teaching, in that way you can
include all subjects in different and interesting way.

Another thing that I would like to do is to include students in my classes because, I

think participation from student is very important to get a meaningful learning.
When students include their own experiences in their learning they are more
conscious about their learning and also they pay more attention in way they are
learning. And also this point can be important because some students need that
somebody takes care about them, So if you make students participate in your
classes you can make they feel self-confidence.

Communication is another important point for me; a good communication with your
students means a good relationship with them. I would like to have a good
communication with my students because I believe that it is important to always
talk to your students, and not only to talk about English or to talk to them inside
classroom, but also to talk about any topic and also to talk to them outside
classroom.

In conclusion I would like to be a teacher that students remember not only because
of English things but because of many things that will be important for them in their
life.

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 School Information

 Name of the school: Liceo La Igualdad

 Address: Simpsom #126
 Phone: 2213805
 Number of students : 1011.
 Numbers of teachers: 33
 Pricipal’ name: Ricardo Andradre.
 U.T.P Chief’s name: Raul Atenas.
 Teacher guide: Fanny Crisosto.

Reports and Pedagogical Reflections.

I. Observation stage. a) Pedagogical Artifact Nº1

The place where I did my professional practicum is Liceo La Igualdad, this school
is located in Simpsom #126, Valparaiso City.
This school has a long tradition since it holds 1011 students from kindergarten to
4th grade in Secondary.
I took my practicum with the 2nd grade in secondary. The class was composed by
28 students, this is one of the smallest class because other classes are composed
by 35 or 40 students. So I was lucky to have this class because when the group of
students is smaller one can motivated better students.

Fortunately, Students from this school don’t have serious problems of behavior, so
I think I won’t have problems to do my classes and also they are not shy persons,
they always participate in classes. Nerveless, there are some of them who are not
self confident so although many time they know the right answer, they have many
doubts to choose an answer and sometimes ,for this reason, they don’t do a good
work.
In relation to English subject, I can say that they know lots of grammatical rules,
but they had many problems to make use of this language. I mean, they were
used to doing exercise in which they don’t use English language to communicate
ideas, such fill gaps, complete sentences, etc, they don’t have the opportunity to
create something using English language.

After saying all this things, I hope to have a pleasant experience of this process in
which I will be able to know and learn many things related to this nice work of
teaching.

II.Team-teaching stage.

a) Pedagogical artifact Nº2

In this stage, I realized that teacher guide does good performances in classes, she
make students participated of her classes, and also they are motivated by her to
learn new things, she gives them lots of extra material (guides) maybe, the only
thing that she didn’t practice enough is speaking because she doesn’t speak in
English during all class, she just say some things in English, for that reason student
don’t speak anything in this language. But in general she is very good English
Teacher.

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Reflection. “Use of English”

The first time I enter the class, the guide teacher introduce me to students in
English and I talk to them in English too, but I realized that they didn’t understand
what things we (teacher and me) were saying. Anyway, They showed very friendly;
in general they had a very positive attitude. Soon, they asked me for help and in
that way I made good relationship with students.

I have to say that I always take care about how motivating students to learn
English, I talked to them about benefits of speaking English and I always tried to
tell them that It’s no so difficult to learn this language. Because as I said in the
observation stage I could see that students don’t use the language I think that
learn English in an artificial way, because they just do some exercises but most of
them have no idea about what things they are saying or writing.
Anyway, I have to say that when I started to do my classes I realized that it is very
difficult to make that students use English in a communicative way, they are used
to using English language in a grammatical way but they don’t understand the
meaning of many words that they use to do exercises.
For that reason I focused on teaching English in way that they understand the
language, and I created comics and I taught them some English songs lyrics. I also
made they created their own comics, But in general it was no easy to do all this
activities. But at the same time it was satisfactory for me to see that at the end of
this term some of them used the language, I mean, that they created their own
sentences knowing exactly what things they were saying in their sentences.

So me reflection is about the job that we have as teacher, I think that we have to
teach English language to make students be able to use it for communicative
intentions.

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 PLANIFICACIÓN UNIDAD DIDÁCTICA Sector Lenguaje y comunicación. Subsector:
Inglés

Unidad (Núcleo) de Family and Curso 2° Tiempo 18 horas pedagógicas (9clases)

Aprendizaje Friends Medio

Objetivo
 extraer información general y específica de distintos tipos de
Fundamental
textos escritos, auténticos simples o adaptados, en un nivel
literal e inferencial, con ayuda del diccionario; demostrar
comprensión, usando el castellano si fuera necesario;

Extraer información general y especifica de distintos tipos de textos

auténticos o adaptados, representativos del mundo estudiantil,
Objetivo de aprendizaje de la unidad:
Laboral, académico y de actividades tales como: juegos, cartas y
artículos breves.

Contenidos del aprendizaje

Conceptuales Procedimentales

 Miembros de la familia  predicción de la información general de un texto

instructivo, descriptivo o narrativo, recurriendo a
 Vocabulario relacionado con familia y amigos conocimientos previos, título, subtítulos,
preguntas retóricas, ilustraciones y tipografía,
 Adjetivos para señalar de qué trata el texto, cómo se
organiza la información y cuál es su propósito
 Adverbios comunicativo

 Adjetivo + adverbio localización de información general y específica en una

serie de textos reconociendo similitudes y diferencias de
función comunicativa, aplicando técnicas de lectura.

Actitudinales Aprendizaje Esperados

 Conoce su realidad y su entorno.

 Demuestra comprensión de la información
 Analiza y sintetiza información relacionada a su general y/o específica en textos escritos
vida. pertinentes, auténticos o adaptados, de 5 a 7
párrafos (1 a 2 páginas) de temática variada en
contextos familiares, prácticos y culturales.
 Valora modos de ser, pensar, su cultura y otras
culturas  Utiliza los conocimientos lingüísticos (morfo-
sintácticos y léxicos) para comprender literal e
 Aplicación de criterios de sentido, calidad, inferencialmente el contenido informativo de los
productividad responsabilidad textos
 Reconoce un léxico de distintas palabras en una
variedad de textos, para resolver problemas de
comprensión auditiva y lectora.

Actividades generales Recursos Evaluación

 Guías de trabajo
 Predice el contenido informativo de un texto  Pizarrón individuales y grupales
y formula hipótesis de lectura  Libro  Dibujar un comics
 Predice o busca el significado de ítems  Comics  Control Oral
léxicos claves  Canción  Evaluaciones formativas
 Sigue el desarrollo de la información
utilizando pistas lingüísticas o semánticas

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 Lessons Plans

Date: May, 5th, 2009 Level: 2° Medio

Skill: reading

Expected Outcomes: to identify different kinds of families in a short text.

Resources: Whiteboard

Book

Time Comments

Introduction 5min. To ask students: What do you know about your family?
Do you like your family?
What you can say about your family?

Core of the class

Pre-stage 25min. Pre- reading.
 To introduce students to different word related to
family.
 To show and explain some pictures from the book
to make student distinguish different kinds of
family.
 To ask them, what kind of family do they identify
with?

30min. While reading.

While-stage  I read the text with them in order to clarify all
words that they do not understand.
 Then Students read the text again to understand the
text better.
 After reading the text student have to do the
following exercises: To find a headline for each
Paragraph.
True false exercises.
To find synonyms in the text.
Post-stage 25min Post reading.
 Students have to identify what kind of family is
their own family. And say why.

To Check the answers.

5min.
To ask students what they have learn today
Closing

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Date: May, 8th, 2009 Level: 2° Medio

Skill: reading

Expected Outcomes: to identify difference between adjectives and adverbs.

Resources: Whiteboard
A cartoons comics
Book

Time Comments

Introduction 5min.  To ask student what they remember about

adjectives and what things they know about
adverbs.

Core of the class 25min.

Pre-stage  To explain to students what is the function of
adjectives and adverbs in a sentence.

 To use the book to give examples about function of

adjectives and adverbs.

While-stage 30min.  To give students a comics to show them different

dialogues in which they can identify different
adjectives and adverbs.

 Students read the comics.

 To read the comics aloud in order to understand the

story and to clarify all doubts about adjectives and
adverbs.

Post-stage 25min.
 Students have to identify all adjectives and adverbs
in the comics and say what word they modify
inside each sentence.

 To check the answers.

5min.
Closing  To ask students what they understand by adjectives
and adverbs.

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Date: May, 12th , 2009 Level: 2° Medio

Skill: writing

Expected Outcomes: to recognize the function of adjectives and adverbs inside a sentence.

Resources: Whiteboard
A cartoons comics
Book
Dictionary

Time Comments

Introduction 5min.  To ask student what they remember about

last class.

Core of the class 25min.  To give students a guideline to create a comics

Pre-stage  To give an example of how to do a comics
 To use the whiteboard to write some adjectives and
adverbs that they can use in their comics.

40min.  Students create their own comics using all

While-stage materials that they need to do it.

 They follow the guideline to create a story using

1. family members
2. Adjectives.
3. Adverbs.

Post-stage 15
 Check work done by students.

5min.
 To ask students if the enjoyed the work, why
Closing

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Date: May, 15th , 2009 Level: 2° Medio

Skill: reading.

Expected Outcomes: Identify a vocabulary of 5 words, classify different kinds of family and
recognize some family members from a family tree,
Resources: a tets

Time Comments

Introduction 5min. To ask student if they remember that they have a

test today. And subject is the test about.

Core of the class 5min.  To give students all instruction to answer the test.
Pre-stage

15min.  Students develop a guide in which they have to do

While-stage different exercise in order to understand different
vocabulary and the function of adjectives and
adverbs.

10  To remember students that they have just ten more

Post-stage minutes to finish the test

 To ask students if test was difficult or easy and

5min. why.

Closing

14
Date: May, 15th , 2009 Level: 2° Medio

Skill: reading.

Expected Outcomes: to recognize the function of adjectives and adverbs inside different
sentence.
Resources: Whiteboard
A cartoons comics
Book
Dictionary

Time Comments

Introduction 5min.  To ask student what they remember about

The function of adverbs and adjectives.

Core of the class 10min.  To explain the function of adjectives and adverbs
Pre-stage again in order to clarify all doubts.

20min.  Students develop a guide in which they have to do

While-stage different exercise in order to understand different
vocabulary and the function of adjectives and
adverbs.

10  Check answer
Post-stage
 To ask student the meaning of different sentences.

5min.
 To ask students what they have learnt whit this
Closing activity.

15
Date: May, 19th , 2009 Level: 2° Medio

Skill: writing

Expected Outcomes: to recognize the function of adjectives and adverbs inside a sentence.

Resources: Whiteboard
A cartoons comics
Book
Dictionary

Time Comments

Introduction 5min.  To ask student what they remember about

last classes.

Core of the class 20min.  To give students the guideline to continue the
Pre-stage comics
 To use the whiteboard to write some adjectives and
adverbs that they can use in their comics.

45min.  Students continue creating their own comics using

While-stage all materials that they need to do it.

 They follow the guideline to create a story using

4. family members
5. Adjectives.
6. Adverbs.

Post-stage 15  Check work done by students.

5min.
 To ask students what they have learnt whit this
activity.
Closing

16
Date: May, 22th , 2009 Level: 2° Medio

Skill: Reading

Expected Outcomes: to identify some important values inside a family.

Resources: Whiteboard
Dictionary
The Book

Time Comments

Introduction 5min.  To ask student why values are important in a

family.

Core of the class 20min.  To explain students why values are important in a
Pre-stage family.
 To give students some vocabulary to make they
discover the meaning of some proverbs and also to
fill gaps of a poem related to family

35min.  Students work with a dictionary to find the

While-stage meaning of some proverbs and to fill the gaps of a
poem that appear in the book.

 When students finish the previous activity they

have to do some exercise from the book.

Post-stage 25  Check work done by students.

 To review all answers and read again proverbs and
poem.

5min.
To ask students what things they have learnt today
Closing

17
Date: May, 26th, 2009 Level: 2° Medio

Skill: Listening

Expected Outcomes: to recognize adjectives adverbs and nouns in a song.

Resources: Whiteboard
A radio to listen to a song.
A piece of sheet.

Time Comments

Introduction 5min.  To ask students what we have seen last classes.

 What things they remember of preceding classes
 To present students this part of the unit; Making
Friends.

Core of the class 30min.  To talk to students about best friends.

Pre-stage  To mention some important characteristics of best
friends
 To ask students, who has seen the movie; My best
friend’s weeding.
 To associate this movie with the song: A little
prayer for you.
 To give students some vocabulary before listening
the song.

While-stage
 Students listen to the song twice in order to fill the
30min.
gaps with word that are missing in the song’s lyric.

Post-stage 20min.  Check the answers with students.

Closing 5min.  To ask students if they enjoyed this activity, why.

To ask students what important things we have learn today

18
Date: May, 29th, 2009 Level: 2° Medio

Skill: reading

Expected Outcomes: to identify some tips to make friends easily.

Resources: Whiteboard
Book

Time Comments

Introduction 5min.  To ask students if they have friends.

 To ask them in what way the make friend.
 To ask them if they know some tips to make friend
easily.

Core of the class 30min.  To talk to students about friendship.

Pre-stage  Students read an article related to how making
friend.
 To check some vocabulary with students to
understand better the text.
 Students read the article again, but this time aloud.

While-stage 30min.
 Students do different exercises related to article:
 Choose a title for each paragraph
 Answers some question related to the article.
 Tru, False exercises
 To write 4 things that one has to do in order to
Post-stage make friend easily.
 To write 4 things that you have not to do to make
friend easily

20min.  Check the answers with students.

Closing 5min.  To ask students if they enjoyed this activity, why.

To ask students what important things we have learn today

19
Date: June, 2nd , 2009 Level: 2° Medio

Skill: reading

Expected Outcomes: to identify adjective + verb structure.

Resources: Whiteboard
A cartoons comics
Book

Time Comments

Introduction 5min.  To ask student what they remember about

adjectives and if they know the role of verb in a
sentences.

Core of the class 25min.

Pre-stage  To explain to students what is the structure of
adjective + verb.

 To use the book to give examples this structure.

 To ask them others examples.

While-stage 30min.  To give students a comics to show them different

dialogues in which they can identify this structure.

 Students read the comics.

 To check some vocabulary with students.

To read the comics aloud in order to understand the

story and to clarify all doubts about adjective + verb
structure.

 Students have to identify all adjectives + verbs in

Post-stage 25min.
the comics and say what is the function of this
structure.

 They have to create their own sentences using this

structure.
 To check the answers.
Closing 5min.
 To ask students what they have learn today.

20
Date: June, 05th, 2009 Level: 2° Medio

Skill: writing

Expected Outcomes: to create their own sentences using adjective + verb structure

Resurces: Whiteboard
Book
Guide

Time Comments

Introduction 5min.  To ask students what they remember about

previous class.

Core of the class 20min.  To ask them some example of adjective+verb from
Pre-stage last class.
 To write on the whiteboard these examples.
 To make they create their own example.

To Give students a guide in which they have to develop

While-stage 40min. different exercises:
 To complete a cartoons using adjective + verb
structure.
 To change some sentences using this structure.
 To do exercise of alternatives.
 To create their own sentences using this
Post-stage
structure.

 Check the answers with students.

20min.

Ask them if they enjoy the activity, why

Closing 5min.

 To ask students if they enjoyed this activity, why.

To ask students what important things we have learn today

21
Date: june, 9th, 2009 Level: 2° Medio

Skill: listening

Expected Outcomes: to recognize the meaning of different words and discriminate them.

Resources: Whiteboard
Radio
Book

Time Comments

Introduction 5min. To ask students: What do you know about pen friends?
Do you have one?
What you can say about pen friends?

Core of the class Pre Listening

Pre-stage  To introduce students to this topic and ask them
about different pictures from the book.
 To ask students what kinds of pen friend they
would like to have
 To see different vocabulary and see some
synonyms in order to understand the listening

While Listening.
 To read all question about listening.
 To clarify any doubt about listening activity.
While-stage  To listens the book CD to do listening activity.
 To answer different question related to the
listening from the book
 Checks all answers

Post Listening.
Post-stage
 Students have to write a short letter to a pen pal.

To ask students what is the most important thing that they

Closing
have learnt today

22
Date: June, 12th , 2009 Level: 2° Medio

Skill: Listening

Expected Outcomes: to recognizes some characteristics of a pen friend in a listening activity.

Resources: Whiteboard
Book
Radio CD

Time Comments

Introduction 5min.  To ask student if they know what mean a pen friend
and talk about pen friend relationship.

25min.  To do exercises from the book related to a pen

Core of the class friend:
Pre-stage o To look some pictures of different people and say
which one they would choose as pen friend.
o To identify different synonyms of different
adjectives related to pen friends.
o Complete some sentences using this synonyms

30min.  To listen a program about finding a pen friend. And

While-stage do different exercises related to this listening.

 Decide which tips are mentioned in the program

and which are not.
 Chose the right alternative.
 True and false exercises.

10min
 Check answers and listen the program the last
time.
Post-stage 15min.
 To write a short letter to a pen friend using the tips
given in the radio program.

05min
Closing  To ask students if the enjoyed the work, why

23
Date: May, 19th , 2009 Level: 2° Medio

Skill: writing.

Expected Outcomes:

Resources: a tets

Time Comments

Introduction 5min. To ask student if they remember that they have a

test today. And subject is the test about.

Core of the class 5min.  To give students all instruction to answer the test.
Pre-stage

67min.  Students develop a guide in which they have to do

While-stage different exercises.

 Identify 5 different kinds of family,

 write the correct family members from a family
tree, identify some synonyms,
 complete sentences using to + infinitive,
 complete a comics choosing the best alternative
 write a short letter to a pen friend.

Post-stage 10
 To remember students that they have just ten more
minutes to finish the test

3min.  To ask students if test was difficult or easy and

why.
Closing

24
 II Unidad de aprendizaje
Sector Lenguaje y comunicación. Subsector:
Inglés

Unidad (Núcleo) de Sounds like fun Curso 2° Tiempo 14 horas pedagógicas (9clases)
Aprendizaje Medio

Objetivo
 extraer información general y específica de distintos tipos de
Fundamental
textos escritos, auténticos simples o adaptados, en un nivel
literal e inferencial, con ayuda del diccionario; demostrar
comprensión, usando el castellano si fuera necesario;

Extraer información general y especifica de distintos tipos de textos

auténticos o adaptados, representativos del mundo estudiantil,
Objetivo de aprendizaje de la unidad:
Laboral, académico y de actividades tales como: juegos, cartas y
artículos breves.

Contenidos del aprendizaje

Conceptuales Procedimentales

 future tense  predicción de la información general de un texto

instructivo, descriptivo o narrativo, recurriendo a
 Posesives conocimientos previos, título, subtítulos,
preguntas retóricas, ilustraciones y tipografía,
 Vocabulario relacionado extreme sport, pastimes para señalar de qué trata el texto, cómo se
and hobbies organiza la información y cuál es su propósito
comunicativo

localización de información general y específica en una

serie de textos reconociendo similitudes y diferencias de
función comunicativa, aplicando técnicas de lectura.

Actitudinales Aprendizaje Esperados

 Conoce su realidad y su entorno.

 Demuestra comprensión de la información
 Analiza y sintetiza información relacionada a su general y/o específica en textos escritos
vida. pertinentes, auténticos o adaptados, de 5 a 7
párrafos (1 a 2 páginas) de temática variada en
contextos familiares, prácticos y culturales.
 Valora modos de ser, pensar, su cultura y otras
culturas  Utiliza los conocimientos lingüísticos (morfo-
sintácticos y léxicos) para comprender literal e
 Aplicación de criterios de sentido, calidad, inferencialmente el contenido informativo de los
productividad responsabilidad textos
 Reconoce un léxico de distintas palabras en una
variedad de textos, para resolver problemas de
comprensión auditiva y lectora.

Actividades generales Recursos Evaluación

 Guías de trabajo
 Predice el contenido informativo de un texto  Pizarrón individuales y grupales
y formula hipótesis de lectura  Libro  Control Oral
 Predice o busca el significado de ítems  Comics  Evaluaciones formativas
léxicos claves  Canción
 Sigue el desarrollo de la información
utilizando pistas lingüísticas o semánticas

25
Date: July 3rd, 2009 Level: 2° Medio

Skill: reading

Expected Outcomes: to identify the structure of future tense .using will.

Resources: Whiteboard
A cartoons comics
Book

Time Comments

Introduction 5min.  To ask student what they remember about previous

class, about future tense.

 To explain to students the function of future tense

Core of the class 25min.  And give them some vocabulary.
Pre-stage

 To give students a comics to show them different

dialogues in which they can identify all forms
(affirmative, negative and interrogative) of future
tense using will.

While-stage 30min.  Students read the comics.

 To read the comics aloud in order to understand the

story and to clarify all doubts about future using
will .

 Students have to identify all structure of this future

tense using will.

 Then Students work with the book in order to do

Post-stage 25min.
different exercises using will.

 Students create their own sentences.

 To check the answers.

5min.
Closing
 To ask student what they have learnt today.
 They must to explain when we use future tense.

26
Date: July, 7th, 2009 Level: 2° Medio

Skill: Listening

Expected Outcomes: to recognize the future tense structures (will) in a song.

Resources: Whiteboard
A radio to listen to a song.
A piece of sheet.

Time Comments

Introduction 5min.  To ask student what thing we saw last class.

 To talk about previous class.

Core of the class 30min.  To make a brief summary about future tense to
Pre-stage make student remember all structures of this tense.

 To make different exercises in order to practice this

tense.

 To give students some vocabulary in order to listen

the song.

While-stage  Students listen to the song twice in order to fill the

40min. gaps with words that are missing in the song’s
lyric.
 Check the answers with students.
 Student circle all futures structures of the song.
Post-stage  Students will transform some affirmative future
sentences into negative and interrogative form.
 Check all answers.

10min.  Listen the song againg.

 Ask student if they like this song, why
 To talk about what is the song about

Closing 5min.  To ask students if they enjoyed this activity, why.

27
Learning Materials

28
29
30
31
 Workshops, Guides and Test

Find different adjectives and adverbs in this word search. match

adjectives with red and adverbs with black.

Y C L E A R Y Y H Y T C L L F
 FREQUENTLY  ANGRILY N L F T A N L L L Y F E D A P
 FRIENDLY  ANGRY
 GOOD  AWFUL
L M T N E L G L D R V Y A R X
 NATURAL  AWFULLY P U G N A R U R I A N L S U Z
 OFTEN  CAREFUL G R F U E F R E L E S T B T V
 SAD  CAREFULLY
 SADLY  CLEAR
Y L S E E L N I T Y P N B A Y
 SLOW  CLEARLY G U A R R D L F B O J E T N L
 SLOWLY  EASILY O Q A B L A O E M L S U E U W
 TERRIBLE  EASY
 TERRIBLY  EXCELLENT O C J Y E L C L C L E Q R E L
 USUALLY  EXCELLENTLY D Y L L U F W A O X T E R A S
 WELL  FAST L L E W A A E W T J E R I S E
C L E A R L Y A P S G F B I B
G W C C T T I S S F A U L L M
E X C E L L E N T Y W F Y Y E
H F G O N P B J O E K N U S K

II.-Write down the correct form of the word in brackets (adjective or adverb).
1. Tom walks so ________________ (slow)
2. She is a___________woman, she does everything ___________(careful)
3. He acted ____________, he is an _________________ actor. (excellent)
4. She was very __________, she spoke __________.(angry)
5. Englisg is _____________ language, they learn english ________.(easy)
6. Max is a ______________singer, he sings__________________.(good)
7. it’s a ___________ situation, all people talked _______________(sad)

III.-Choose the correct form (adjective or adverb).

1. All food in this restoran is ______________(fresh/freshly).

2. Tom is __________(terrible /terribly) selfifh, he doesn’t share anything.
3. This is a very ________________(special, specially) song.
4. Sorry! But you sing _____________(badly/ bad)
5. he is a ____________________( wonderfully/ wonderful) teacher.
6. Your car is very ______________(fast, fastly)
7. You must speak ______________(clear/clearly )or nobody can
understand you.

32
 I.-Create your own sentences to complete the dialogues ,using adjectives + to infinitive

I know! but, I
am surprised
It is so to discover the
difficult truth!
to understand
you!

II.- Change the "that" clause to an infinitive phrase in the sentences below

1. We are happy that we are hearing the news.

We are happy to hear the news______________

2. We were pleased that we received the letter.

_________________________________________

3. They were sad when they heard about his death

__________________________________________

4. he was embarrassed that he was receiving secret emails.

__________________________________________

5. She was delighted that he was spending the weekend at home

___________________________________________

VII.-Choose the right alternative to complete the sentence

 Sam is eager ____________________ before anyone else.

a) Answer b) to answer c) answering

 We are always prepared ______________________ exercises.

a) to do b) doing c) do

V.-Create three sentences using (Be + adjective + to infinitive) pattern

1.-

2.-

3.-_____________________________________________________________________________

33
34
35
 Holiday Adventures

____________________ ______________________ _________________ __________________

: __________________ ____________________ ____________________ _____________

1. White watert rafting

2. Hand gliding
3. Canopying
4. Rappelling
5. Bungee jumping
6. Freefall
7. Safari
8. Climbing

Adjectives
O N Y R X I U N I P Y T N I A E E A Y K J T N N G
K S T D H S O H T U R S R B D L C I A D U U I Y R
R E I C D I A E I A E I I P E G A G L H R C A N E
1. Awesome
L B F S K F E H N T S G S T E E O E A F E R S I G
2. Exciting
A R K O Y Y P A A K N N A L K U Y Z A D R L U D O
3. Dangerous
J H T N S N S H Y I F Y E O G S A D A N Y H H G X
4. Lovely
R A S L N A N S Y Y L I Y N A R N A N N I O N N E
5. Breathtaking
P E N F U R N F B I E N N T D L I E I L I S Y P E
6. Hazardous
X C R O S F I E R Y T R I O E N T E C U N P G C T
7. Nice
D D T L X R E T G A T S U Z S R S N E Y I E X G T
8. Enjoyable
H I E T T K N C I K F S L U E A G S A G E C J X E
9. Electrifying
N E O C B F I E A Y N D I G G F O N E S A G A U N
10. Peaceful
L U E T A C T N I E A P A Y N G E A I G A Z R L I
11. Pleasant
A L Y U K X A N I N P C O C L I Y E T X L E A L U
12. Relaxing
E E H T Y B G L G U D A T F G G K H R T A N L N T
13. Risky
O G A E Y I G E O G H I I A Y A N A W I L L O P L
14. Satisfying
A N T R I S R A N I L I I I L G E I T G N E E T R
15. thrilling
A U I A E O E I N D S N T S X L Y L L H S D Y R S
R R G E U M T Y C E T E S H R N I L B L T S I L F
I A I S O I T S A L O N L H N T G F E A I A L I L
E T Y S C W Y A R Y O S I I T Y F K R V Y R E A T
Y N E X N G H G I C R H T I I B I I H P O O H R L
I W E L G I L T E O I L H S L L B A E N U L J T B
A C S G A N Y A I L I L N U N I I O L N H G B N N
E A R O S T S E A O M T E Y B G D Z G J G R A F E

36
 English Test

Name: date: Grade:

I.- Choose the right meaning (letters) for each word (numbers).

1. Whole____ a) parientes
2. String____ b) creciendo
3. increasing____ c) serie
4. Relatives___ d)toda
e) relativo
II.- look at the pictures and write the right name for each kind of family.

a)Traditional family -)Mixed race family - c) alternative family - d)single parent family

I.-______________ II.-_____________ III.-____________

III.- Look at the picture and complete the following sentences.

1. Ada Thomas is John Simm’s ______________________

2. Sheila Simm is Maria Simm’s ____________________
3. Walter Sim is Edward Fowler’s _________________________

IV.- Choose the right alternative

 John Simm is Henry Simm’s

a) niece b)Grandson c) nephew

 Henry Simm is Ada Thomas

a) grandfather b) Husband c) uncle

 Edward Fowler is Sheila Simm’s

a) father b) Husband c) Brother

37
 English Test

Name: date: Grade:

I.-Match each family with the correct definition.

a) A family with one or more stepchildren.

1. Traditional Family:______
b) A family where a group of people cares children
2. Alternative Family: ______
3. Mixed-race Family:______ c) A family that is different.

4. Grandparents led family: _____ d) A family composed of white and black people.
5. Step-family: ______ e) The common family composed of a mum, a dad,
children and other relatives.
f) When children are raised by their grandparents.
II.- Put the right meaning of each false cognate.

1. Carpet:
2. Exit:
3. Lecture:
4. Sensible:
5. Assist:

III.- Look at the picture and complete the sentences bellow.

1. Ivan and Marta are Sofia’s _____________ 6. Lucas is Martin's _______________

2. Luis is Yessi’s ____________________ 7. Sofia is Paty’s _____________
3. Cecilia is Martin’s __________________ 8. Martin is Sofia’s ______________
4. Carlos is Juan’s ___________________ 9. Lucas is Juan’s ______________
5. Paty is Ana’s____________________ 10. Ivan is Mario’s _______________

IV.- Choose the right alternative

 Mario is Cecilia’s________________
a) Niece b) Grandson c) Nephew d) Son
 Marta is Carlos’_________________
a) Grandmother b) Mother c) Mother in law d) Aunt
 Lucas is Paty’s__________________
a) Father b) Husband c) Uncle d) Sister
 Ana is Sofia’s__________________
a)Niece b) Daughter c) Nephew d) Sister
 Mario is Marta
a) Son b) Granddaughter c) Grandson d) Grandfather

38
 V.- Put the right synonym for ach word.
1. Polite: __________________________
2. Tip: __________________________
3. Contentious: ___________________________
4. Opinion: ___________________________
5. Hobby: ____________________________
VI.- Chose the best alternative (adjective or adverb) in each sentence.

1. Our holiday was too short. Time passed very quick / quickly.
2. I prepared this meal specially / special for you.
3. This is a very good / well friend. He always has an advice for me.
4. Why are you angrily / angry? I haven’t done anything.
5. My beautiful / beautifully mother told me that.
6. I said clear / clearly that you must be there.

VII.-Rewrite the sentences changing the adjective to an adverb

1. Tom is a careful driver. Tom drives carefully_______________

2. Jack is a bad singer. _________________________________
3. My father is a wonderful worker. _________________________________
4. Ann is a terrible player. _______________________________
5. Marlene is a good speaker.
_________________________________

VIII:- Complete the sentences using to infinitive

1. I am very happy to see you again____

2. My mother is very glad ________________
3. It is too difficult ____________________
4. I am so lucky _____________________
5. It is wonderful _____________________
6. It is very easy ______________________
IX.- Complete the dialogues with an adjective, an adverb, or to infinitive.
You must
This is a Ok. I’m Yes, I am be
But, you have It must
(1) _____ So fortunate (5)_______ prepared
to speak be so
situation. I have (6)______
(3)____ this (4) ____ Sad with this.
to do (2)______ to The truth!
with you for you!!
something. understand
everything.

1) a) to terrible 2) a) clear 3) a)to share 4) a)difficultly 5) a) sincere 6) a)to accept

b) terribly b) clearly b) sharing b)difficult b) to sincere b) accept
c) terrible c) to clear c) share c)to difficult c) sincering c) accepting
d) terribling d) clearing d) sharly d)difficulting d) sincerely d) acceptly

X.- Write a short letter to a pen friend. Include information about your name, edge,
hobby
and future plans.

39
Listening activities

Listening activities from the CD book

Songs activities

I say a little pray for you

The moment I wake up
Before I put on my makeup
I say a little pray for you
While combing my hair now,
And wondering what dress to wear now,
I say a little prayer for you

Forever, and ever, you'll stay in my heart

and I will love you
Forever, and ever, we never will part
Oh, how I love you
Together, forever, that's how it must be
To live without you
Would only meen heartbreak for me.

I run for the bus, dear,

While riding I think of us, dear,
I say a little prayer for you.
At work I just take time

40
 And all through my coffee break-time,
I say a little prayer for you.

Forever, and ever, you'll stay in my heart

and I will love you
Forever, and ever we never will part
Oh, how I'll love you
Together, forever, that's how it must be
To live without you
Would only mean heartbreak for me.

I say a little prayer for you

I say a little prayer for you

My darling believe me, ( beleive me)

For me there is no one but you!
Please love me too (answer his pray)
And I'm in love with you (answer his pray)
Answer my prayer now babe (answer his pray)

Forever, and ever, you'll stay in my heart

and I will love you
Forever, and ever we never will part
Oh, how I'll love you
Together, forever, that's how it must be
To live without you
Would only mean heartbreak for me (oooooooooh)

To listen to the song you can go to the following web site:

http://www.youtube.com/watch?v=UEu2EriTUPE

Umbrella

You had my (1)heart, and we’ll (2)never be world apart

Maybe in (3)magazines, but you’ll still be my star
Baby cause in the Dark, You can see shiny (4)Cars
And that’s when you need me (5)there
With you I’ll (6)always share
(7)Because
When the sun shines
We’ll shine together
Told you I’ll be here (8)forever
said I’ll always be your(9) friend
Took an oath I’mma stick it out ’till the (10)end
Now that it’s raining more than ever
Know that we still have each other
You can stand under my (11)Umbrella
You can stand under my Umbrella
(Ella ella eh eh eh)
(12)Under my umbrella
(ella ella eh eh eh)
Under my umbrella
(ella ella eh eh eh)
Under my umbrella
(ella ella eh eh eh eh eh eh)

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 These fancy things, (13)will (14)never come in between
You’re part of my (15)entity, Here for Infinity
When the war has took it’s part
When the world has dealt it’s (16)cards
If the hand is hard, (17Together we’ll mend your heart
(18)Because ..
When the sun shines
We’ll shine together
Told you I’ll be here (19)forever
Said I’ll always be your (20)friend
Took an oath I’mma stick it out ’till the (21)end
Now that it’s raining more than ever
Know that we still have each other
You can stand under my (22)Umbrella
You can stand under my Umbrella
(Ella ella eh eh eh)
(23)Under my umbrella
(ella ella eh eh eh)
Under my umbrella
(ella ella eh eh eh)
Under my umbrella
(ella ella eh eh eh eh eh eh)

You can run into my (24)Arms

It’s okay don’t be alarmed
(Come into Me)
(There’s no distance in between our love)
So Gonna let the rain pour
I’ll be all you need and more
(25)Because ..
When the sun shines
We’ll shine Together
Told you I’ll be here (26)forever
That I’ll always be your (27)friend
Took an oath I’mma stick it out ’till the (28)end
Now that it’s raining more than ever
Know that we still have each other
You can stand under my (29)Umbrella
You can stand under my Umbrella
(Ella ella eh eh eh)
(30)Under my umbrella
(ella ella eh eh eh)
Under my umbrella
(ella ella eh eh eh)
Under my umbrella
(ella ella eh eh eh eh eh eh)
It’s raining (raining)
Ooo baby it’s raining
baby come into me
Come into me
It’s raining (raining)
Ooo baby it’s raining
You can always come into me
To listen to the song you can go to the following web site:
http://www.youtube.com/watch?v=2pf-1LCCGdc

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 Conclusion

First of all, I would like to say that during all this final process realized that to
be a good teacher means a hard work. I have learnt many things that have to do
with teaching and learning. Now I feel a little more prepared to do better
performances into classroom, because now I have some experience about how
teaching English, and although it is a little experience I am sure that it will be very
useful for my futures classes.

This portfolio reflects all I have learnt in this period and while I was doing it I
remembered when I started all this course and now I feel very happy to be in the
end of this long process, during all my practices I learnt many things but there is no
doubt that in the last one I could see many things that will be very useful for me in
the future, this final practicum was the most important and at the same time the
most difficult because, in this professional practicum I have to do all work that
concerned to a teacher, so It was very special for me to feel that I will do this job
for a long time of my life, and also I realized that it is not easy to teach a second
language, and in addition it is more difficult to teach it in a communicative way.
Anyway I fell very happy for all work that I did with my students, I fell that all of
them learnt something about English, I know that some of them learnt to do, al
least, one sentences in English, and I fell happy for that.

After this practicum I clarified many doubt about this job, and I am very
happy for having making this choice, for studying this wonderful career of teacher
of English

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