Portafolio Ledis

Universidad Pedagógica Nacional Francisco Morazán
Vicerrectoría Académica Coordinación General de práctica
Práctica profesional I
UNIVERSIDAD PEDAGOGICA NACIONAL FRANCISCO MORAZAN
VICERRECTORIA GENERAL DE PRACTICA PROFESIONAL
DEPARTAMENTO DE LETRAS Y LENGUAS
PRACTICA PROFESIONAL I
Portafolio
Supervisor de Practica: Mrs. Sally Soto.
Estudiante: Ledis Mabel Ortiz García
Numero de registro: 0715-1991-00882
Periodo Académico: II del 2020
Centro de Practica: Instituto Técnico Honduras
14 de Julio del 2020
INTRODUCTION
Con el desarrollo de este portafolio de evidencia, quiero capturar el aprendizaje
adquirido durante el período en la práctica profesional I. Su realización es para mostrar el

trabajo realizado en el período, reflejar lo que se ha aprendido, mostrar el trabajo en equipo,
individual y el acompañamiento del docente. También tiene como objetivo aclarar los
conocimientos adquiridos en la práctica profesional I, hasta la fecha en este. En el
portafolio se presentan las diferentes actividades que se han realizado y cómo se hicieron.
También explico cómo me ayudaron a aclarar mis ideas y cómo es que aprendí de ellas.
Hablaré de lo más relevante en mi proceso de aprendizaje y qué trabajos generaron más
dudas, más rigor, lo que fue más fácil, lo que dejó más enseñanzas, lo que aprendí y los
procesos que marcaron más, también adjuntaré copias del trabajo.
VISIÓN
Pretendemos ser una institución de excelencia en la formación técnica de jóvenes y adultos
en las áreas de electricidad, electrónica, refrigeración y aire acondicionado, mecánica
automotriz, y mecánica industrial e implementar nuevas tecnologías constantemente para
que los estudiantes con la formación educativa adquieran las competencias necesarias para
mejorar la calidad de vida y puedan desempeñar los roles ocupacionales que requiere el
desarrollo del sector industrial.
MISIÓN
Formar profesionales Técnicos de calidad, con las competencias necesarias para enfrentar
retos personales y profesionales a través de una educación científica técnica y teórico-
práctica que les permita contribuir al desarrollo socio económico y político del país.
Objetivos generales de la Práctica Profesional

1. Observar las características del desarrollo psicosocial, cognoscitivo, moral y
afectivo de los estudiantes, desde la perspectiva de sus implicaciones en el proceso
de enseñanza aprendizaje.
2. Desarrollar las distintas estrategias y técnicas para generar y mantener un clima de
orden, convivencia respetuosa y trabajo cooperativo en el aula.
3. Transferir los conocimientos previos incorporados durante el desarrollo de la carrera
y el ejercicio profesional pedagógico.
4. Conocer y aplicar en las aulas las tecnologías de la información y de la
comunicación. Discernir selectivamente la información audiovisual que contribuya
a los aprendizajes de los estudiantes.
5. Contribuir a mejorar la eficacia del proceso de enseñanza-aprendizaje para obtener
los mejores resultados educativos en cada uno de los alumnos y alumnas.
CURRICULUM VITAE
1. General Information
Name: Ledis Mabel Ortiz Garcia
Fecha de Nacimiento: 24 de Julio de 1991
Identidad: 0715-1991-00882
Estado Civil: Soltera
Telefono: 9930-8262
Domicilio: Res. La Vega.
Correo: [email protected]
1. Educación
Educación Primaria: Escuela Monseñor Fiallos Tegucigalpa M.D.C (1999-2004)
Instituto Dr., Jesús Aguilar Paz Tegucigalpa M.D.C (2005-2007)
Secundaria: Titulo Obtenido: Perito mercantil y contador público
Instituto departamental de oriente (2008-2010)
Educación. Superior
Centro de Estudio: UPNFM Universidad Pedagógica Nacional Francisco Morazán.
Carrera: Profesora en la enseñanza del inglés en el grado de licenciatura.
Experiencia Laboral: Un año de estilista profesional.
Visión
Para mi ser docente va más allá de solo transmitir conocimientos, por esta razón, el tipo de
docente que deseo de ser va más allá. quiero ser una docente que motive a sus alumnos a
luchar por sus sueños, una docente que no destruya los sueños de ningún alumno, quiero ser
una docente empática, estricta pero no que imponga, una docente que no piense que
siempre tengo la razón, una docente que sea capaz de intervenir por sus alumnos, que no se
rinda si los alumnos no estén aprendiendo y buscar otras opciones de enseñanza para que su
aprendizaje sea mejor y que siempre se puedan sentir animados y felices.
Misión
Proveer oportunidades de aprendizaje a todos los estudiantes y contribuye, mediante su
formación y fomentar en el aula una enseñanza que permita que todos los estudiantes
alcancen los perfiles de aprendizajes Aumentar los comportamientos positivos dentro del
aula de clase. Visualizar el error como herramienta para producir cambios positivos o como
una oportunidad de crecer.
Valores Profesionales
Estímulo de un clima que permita desarrollar el respeto a las personas, ideas y opiniones y
que favorezca las relaciones de trabajo, convivencia, educación y colaboración. Relación
desde la igualdad y la no discriminación como elemento clave para la convivencia.

Perfil Académico Profesional de Egreso Inglés
De acuerdo al perfil profesional de egreso de los futuros egresados de la Carrera de
Profesorado en la Enseñanza del Inglés de la Universidad Pedagógica Nacional Francisco
Morazán, estos estarán formados para:
1. Demostrar competencia comunicativa a través de situaciones de interés académico,
social y/o cultural utilizando elementos estratégicos, discursivos, sociolingüísticos y
gramaticales.
2. Conocer los aspectos lingüísticos del inglés, reconocer la naturaleza cambiante del
idioma y satisfacer las inquietudes dadas en este proceso a través de su propio aprendizaje.
3. Reconocer el rol y el valor de los textos literarios y usarlos para interpretar y
reflexionar acerca de las perspectivas de nuestra cultura y otras.
4. Entender los niveles de desarrollo de la adquisición del idioma y usar ese conocimiento
para crear un ambiente de apoyo en el aula que incluya una interacción significativa de
oportunidades para negociar el significado.
5. Aplicar las metas curriculares para evaluar, seleccionar, diseñar y adaptar recursos
pedagógicos.
6. Mantener relaciones de intercambio y colaboración haciendo uso del idioma inglés
en situaciones temáticas y contextos diversos.

Filosofía de la enseñanza
Enseñar es una actividad compleja que involucra a un maestro con el alumno en una
interacción dinámica, basada en el diálogo, el respeto mutuo y el interés en enseñar y
aprender, respectivamente. Enseñar es tener pasión. Pasión por transmitir cosas a los
estudiantes, quienes no siempre querrán escucharte y no estarán allí por su propia elección.
Enseñar es tratar de infectar a los estudiantes de esa pasión que tienes y, además, dejar que
los mismos estudiantes te infecten, porque no debes olvidar que las clases son para ellos.
Como profesor de inglés quiero que mis alumnos entiendan y trasmitan ideas utilizando el
inglés como segundo idioma a través de clases participativas en las que puedan desarrollar
sus propios conocimientos. Uno de los elementos más importantes para obtener interés en
aprender este nuevo idioma es que el inglés es significativo para sus vidas y su futuro. Me
esforzare por crear un entorno de aprendizaje centrado en el aprendizaje para mis alumnos.
Quiero crear un ambiente de aprendizaje como una forma de involucrar a los estudiantes en
el aula. También quiero incorporar el uso de la tecnología en el aula para generar más
interés y prepararlos para el rápido cambio del mundo. Finalmente quiero mantener el
orden correcto en el aula para no dañar la atmosfera de aprendizaje. Es importante que los
alumnos vean al maestro como una autoridad, pero es necesario mantener una relación
accesible en ellos para que puedan
Todos los días aprendemos cosas nuevas, especialmente si mantenemos una actitud abierta,
observadora, critica y prestamos atención al mundo. Es mi trabajo como profesor, descubrir

como aprende cada alumno. Para hacer esto, me esforzare por seguir aprendiendo,
especialmente en este mundo en constante cambio en el que vivimos. Los mejores maestros
son aquellos que nunca dejan de aprender y continúan esforzándose por mejorar.
Concepción de enseñanza
En educación, en ocasiones, no nos entendemos. Cuando llega la tecnología a un aula o
centro, los docentes la emplean de forma tan distinta. Mientras unos solo ven un tipo de
uso, posibilidad otros ven muchas posibilidades, a veces radicalmente diferentes. Pondré un
ejemplo: las pizarras digitales. Quizá sean los dispositivos tecnológicos más populares en
nuestras aulas muchos docentes solo las usan para presentar contenidos a los alumnos En
cambio, en algunas aulas, ves como los alumnos «salen» a la pizarra en grupo a realizar
actividades con la ayuda del profesor/a y toda la clase y preparan ellos mismos
presentaciones dinámicas usando medios y lenguajes diversos, etc. Una posible explicación
es que los docentes poseemos distintas concepciones de lo que es aprendizaje y, por tanto,
enseñanza y, dado que incluso intentamos ser medianamente coherentes con nuestras ideas,
actuamos en consecuencia. Y a distintas concepciones de la enseñanza corresponden
visiones distintas del papel que puede desempeñar la tecnología y valoraciones diferentes
de los distintos tipos de herramientas.

Concepción de aprendizaje
Las actividades de enseñanza que realizan los profesores están inevitablemente unidas a los
procesos de aprendizaje que, siguiendo sus indicaciones, realizan los estudiantes. El
objetivo de docentes y discentes siempre consiste en el logro de determinados objetivos
educativos y la clave del éxito está en que los estudiantes puedan y quieran realizar las
operaciones convenientes para ello, interactuando adecuadamente con los recursos
educativos a su alcance. El principal objetivo es que los estudiantes progresen
positivamente en el desarrollo integral de su persona y, en función de sus capacidades y
demás circunstancias individuales, logren los aprendizajes previstos en la programación
establecido Para ello deben realizar múltiples tareas: programar su actuación docente,
coordinar su actuación con los demás miembros del centro docente, buscar recursos
educativos, realizar las actividades de enseñanza propiamente dichas con los estudiantes,
evaluar los aprendizajes de los estudiantes y su propia actuación, contactar periódicamente
con las familias, gestionar los trámites administrativos. De todas estas actividades, las
intervenciones educativas consistentes en la propuesta y seguimiento de una serie de
actividades de enseñanza a los estudiantes con el fin de facilitar sus aprendizajes
constituyen lo que se llama el acto didáctico, y representa la tarea más emblemática del
profesorado.
Planificación
LESSON PLAN
I. General Information:
a)
School: Instituto Técnico Honduras.
b)
Teacher´s name: Ledis Ortiz
c)
Assessor teacher: Sally Soto
d)
Topic: places
e)
Skills: Listening-Speaking-Reading-Writing-Grammar.
f)
Grammar point: Superlative adjectives.
g)
Vocabulary: (big, dangerous, popular, hot, good, bad, far, cold. interesting).
h)
Level: Beginners.
Grade: 8th
i)
j)
Methodology: Communicative Approach, Constructivism, Audio – Lingual Approach, Top- down Approach,
Inductive Approach, Scaffolding Method, and Teaching Grammar in Context.
k) Date: June 19th 2020
l) Place: Tegucigalpa, M.D.C.
m) Blocks: Communication.
Component 1: Communicate in another language. Students use another language to communicate with others.
Standard 1: Students engage in conversations, provide

and obtain information, express feelings and emotions,
and exchange opinions (interpersonal).
Indicators: 1) Listen to oral language (conversations) and restate with their own ideas.
Standard 1. Students understand and interpret written

and spoken language on a variety of topics (interpretive).
Indicators: 1) Comprehend the main idea in highly illustrated texts in which cognates, repetition,
predictability and rhythm are used (stories, simple advertisements and/or other literacy
sources).
2). Make connections between illustrations and simple written texts (e.g., use picture
dictionary, match illustrations with short phrases or sentences).
II. General Objective:
 At the end of this class, students will be able to understand when and how comparative adjectives are used through
different activities.
III. Learning Objectives:

Listening:
 Students will be able to expose what they are learning during the class.
Speaking:
 Students will be able to capture and understand vocabulary through flashcards and other activities.
Reading:
 Students will be able to interpret reading and it understands the content and develop interpretations of each
activity.
Writing:
 Students will be able to acquire knowledge what they learn while resolving activities.
Grammar:
 Students will make use superlative adjectives and it puts the topic rules into practice.
IV. Assumptions:
At this point, the students are supposed to able to:
 Use vocabulary in correct way.
 Understand the rules of superlative adjectives.
 Make sentences using superlatives
 Tell descriptions of places.
V. Challenge:
 Make the students to pronounce well.
 Developing different activities.
 The class behavior.
 Lack of motivation.
 Small classroom.
VI. Action points:

 Make the students understand the rules of superlative adjectives.
 Practice the vocabulary.

 Give examples explain them.
Competences / Activities Strategies/ Resources Evaluation

Sub skills Time Techniques
Students Pre-Listening
practice and - The teacher presents the topic 4 Strategy: Teacher Students capt
understand - The teacher asks some questions about - Talking and Students information
superlatives adjective. oral activities
- What's the most interesting country you have been
to? 3
- What's the fastest way to travel in your country? Answering
- What is the tallest building you have been in? questions
Students answer While-Listening Flashcards

the questions Book
with specific - The teacher shows some flashcards about
information. superlatives adjectives.
- Each student must choose a flashcard.
- The student has to make a sentence according to
the flashcard and share it with their classmates. Technique:
- The teacher reads a story and as the students listen 6 - Observation Students shar
they have to tell how many superlatives appear in and discussion their ideas.
the story. Pictures
Post – Listening Strategy:

- The teacher mentions 10 adjectives in base form. - Listen for
specific
information
- The student has to change to superlatives
Students
adjectives and pronounce them.
Students paper sheet
practice and
- The student makes a short story including places
giving their own
and choose five superlatives from the list the Strategy:
ideas. 5
teacher mentioned and share with the classmates. - Whole class
Students listen Students use

and memorizing white paper sentence
superlative Pre – Speaking pencil structure.
Technique:
adjectives.
- Memorizing
- The teacher makes a dynamic the name is ‘’Truth
or Lie’’
- Each student has a piece of paper on which they
are going to write 3 sentences about she/he. Using
places and superlative adjectives.
- Students can decide if they are going to be truths
or lies (they can all be true; all lie or combined). 6 flashcards
Strategy:
- Students read their sentences aloud and have
- Whole class
Students others make bets, give their opinions and say if
practice fluency they believe it to be true or lie and why they think Appropriating
communication language.
so. audios
- Once the various opinions have been heard, students
others are told which are true and which are not.
- Students have to describe any place using the Technique:

superlatives. - Role Exchange Role Exchang
- Each student must take a role has to pretend to be 4
someone else. For example: an old woman or a
Students learn child.
practice to use - Students must share their description in the tone students
facial features of voice they chose it.
pictures
While – Speaking
Strategy:
- The teacher shows some flashcards one by one - Listening
6
and asks them to repeat after the teacher. specific
- Then, show them the flashcards again and ask information
students to say the words on their own.
laptop/cellphone pronunciation
- Teacher sticks some picture about places with
when using
sentences on the board and asks the students to
vocabulary.
close their eyes.
Students
- The teacher removes one of the pictures then the
practice use 6
students open their eyes and point to space where Technique:
vocabulary,
the picture was, and the students try to guess what - Giving the
structure and
picture is missing until the board out pictures. correct
pronunciation
pronunciation.
Post – Speaking laptop/cellphone
- Students need to enter a link.

Students - In this activity the students listen to the audio and Strategy:
withholds then respond with the missing word. - Talking and
information and Oral.
https://es.liveworksheets.com/xs202944th
it makes use of
sentence - All students in the class should start this activity Making
construction holding three fingers in the air. 3 sentences.
- The student who goes first tells the class one worksheet
sentence using superlatives and places Technique:
- if the student does not agree with the answer put - Showing
their finger down. interest
- A student is out of the game when all of their
fingers are down
3 writing parag
Students retain
information
about different
strategy:
activities.
Talking and oral
activities.
laptop/cellphone
Pre-writing
- Students make a text (at least 100 words) it has as technique:
a starting point a phrase that begins with the 3 foretell by illustrations
dialogue "It seems to rain “using places and
superlative adjectives.
- Some of students share their text.
- Teacher shows 8 known places. Let the students students oral answer
watch for 30 seconds. Then remove it. 3
students practice - Ask everyone to write a list of everything they

with different have seen. How many places can each student
link remember?
- places that the students remember select a place strategy:
and describe it using superlatives. matching using
illustrations
while-writing 3
- Activity about matching objects
- Students have to enter a link. pencil
- Students have to match an adjective with the technique: paper sheet
students learn correct superlative. individual work
with reading - timed online
comprehension activities
www.educaplay.com/learning-resources/6162397-
superlatives.html
- Teacher gives an incomplete reading.

- Students have to fill in the blanks with the correct
2
superlative, for this activity they only have three
attempts because it is time is timed
students make strategy:
use of https://es.educaplay.com/recursos-educativos/6163046- integrating information laptop/cellphone
appropriated superlatives.html Activate prio
information knowledge
Post-writing 2 technique:
-Students receive a worksheet using superlatives ask and answer
- Students complete the worksheet.
- Teacher discusses the worksheet by asking to the
student’s one exercise for each one.
Pre-Reading Strategy:
- This activity is about riddles with superlatives. proof reading
- Student needs to read carefully and it tries to
guess the answer. 3 timed online
- Teacher gives some clues so that it is not difficult. technique: activities
individual work
https://es.educaplay.com/recursos-educativos/6163485-
superlatives.html strategy:
oral discussion
- Teacher gives a question ‘’What is the biggest
social problem in this country “Ask students to students
talk for at least one minute on. This will probably
students use naturally produce at least some superlatives
new vocabulary during the speaking.
to understand a
reading 3
strategy: laptop/cellphone
While- Reading
integrate information
- the teacher asks the students to choose an object
from those around them. On a sheet, they have to
technique:
write the story of that object. using places and
real objects timed online
superlatives use the smallest detail.
activities
- Some of the students share their reading.
laptop/cellphone
- Student tries to draw a map of one of the places
3
them like the most. See how many details their
can include using the necessary superlatives.
- Teacher discusses their maps with whole class. strategy:

using background
Post-Reading knowledge
- Student has to order superlatives sentences. 4
- There are three sentence the student read
carefully, there is a time limit.
technique:
students individual work
memorizing https://es.educaplay.com/recursos-educativos/6164160- grammar rule
with active superlatives.html from some
activities. examples and
- Teacher gives a puzzle. activities of
- Students have to find eight superlative adjectives. superlatives
superlatives.html
3
Pre-Grammar
- The teacher explains the rules how and when

technique:
superlative adjectives are used and possible
Grammar in context timed online
exemptions.
activities
- Teacher asks some questions about rules.
Students
1. When do we use most?
activate prior strategy:
2. What happen if one syllable adjective ends in
knowledge 2 sentence structure
a single vowel letter followed by single
responding (superlative adjectives
consonant letter.
questions. through sentences)
- Teacher gives in scrambles sentences.

- Students orders the sentences and compare their
classmates.
While Grammar
Correcting
3 grammar
- Students complete a worksheet about superlatives
strategy:
relating columns.
matching using
- Students must choose the word according to the
illustrations.
picture.
students practice
with relating
superlatives.html
columns
- Teacher read a text with superlatives in some parts
the teacher stops reading, students must guess the
strategy:
word that follows.
text reconstruction
- Teacher gives three words clues of those words
Student catch
the students have to choose one.
ideas through
- Synonyms of the word can be accepted.
game.
Post-Grammar technique:
- The teacher begins by saying something about group work
himself, for example “my tennis is the most
beautiful.
- Teacher selects a student who must repeat what he
said and add something about himself, for
example “Hernan is the best player in the world

- The following student must repeat all of the above
and add something: “Hernan is the best player in
the world; Martín is the most interesting student in
the classroom.
Memorization accumulates and the student who makes a

grammatical mistake or forgets something loses the game
LESSON PLAN
VII. General Information:
n) School: Instituto Técnico Honduras.

o) Teacher´s name: Ledis Ortiz
p) Assessor teacher: Sally Soto
q) Topic: High School
r) Skills: Listening-Speaking-Reading-Writing-Grammar.
s) Grammar point: Simple Past. (were/was)
t) Vocabulary: (student, friend, classmates, absent. Report etc.).
u) Level: Beginners.
v) Grade: 8th
w) Methodology: Communicative Approach, Constructivism, Audio – Lingual Approach, Top- down Approach,
x) Date: June 24th 2020
y) Place: Tegucigalpa, M.D.C.
z) Blocks: Comunicación.
Standard 1: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
(presentational).
Indicators: 1) Complete simple sentences, phrases and/or short dialogues to accompany illustrations.
2) Use information from a text or oral story to show sequence.
Standard 1. Students understand and interpret written
and spoken language on a variety of topics (interpretive).
Indicators: 1) Comprehend the main idea in highly illustrated texts in which cognates, repetition,
predictability and rhythm are used (stories, simple advertisements and/or other literacy
2) Obtain and use information through different media sources.
VIII. General Objective:
 At the end of this class students will be able to know how to make sentences with were/was using different
activities.
IX. Learning Objectives:
Listening:
 Students will be able to communicate what they are learning.
Speaking:
 Students will be able to produce and learn vocabulary through pictures and other activities.
Reading:
 Students will be able to develop what they are learning.
Writing:
 Students will be able to produce and learn vocabulary through PowerPoint presentations, puzzle.
Grammar:
 Students will be able to analyze and makes quizzes in simple past(were/was)
X. Assumptions:
At this point the students are supposed to able to:
 Implement the rules.
 Know enough vocabulary.
 Make sentences and questions.
 Make story sequences.
XI. Challenge:
 Students to collaborate.
 Understand instruction.
XII. Action points:

 Explain each point clearly so that they understand better.
 explain the rules.

 Give examples and activities.
Competences / Sub Activities Strategies/ Resources Evaluation

skills Time Techniques
Pre-Listening
Teacher introduces the topic. Strategy:
Teacher tells some questions about were/ was students Students
Students listen and in the wrong order and the students answer it is 5 Listening for teacher practice listen
order questions. it correct or no. specific answer the
1. He and Mary were good students? information. questions
2. Were we old Friends?
3. Was I a good student?
4. She absents was from class yesterday? Technique: zoom
5. Members Were we of the club? Group work teacher
Teacher asks why is incorrect? students
computer
While-Listening cellphone
Teacher tells a question about high school internet
Students develop Students have to create a story. Strategy:
comprehension for Background
1. Was she a good classmate?
sequence of story. 6 knowledge.
Teacher selects a student to start and then
continues another until everyone participates

and the last student gives the end of the story.
Teacher presents a series of sentences with Technique:
three possible answers the student has to choose Monitoring
the correct answer Students
Students have to write sentences with 4 share their
were/was. ideas.
computer
www.estudiaringles.online/ejercicios-was- cellphone
were-y-did/ internet
Post – Listening
pictures
Teacher plays an audio of a high school Strategy: students
conversation the student listens carefully at the Guided computer
Students improve end of the audio the student answers a Quiz listening internet listening an
their listening 6 audio and
through audios and Technique: make a quiz.
online exams. http://www.elllo.org/english/0001/032-Kerys- Individual work.
Highschool.htm
students
Pre – Speaking computer
internet
Teacher tells the activity the name is ‘’Let’s
talk’’
Teacher shows a picture about something of
high school and another picture that contain
these words WHO, WHAT, WHERE, HOW, Strategy: students
Students practice WHY, WHEM. 5 Ask and answer computer
fluency internet Answering

communication. Teacher selects twelve students, six students Learning with questions
make sentences using who, what, where. How, pictures.
why, and when, using past simple were/was.
. The other six have to answer the questions Technique:
according to a picture about high school. Group work
While – Speaking
pictures
Teacher makes a PowerPoint presentation students
containing sentences students watch for 5 Strategy: computer
seconds. 4 Activate topic internet
On each slide a sentences disappears and vocabulary. share ideas
students have to mention which sentences are and
Students learn to missing. Technique: memorize
memorize by This activity is about a debate teacher gives Group work
removing one questions the students have to say why 5
sentences. they agree or disagree. notebook
1. should both boys and girls learn to cook pencil
at high school?
2. Using simple past were/was pronunciation
Student learn to student
develop the tongue
Post – Speaking 5 teacher
strategy: computer
and pronounce b
Teacher gives some tongue twisters Develop tongue
Students practice internet
the first time the student has to read it a little
reading
slow the second time read it a little faster Technique:
comprehension
and the third time you have to read it as fast as individual work.
by answering
their can.
some questions.
strategy
removing student Coherent and
pictures internet proper ideas
computer to
Techniques answer some
students make use Post-Reading individual work questions
of appropriated Students talk about their school. 5 :
information Students read their experiences student
Students tell If they would like change strategy internet
something. contraction of computer
Students puts Finally, the students read some sentences and 4 poems
vocabulary into complete with the possible answer. Active prior
practice technique knowledge
individual work about
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internet
computer
Students learn new
words. Pre-Writing 4
strategy
Teacher gives a crossword about high school answer questions
for expand their vocabulary. technique
Students complete the crossword, then click on individual work
"Check" to check your answer. If you are stuck,
you can click on "Hint" to get a free letter. complete the
Click on a number in the grid to see the clue or 6 strategy activity
Students retain identify
information. clues for that number.
www.english- technique
4u.de/en/crosswords/subjects.html 4 group wo
understand
While- Writing the pictures
strategy computer
Teacher makes a PowerPoint presentation about 5 Make sentences internet
pictures and different words the name of and question with pictures
activity is ¨Initials´´ were was.
technique
Student takes the first letter from each picture inferring rules
and form the mystery word.
students teacher answer some

understand the answer with students questions
structure of appropriated internet
were/was information
4
technique
individual work
Teacher gives a puzzle the students have to find
10 word related with the topic. strategy
If that puzzle is difficult for them they are given complete with
a clue to letter specific
information
students
teacher
computer answer
internet
https://thewordsearch.com/puzzle/1271751/high- technique questions
Students measure
school/ individual work
their knowledge.
Pre-Grammar
3
The teacher explains the structure to follow to

use simple present were/was (negatives, strategy listening and
positives, questions and third person form) make sentences practice
We use were/was to talk about the past. and questions instruction
We often use were/was with past time
expressions, yesterday, last night, in 1945, etc.
technique
group work
Students complete some sentences using 5
Students learn
were/was it is about different things to
through sequence
help students can differentiate.
of picture,
strategy complete all
missing words sentences
https://agendaweb.org/exercises/verbs/to-be/past-
simple-forms
picture
technique
While-Grammar students
individual work make quiz
Teacher needs measure how the student teacher
learns. strategy
students make a quiz; the teacher give describing
three possible answer. pictures
Students choose the correct answer.
Read carefully.
Student puts in 5
practice what they www.englisch- technique
learn in class hilfen.de/en/exercises/tenses/was_were.htm individual work.
sequences
Post-Grammar strategy events
complete with
Teacher gives a picture about a high specific
Students learn school where the students have to 4 information
sequences. letter. describe and write- student has to use
were/was
When the students finish to writing they technique
select five sentences that appear in the individual work
reading. 6
Students make questions and positives and negatives

sentences
LESSON PLAN
XIII. General Information:
aa) School: Universidad Pedagógica Nacional Francisco Morazán.

bb) Teacher´s name: Ledis Ortiz
cc) Assessor: Sally Soto.
dd) Topic: Verbs + Infinitive
ee) Skills: Listening- Speaking-Reading-Writing-Grammar
ff) Grammar point: Uses of the Infinitive.
gg) Vocabulary: try to, forget to, decide to, hope to, need to, remember to, etc.
hh) Level: Beginners.
ii) Grade:8th
jj) Methodology: Communicative Approach, Teaching Grammar in Context, Interaction, Natural Approach, the
Direct Method.
kk) Date: July 3rd, 2020.
ll) Place: Tegucigalpa, M.D.C.
mm) Block: Communication.
Standards: 1) Students engage in conversations, provide and obtain information, express feelings and emotions and exchange opinions.
(interpersonal)
Indicator: 1. Listen to short stories, reading aloud and answer comprehension questions.
2. Relate the sequence of a story by following the illustrations and saying the key words.
3. Engage in extended conversations on a variety of topics.
General Objective:
XIV. At the end of this class students will be able to understand uses of infinitive through different activities.
XV. Learning Objectives:

Listening:
 Students will be able to develop their listening by audios and songs.
Speaking:
 Students will be able to communicate their experiences through conversation and interact games.
Reading:
 Students will be able to imagine different events and acquired their knowledge trough reading passages.
Writing:
 Students will be able to incorporate writing process with the uses of infinitive through paragraphs.
Grammar:
 Students will be able to construct sentences and identify uses of infinitive.
XVI. Assumptions:
At this point the students are supposed to able to:
 Use basic vocabulary in English.
 Good behavior
 Manage the topic.
 Know verbs + infinitive

 Interpreter stories.
 Order sentences.
 Good behaviors.
XVII. Challenges:
 Students pay attention.
 Make the students speak.
 Lack of Motivation.
 Participation
 Number of students
 Environment
 Size of classroom.
XVIII. Action points:

 Explain each part of the topic.
 Make students feel good.
 Give different activities.
 Explain uses of infinitive
 The Use 60% English and 40% Spanish in case the student do not understand the class.
 Students pronounce well.
Competences / Time Strategies/

Sub skills Activities Techniques Resources Evaluation
Pre- listening Strategy
Students use o Teacher introduces himself. Background

language to o Students play a game the name is “Freeze Frames “They knowledge. Students
present their are frozen images. 4 Pictures Students activate
ideas. o Students listen that instructions of the game. Audios prior knowledge,
o Teacher divides the class into two groups, group A and by interact
Saying the correct
group B. activities
sentence of an
o Teacher gives some pictures to group A and group B incorrect sentence.
closes their eyes.
o Group B opens their eyes and group A show the pictures
one by one and group B tries to copy the image scene
with their bodies.
4
Technique
Monitoring
o Teacher presents the topic.

o Students listen and write six sentences.
o Students read the sentences to know if they are correct.
While- Listening
5
o Students try to write true sentences about their
Students listening classmates, using the verb followed by an Strategy
comprehension infinitive, example: Students pay
by complete 1. She needs to go to the supermarket. attention and
worksheet with Listening for
o Give each student a copy of the worksheet. The specific makes sentences
specific students begin by Workshe
information and answers
information 2 et questions
writing the name of each student in the class in the first Videos
technique
column of the worksheet. Internet
group work
o Students then check if their sentences are true or
not by asking questions to their classmates,
example: 1. Do you need to go to the
supermarket?
o If a sentence is true, students put a tick in the

students a song last column. If it is not true, the students put a 4
and complete cross. The student with the most true sentences
online wins.
o Students watch a story about The River and The

Mountain. Students
o Teacher asks what the story is about. Compute
https://youtu.be/DlQ4zvJymKI r
Students develop
Internet
their listening and
Individual retain information
Post-Listening
work
o Teacher gives a link the students enter the link at
the same time the student listens and completes
Students practice the song. The name of the song is “I Want It
speaking using That Way” Backstreet Boys
words, structures o In this kind of website, the students do not need
and a worksheet for complete the song.
pronunciation. o If the student does not hear the word well the Strategy
website has the option to go back and repeat Listening Students
. 5
each part. The name of the website is lyric
training. Technique
Individual
Students use group
grammatical https://es.lyricstraining.com/play/backstreet-boys/i-want-
knowledge to it-that-way/UnMdGuRFHn#b7w Students practice
form dialogue
speaking skill
Pre-Speaking with active
activities
o Teacher selects a student. Strategy

o Teacher shows a sentence to the rest of the Cooperative
students. learning
1. I need to go to the supermarket.
Students use a o Students try to give clues to the selected student
range of words Technique
so that she/he can guess the sentence.
(particular Practice
o Teacher selects another student and makes the
vocabulary) for conversatio
same activity.
speaking on a 5 ns
o Teacher tells the students to try to guess the
specific task.
number the teacher is thinking from 1 to 10.
o Student who guesses the number starts the Pictures
activity.
o The name of the activity is “The Chain” the first strategy Students
student has to say a verb that is used with Picture Notebook
infinitive. different
o Second student mentions the first student’s verb tasks
3
and its verb. The rest of the students do the
same. technique
Students learn in
Dialogue
telling
a fun way
Colorful pictures
While-Speaking
Students o Teacher gives a picture of comic. 5
practice o Students make a dialogue.
dialogue o Students suppose what is happening in it. Who
Strategy
for are the people / characters? What are they Notebook
Brainstormi
develop doing? What happens next? What are they Students
ng of the
their saying to each other? activity
speaking o Students share their dialogues. Students make

skill o Students have to use verbs+ infinitive different activities
Students
Post-Speaking Worksheet
o Students make a list of problems for Technique
Example: insomnia, you cannot find your dog. The correct
form of an Worksheet
o Students select one problem of the list each
Students incorrect
student mention one.
taking sentence. Notebook
o Each other gives a possible solution using verbs
and short + infinitive.
speaking o Teacher gives five sentences the student has to
turns Computer
read carefully.
Cellphone
1- I´d like to buy a new car.
Internet
2- Do not forget to turn off to the all Strategy Student
lights. Scanning
3- We hope drive you again soon.
4
4- He offered to help to me with my Technique
resume. Complete
5- They planning to get married. reading
o Students decide if the sentence is correct or not.
If it contains an error, he or she tries to correct
it.
o Share with their classmates.
Students interpret
Internet
Strategy reading and
Computer
complete article.
Text
4 constructio
n
Pre-Reading
Student o Teachers give an article about How to Survive Technique Notebook
practice Meeting Your Girlfriend’s Parents for the First Completin Internet Students complete
through Time. g reading Computer a worksheet and
different o Students read an article and fill in the black with Pictures learns new words.
task the verbs in the list.
o Discuss the answers. 4
While- Reading
Students o Teacher gives a copy of worksheet with words Strategy
distinguis related to the last story, how to Survive Meeting Reading
h facts Your Girlfriend’s Parents for the First Time. 3 actively
o In the reading there are nine advices, the student Students Students learn
reads again and they have to change the end of Computer with a fun game.
four advices with the words appear in the Internet
worksheet. 3 Technique
o Students read their reading. Balloon
pop
Students Post-Reading
practice o The name of the activity is “Balloon Pop”
with o Each balloon has a verb students have to read Students
different each sentence. Teacher Students create a
games o Students try to exploit the balloon in the correct Student
response and
and sentence. Strategy Notebook
completes some
develop Sentences
task
their https://wordwall.net/play/3170/865/740 5 structure

knowledg Pre-Writing
e o Students have write a response to something to Technique
read for example a TV show, a movie etc. Anagram
o Using verbs+ infinitive.
o Students play an anagram they have drag the
Students use
letter into their correct position to scramble the
reading and
word or phrase.
anagram to Strategy Worksheet
develop an Students
https://wordwall.net/resource/3169464/verbs-invinitive Missing pictures
activity understand
words Notebook
Computer construct
While-Writing sentences and
o Students try to complete six sentences with the Technique
Students are 4 Complete stories.
missing words.
immersing in text
o Students enter the link selects file 7 and clicks in
writing using sites
with interactive lesson A infinitive and the students complete.
writing. https://elt.oup.com/student/englishfile/preint3/grammar/?
cc=gt&selLanguage=en
o Teacher shows four picture students have to Strategy
writing a story following sequence of pictures. Read and
write Worksheet Students learn to
Computer read fast and easy
Post-Writing Internet
o Students pin the wheel to which item comes up Technique
next follow instructions. Random
Wheel
https://wordwall.net/resource/3184127/activity
Students
learn o Free activity.

with o Teacher gives a pyramid the pyramid is divided into Students
interactiv sections the students have to write what they memorize the
e learned in online games. rules and they put
activities o Each section of the pyramid belongs to each game. Student and practice.
Teacher
Strategy
Pre-Grammar Teacher
o Teacher explains uses of infinitive verbs + 4 explanatio
Students infinitive n
Students construct
know o Using infinitive after some verbs example: want, need, pictures
different Technique Worksheet paragraph with
decide, hope, learn etc.
r Whole Notebook specific
o Negative Form.
class information
1. Try not to talk about politics.
2. It’s important not to be late.
o Question forma.
1. Are you planning to anywhere next weekend?
2. Have you ever pretend to be sick? 5 Notebook Students measure
o After explanation students write negatives positives Strategy Students what they learn
sentences and try create questions. Combining Computer during the class.
o Teacher gives a short text in disorder student tries to sentences Internet
Students order it.
catch Technique
more While-Grammar 3 Discussion
attention o Teacher gives a worksheet with different items.
with
o Student read carefully and answers it.
pictures
o Teacher shows some pictures about different sports
Strategy
students say what sport they like. 4
o Students make a paragraph using negative and positive Clustering

sentences.
Students Technique
measure Post-Grammar Oral
their o Teacher starts and gives a sentence. discussion
knowledg o Each student provides a sentence. The sentences are Quiz
e interspersed one positive and one negative the last
student reads the paragraph to know if it has coherence
or not.
o Students take a quiz to measure what he/she learned in
class.
https://elt.oup.com/student/englishfile/preint3/testmaker/files7-12?
cc=gt&selLanguage=en
LESSON PLAN
XIX. General Information:
nn) School: Instituto Técnico Honduras.

oo) Teacher´s name: Ledis Ortiz
pp) Assessor teacher: Sally Soto
qq) Topic: A Typical Day
rr) Skills: Listening-Speaking- Reading-Writing-Grammar
ss) Grammar point: Simple present to express habitual activities. (Frequency adverbs).
tt) Vocabulary: breakfast, home school, coffee, shopping, lunch, dinner, etc.
uu) Level: Beginners.
vv) Grade: 8th
ww) Methodology: Communicative Approach, Constructivism, Audio – Lingual Approach, Top- down Approach,
xx) Date: July 10th 2020
yy) Place: Tegucigalpa, M.D.C.
zz) Blocks 2: Culture
Component 1: 1. Gain knowledge and understanding of other cultures.
Standard 1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture
studied.
Indicators: 1) Respond to routine courtesy exchanges (e.g., use polite language).
Block 3: Connection
Component 1: Connect with other disciplines and acquire information.
Standard 1: Students reinforce and further their knowledge of other disciplines through the world language.
Indicator: Provide personal information from the immediate environment using simple words and functional
language.
XX. General Objective:
 At the end of this class, students will be able to understand the position of adverbs of frequency.
XXI. Learning Objectives:

Listening:
 Students will be able to develop their listening through short movies and audios.
Speaking:
 Students will be able to capture and understand vocabulary through flashcards and other activities.
Reading:
 Students will be able to interpret reading and practice pronunciation.
Writing:
 Students will be able to acquire knowledge what they learn while resolving activities.
Grammar:
 Students will make use adverbs of frequency and it puts the topic rules into practice.
XXII. Assumptions:
At this point, the students are supposed to able to:
 Use vocabulary in correct way.
 Understand the rules of adverbs of frequency.
 Make sentences.
 Following instruction.
XXIII. Challenge:
 Make the students to pronounce well.
 The class behavior.
 Lack of motivation.
 Small classroom.
 Participation
 Environment
XXIV. Action points:

 Make the students understand the rules.
 Practice the vocabulary.
 Give examples explain them.
 The Use 60% English and 40% Spanish in case the student do not understand the class.
Competences / Sub Time Strategies/

skills Activities Techniques Resources Evaluation
Strategy
Brainstormi
Pre- listening ng
- Teacher introduces himself.
Students listen and - Teacher gives the rules of the class. 3 Techniques Students practice
answer questions. - Teacher starts the class ask one question. Asking listen answer the
1. Do you like morning? conversation Teacher questions
- Teacher gives a questionnaire. oiling Student
question Notebook
1What time do you get up? 4
2. What do you do next?
3. Dou you take a shower.
4. What you have for breakfast?
5. Dou you have breakfast sitting down or
standing up?
6. What time do you go to school?
7. Are you in a hurry in the morning?
- Students listen and repeat questions 1-7 2
- Students ask their partner these questions.
Students listen an Strategy Audios

audio, write and While- Listening 6 Listen Students Listening an
repeat answer. - Teacher plays an audio about Andrew Collins is interviews computer audio and repeat
21. He is a college student in California.
- Students listen and write his answer. phrases
Technique
- Students listen and repeat the phrases. Listening
1. In the Morning. for detail.
2. In the Afternoon.
3. In the Evening. 4 Strategy
Post-Listening Watching/lis Students
tening for Movies Students watch
Students develop - Student watches two short movies: a day in the 3 detail. Students movies and
comprehension by life of a tour guide and practice video. complete
computer
short movies. - Students listen and choose the right answer interviews
Technique
- Students check the boxes what sentences are Interpreting
mentioned.
- Students listen three audios about different 3
interviews. Strategy
- Students complete the interviews according to Oral
the audios. discussion Making paragraph
And talking about
Students practice Pre-Speaking 5 Technique Students
- Students write about their typical morning, them
fluency Writing Notebook
communication afternoon and evening. Use verbs from the about Pencil
vocabulary bank. different
- Students use adverbs of frequency and student season.
tells a partner about their typical day.

Pronunciation
4 Strategy rhythm.
Student learn While-Speaking Having a
to develop - Students listen and repeat sentences stress. purpose Notebook
the tongue - Student copies the rhythm. Audios
and  What time do you have lunch? Technique Students
pronounce At one thirty. Pronunciatio Pencil
better.  What time do you finish work? n, rising and
At six o’clock. falling pitch.
 What do you do in the evening?
I read or watch TV. Strategy Asking game.
Oral A small
Students
discussion dice
practice Post-Speaking Students
fluency - The activity is “Let’s to talk” Teacher rolls the Technique Teacher
communicat die twice the one roll determine the number on Taking
ion. the top. The two roll determine the number of message.
the left.
- Students talk for one minute, their classmates
ask their follow up questions. Their classmates 5
can ask her/she anything if she/he lend on “ask Strategy
my question.” Reading
actively
Students practice Pre-Reading Answer with

reading Technique specific
- Teacher shows a picture of Simon Cowell and Recognizing
comprehension teacher asks one question. information.
by answering
some  What do you know about him? information Picture

questions - Students read the article A Day in the life of Students
Simon Cowell. Students use the glossary to Strategy Notebook
help them. Using
- Students answer the following questions. 6 background
 Where does Simon Cowell live? knowledge
 Where does he have breakfast? Technique
 What does he do after breakfast? Reorganizin
 Does he exercise in the morning? g
Active prior
 What time does he start work? information
knowledge about
 What time does he go to bed?
The article.
students make use of While- Reading Strategy Students

appropriated - Students look at the highlighted words and computer
information guess their meaning and teacher checks it. Identifying sentence
- Students complete the sentences with a structure.
highlighted word from the article. Identifying
- Students have to complete a reading by filling 5 Technique sentence structure
in the blanks. Text completion
https://www.englishexercises.org/makeagame/v
Students puts iewgame.asp?id=999 Computer
vocabulary into Strategy internet
practice Post-Reading students
Fast writing
- Teacher gives a scramble sentences.
- Students try to order the sentences.
4 Technique
https://imparareinglese.com/esercizi_inglese/ad
Individual
verbs_of_frequency.html
- In this activity, the student has to put the adverb Complete
in the correct position. work different activities

https://www.englisch- online.
hilfen.de/en/exercises/adjectives_adverbs/adver
bs_of_frequency.htm
Strategy
Students 4 Reading
develop Technique Worksheet
many Pre-Writing Complete a Pictures
activities - Students match the everyday activities with the chart Students Students learn to
picture. construct
- Students fill in the blanks for each picture with sentences.
the words from the box and write the time. 4 Strategy
Show and
While-Writing telling
- Students look at chart and complete the pictures
Students are sentence about Laura’s school life. Technique
immersing - Students circle the correct form of the verb and Watch and Students try to
in writing rewrite the sentences. 4 rewriting Chart comprehend the
sentences sentences Students video.
Post-Writing
- Students write the questions for the answer. Use Strategy
Students what time, what, where, when and how. Teacher
learn with - Students watch a video about a typical day. explanation Students
interactive - Students have to write what they listen and memorize
activities share with their classmates. Technique Video the rules
Whole class Students and they
https://youtu.be/ZxWPQWsr3iY 5 put and
practice
Pre-Grammar Strategy
- Teacher explains when and how we use adverbs Oral
Students of frequency. discussion
know - Position adverbs of frequency. Technique Students Students answer
different - Students match sentence 1-4 with a-d 4 Answering Teacher With information
rules - Students complete the sentences according with questions
the first letter of the verb.
While-Grammar
- Teacher shows some flashcards and each Strategy Flashcards Students measure
Students students select one. Combining what they learn
catch more - Each students have to do a mimic related to the sentences Students during the class.
attention picture the rest of the students have to guess
with what mimic is about. Technique
pictures - When the student answer, they have to use 4 Telephone
whatever adverbs of frequency they want. message Students measure
what they learn
during the class.
Post-Grammar
Students - The activity is the telephone each student has to
measure make three sentence of which they do every day
their and using adverbs of frequency. Students
knowledge - Students have to do a mimic that they are
talking on the phone and each one has to say Teacher
the sentences.
- Students circle the different word.
Diagnostic test
Teacher:
Student’s name: ____________________________________________________
Grade: 7th Section: _______________________
Date: _____________________________________________________________
General instruction: Read each instruction carefully. Write with clear handwriting and do
not forget you are not allowed to stand up or to talk with your partner during the test.
Skills: Listening, vocabulary, grammar, reading, and writing
Listening part
Instruction: Listen to the song and complete with the words that are in the box.
The Rainbow
Oh I like red it’s the color of an apple Yellow it’s a lemon and a wonderful sun, sun,
sun
Orange it’s the color of an
And my favorite
----------it’s a lemon and a wonderful sun,
sun, sun -------it’s the color of the trees and lots of
things that grow
Green it’s the color of the trees and lots of
things that grow And then there's blue for the sky
And then there's --------- for the sky And ----- that’s a color that’s fun, fun, fun
And purple that’s a color that’s fun, fun, fun And when you put those colors side by side
And when you put those colors side by side Now what do you think we’ve done
Now what do you think we’ve done We’ve made a rainbow
We’ve made a rainbow Oh, we’ve made a rainbow
And it’s a really beautiful one, one, one We’ve made a rainbow
Oh I like------- it’s the color of an apple And it’s a really beautiful one
Orange It’s the color of an orange
Orange purple yellow

blue green red
Vocabulary part
Instructions: Match the color with the correct word.

Example
1. Red
2. Black
3. Blue
4. Yellow
5. Purple
6. Brown
Grammar part
Instructions: Complete the sentences with the correct color according to the image next to
it.
1. I have a -----------hat
2. Her book has a-----------cover
3. That is a beautiful----------guitar
4. I love your sky--------------dress
5. -------------is my favorite color
6. ---------is not my favorite color

Reading part
Instructions: Read the following paragraph. Then, read the sentences bellow, write a T if
the sentence t is true and a F if it is false.
The weather today is very cold
The weather today is very cold. It's just a few degrees above
zero right now, and it's probably going to snow. The sky is gray
and cloudy.
Yesterday's weather was like today. It was cold and cloudy, and
then it snowed in the afternoon. In the evening, it got really,
really cold. After midnight, the temperature was ten degrees
below zero.
The winter in Minnesota is long and hard. Usually, the snow
starts to fall in November and it stops falling in March. In April
it melts. On average, there are five months of winter weather.
On days when it snows, the sky is dark and gray, but on days
when the temperature goes below zero, it's very sunny and the
sky is clear and blue. Isn't that interesting?
Example:
1. When the temperature in Minnesota goes below zero the sky is
Clear and blue………………………………… …………….. . (T)
2. The story was about clothes………………………………………… …….. ( )
3. The color of the sky it was blue and cloudy…………………………...…. ( )
4. In Minnesota the winter is long and hard…….……………………… …….. ( )
5. The snow starts to fall in April and it stops falling in March……………… ( ) 6. After
midnight the temperature is below zero………...……………….….. ( )
Writing part
Instructions: Complete the crossword each box has the initial of a color; refer to the color of
the figures.
Example:
e
l
B l
o
w
Diagnostic test (answers)

Teacher:
Student’s name: ____________________________________________________
Grade: 7th Section: _______________________
Date: _____________________________________________________________
General instruction: Read each instruction carefully. Write with clear handwriting and do
not forget you are not allowed to stand up or to talk with your partner during the test.
Listening part
Instruction: Listen to the song and complete with the words that are in the box.
The Rainbow
Oh I like red it’s the color of an apple Yellow it’s a lemon and a wonderful sun, sun,
sun
Orange it’s the color of an orange
And my favorite
Yellow it’s a lemon and a wonderful sun, sun,
sun Green it’s the color of the trees and lots of
things that grow
Green it’s the color of the trees and lots of
things that grow And then there's blue for the sky
And then there's blue for the sky And purple that’s a color that’s fun, fun, fun
And purple that’s a color that’s fun, fun, fun And when you put those colors side by side
And when you put those colors side by side Now what do you think we’ve done
Now what do you think we’ve done We’ve made a rainbow
We’ve made a rainbow Oh, we’ve made a rainbow
And it’s a really beautiful one, one, one We’ve made a rainbow
Oh I like red it’s the color of an apple And it’s a really beautiful one
Orange It’s the color of an orange
www.lyrics.com/lyric/7188217/Barney's+Colorful+World!
+Live!/The+Rainbow+Song
Vicerrectoría Académica
Coordinación de Práctica General
Vocabulary part
Instructions: Match the color with the correct word.
Example
1. Red
2. Black
3. Blue
4. Purple
5. Yellow
6. Brown
Grammar part
Instructions: Complete the sentences with the correct color according to the image next to it.
1. I have a black hat.

2. Her book has green cover.
3. That is a beautiful orange guitar.
4. I love your sky blue dress.
5. Pink is my favorite color.
6. Yellow is not my favorite color.

Reading part
Instructions: Read the following paragraph. Then, read the sentences bellow, write a T if the sentence t is true and a F if it is false.
The weather today is very cold
The weather today is very cold. It's just a few degrees above zero right now, and it's probably going
to snow. The sky is gray and cloudy.
Yesterday's weather was like today. It was cold and cloudy, and then it snowed in the afternoon. In
the evening, it got really, really cold. After midnight, the temperature was ten degrees below zero.
The winter in Minnesota is long and hard. Usually, the snow starts to fall in November and it
stops falling in March. In April it melts. On average, there are five months of winter weather.
On days when it snows, the sky is dark and gray, but on days when the temperature goes below
zero, it's very sunny and the sky is clear and blue. Isn't that interesting?
Example:
1. When the temperature in Minnesota goes below zero the sky is Clear and
blue……………………………………………………………………... (T)
2. The story was about clothes……………………………………… ….. (F)

3. The color of the sky it was blue and cloudy……………………..………. (T)
4. In Minnesota the winter is long and hard……………………………….. (T)
5. The snow starts to fall in April and it stops falling in March …………… (F) 6.After midnight the temperature is below
zero………...……………….…. (T)
Writing part
Instructions: Complete the crossword each box has the initial of a color; refer to the color of the figures.
Example:
P u r p l e
i Y
n
e
k
l
B l u e l
l o r a n g e
w
a
k
Diagnostic test
Teacher:
Student’s name: ____________________________________________________
Grade: 8th Section: _______________________
Date: _____________________________________________________________
General instruction: Read each instruction carefully. Write with clear handwriting and do not forget you are not allowed to stand up or
to talk with your partner during the test.
Skills: Listening, vocabulary, grammar, reading, and writing.
Listening part
Instruction: Listen the audio about occupations and then match the occupation with the respective descriptions, use a line to join the
information.
Example:
Occupation description
1. Doctor person who drives a bus
2. Actor person who teaches students.
3. Chef person who acts in a movie.
4. Bus driver does who cooking in a restaurant.
5. Teacher works in a hospital and cures sick people.
6. Pilot flies an airplane.
CD: OXFORD
Vocabulary part
Instructions: Complete the following the spaces with the words that are missing.
1 2 3
T…A…H…R F…..R….M….N D…C…O….
4 5 6
S….Y…I….T P….L….C….M…N A….C…I….E….T

Grammar part
Instructions: Read about Carlos and his Family and write the names and occupations
of Carlos`s family.
Carlos`s family
Hi, my name is Carlos. I’m a student. My father is a pilot. His name is George, my mother is a doctor, and her name is Ana.
I have a sister her name is Danna, she is a singer, I have a bother His name is Carlos. He is a Dentist. I have an aunt her name
is Sara. She is a dancer. Jose is my grandparent, he is an architect. His wife is Juana, she is a Nurse. They have two sons Luis y
Marco. Luis is a Teacher and Marco is a policeman. Marco has a son his name is Miguel He is my cousin, and he is a chef.
Maria is my grandmother, She is hairdresser. Her husband is Pepe he is a farmer.

Reading part
1. Instructions: Read carefully and answer the following question.
Mr. Thompson is 45 years old. He is a teacher. M Thompson has a family. He has a wife. Her name
is Maria. She is a nurse. He has a daughter; her name is Elena. She is an engineer. He also has two sons Luis and Raul. Luis is
a singer and Raul is a student they are good children. They are happy because they share much time together and they help
each other. They have two dogs Lola and Dakota. Elena loves to take them out for a walk. Raul likes classic cars.
2. Circle the correct answer and then in the blank space write the answer.
1. How many children Mr. Thompson have? Three

a. Two b. three c. four.
2. Mr. Thompson wife is a __________.
a. Teacher b. engineer c. nurse
3. Elena ______an engineer.
a. is b. being c. are
4. Luis Thompson`s_______.
a. father b. son c. brother
5. Luis is Raul`s ________
a. Brother b. son c. father
6. Elena is Maria`s
a. Mother b. sister c. daughter
Reading part
Instructions: Write a short paragraph describing the people in the picture. There are words in the box to help you. Don’t forget to write
about occupations.
School/ hair/short/secretary/skin/black/curly/doctor/play
football7 help her mother/ brush his teeth/loves
cats/dentist/dogs/take a
shower/morning/policeman/teacher/type letters/ office/7
o`clock
Example:
1. There is a couple having a dinner next to the park.

Teacher:
Student’s name: ____________________________________________________
Grade: 8th Section: _______________________
Date: _____________________________________________________________
Listening part
Instruction: Listen the audio about occupations and then match the occupation with the respective descriptions, use a line to join the
information.
Example:
Occupation description
1. Doctor person who drives a bus
2. Actor person who teaches students.
3. Chef person who acts in a movie.
4. Bus driver who cooks in a restaurant.
5. Teacher works in a hospital and cures sick people.
6. Pilot flies an airplane.
CD: OXFORD
Vocabulary part
1 2 3
TEACHER FIREMAN DOCTOR
4 5 6
STYLIST POLICEMAN ARCHITECT
Grammar part
Instructions: Read about Carlos and his Family and write the names and occupations of Carlos`s family.
Carlos`s family
Hi, my name is Carlos. I’m a student. My father is a pilot. His name is George, my mother is a doctor, and her name is Ana.
I have a sister her name is Danna, she is a singer, I have a bother His name is Carlos. He is a Dentist. I have an aunt her name
is Sara. She is a dancer. Jose is my grandparent, he is an architect. His wife is Juana, she is a Nurse. They have two sons Luis y
Marco. Luis is a Teacher and Marco is a policeman. Marco has a son his name is Miguel He is my cousin, and he is a chef.
Maria is my grandmother, she is hairdresser. Her husband is Pepe he is a farmer.

My father is a Juana is a Pepe is a Miguel is a Danna is a

pilot Nurse farmer chef singer
Maria is
hairdresser
Reading part
1. Instructions: Read carefully and answer the following question.
Mr. Thompson is 45 years old. He is a teacher. M Thompson has a family. He has a wife. Her name
is Maria. She is a nurse. He has a daughter; her name is Elena. She is an engineer. He also has two sons Luis and Raul. Luis is
a singer and Raul is a student they are good children. They are happy because they share much time together and they help
each other. They have two dogs Lola and Dakota. Elena loves to take them out for a walk. Raul likes classic cars.
2. Circle the correct answer and then in the blank space write the answer.
1. How many children Mr. Thompson have? Three

b. Two b. three c. four.
2. Mr. Thompson wife is a __Nurse_____
b. Teacher b. engineer c. nurse
3. Elena __is____an engineer.
b. is b. being c. are
4. Luis Thompson`s___father____.
a. father b. son c. brother
5. Luis is Raul`s _brother_______
b. Brother b. son c. father
6. Elena is Maria`s Mother
b. Mother b. sister c. daughter
Writing part
Instructions: Write a short paragraph describing the people in the picture. There are words in the box to help you. Don’t forget to write
about occupations.
School/ hair/short/secretary/skin/black/curly/doctor/play
football7 help her mother/ brush his teeth/loves
cats/dentist/dogs/take a
shower/morning/policeman/teacher/type letters/ office/7
o`clock
Example:
1. There is a couple having a dinner next to the park.
2. There is a very large line of people
3. There is a teacher who goes to school.
4. There are many students.
5. Also there is a doctor waiting in the line.
6. In front of the park there is a house that is being built by an architect

Diagnostic test
Teacher:
Student’s name: ____________________________________________________
Grade: 9th Section: _______________________
Date: _____________________________________________________________
Listening part
Instruction: Listen to the audio about a memorable night of David from Spain. Below all the sentences are wrong, according to the
audio correct with the appropriate information.
1. It was on August 11th.
2. He was in Buenos Aires.
3. He watched the match in a hotel room.

4. He wore a Spanish soccer shirt and yellow scarf.
5. The match was in the evening.
6. After the match, they went to a restaurant downto
Vocabulary part
Instructions: Read the following past time expressions. Order in ascent way placing a scale from 1 to 6.
Example: Five minutes ago -----------------------------------------
3
Three minutes ago----------------------------------------2
Two minutes ago-----------------------------------------1
1. Yesterday Morning---------------------------------------------------------
2. Last Night-------------------------------------------------------------------
3. Last Month-------------------------------------------------------------------
4. Three days ago---------------------------------------------------------------
5. Five minutes ago--------------------------------------------------------------
6. Last week------------------------------------------------------------------
Grammar part
1. Instructions: Complete the Chart with regular or irregular verbs; change the verbs from present simple to past simple.
Simple Present Simple Past
Want wanted
Go
Listen
Meet
Study
Type
Reading Part
Instruction: Read the three poems are in simple past and list from 1 to 3 which picture corresponds to the poem.
1
2 3
A.
B.
E
C
Writing part
Instructions: Talk about your last vacation and write a short paragraph using these questions.
1. Where did you go on your last vacation?

2. Who did you go with?
3. Where did you stay?
4. What did you do there?
5. What did you see there?

6. How much money did you spend there?
My last vacation

Teacher:
Student’s name: ____________________________________________________
Grade: 9th Section: _______________________
Date: _____________________________________________________________
Listening part
Instruction: Listen to the audio about a memorable night of David from Spain. Below all the sentences are wrong, according to the
audio correct with the appropriate information.
1. It was on August 11th.

No, it was on July 11th
2. He was in Buenos Aires.

He was in Acapulco Mexico.
3. He watched the match in a hotel room.

He watched the match in the hotel restaurant.
4. He wore a Spanish soccer shirt and yellow scarf.

He wore Spanish soccer shirt, red and yellow scarves.
5. The match was in the evening.

The match was in the afternoon.
6. After the match, they went to a restaurant downtown.

The restaurant was full of Spanish tourist.
CD: English File, Level 1
Vocabulary part
Instructions: Read the following past time expressions. Order in ascent way placing a scale from 1 to 6,
Example: Five minutes ago -----------------------------------------
3
Three minutes ago----------------------------------------2
Two minutes ago---------------------------------------- 1
1. Yesterday Morning---------------------------------------------------------
3
2. Last Night-------------------------------------------------------------------
2
6
3. Last Month-------------------------------------------------------------------
4. Three days ago---------------------------------------------------------------

4
5. Five minutes ago--------------------------------------------------------------

1
6. Last week----------------------------------------------------------------------
5
Grammar part
Instructions: Complete the Chart with regular or irregular verbs; change the verbs from present simple to past simple.
Simple Present Simple Past
Want wanted
Go
Went
Listen
Listened
Meet
Met
Study
Studied
Type
Typed
Reading Part
Instruction: Read the three poems are in simple past and list from 1 to 3 which picture corresponds to the poem.
1
2 3
A.
3 3
2
B.
E
C.
1
1
Writing part
Instructions: Talk about your last vacation and write a short paragraph using these questions.
1. Where did you go on your last vacation?

2. Who did you go with?
3. Where did you stay?
4. What did you do there?
5. What did you see there?
6. How much money did you spend there?
My last vacation
My last vacation was one week trip to Islas de la Bahia I know that place well because I lived there when I was a child, more than ten
years ago.
I stayed with one of my old friends, we stayed in a hotel, it was so much fun, and a little bit like my old life. I wanted to do all the
same things I did in I lived in my childhood days, so I visited mi favorite place. It has changed a lot and looks more modern. I also
went to the supermarket near my old house. I loved seeing all the different foods. I was really happy to find my favorite cheese and
chocolate biscuits but they were a bit more expensive than I remember!
We did some touristy things too. We walked up beautiful street the views of the city are amazing up there. We walked in the park. I
don´t remember how much money I spent but I know it was a lot. It was a memorable day.
Diagnostic test
Teacher:
Student’s name: ____________________________________________________
Grade: 10th Section: _______________________
Date: _____________________________________________________________
Listening part
Instruction: Listen and number the picture in the order you hear the story.
Christine and Margaret are friends. They are both busy because they work and study! But on Wednesday they meet for coffee.
"What are you going to do this weekend?" asks Margaret.
"Well, I’m going to finish my project for my design class. But if I can finish it by Friday, I'll do something fun as a treat," says Christine.
"That sounds great!" replies Margaret. "I think the ballet is coming to town. If it isn't too expensive, I'm going to buy tickets. Would you like to
come?"
"Well, I don't really like ballet very much. If you want to go to the ballet in the evening, I´m going to go with you" says Christine.
"All right. If you have the energy, let's go swimming!" suggests Margaret.
"That sounds great! If I don't call you on Friday, send me an email at work," agrees Christine. "And if I don't answer, call me again. And if I don't
pick up… oh, let's just make plans now! I'm too busy to plan later!"
Vocabulary part
Instructions: Look the following pictures and make sentences using going to with the information given.
He/play/soccer tomorrow
The/girl/graduate next month
The green alien/ride/ on the space rocket.
They/play/with math numbers.

The girl/go/ to a fancy dress party.
Grammar part
Instructions: Read carefully and choose the correct answer
. What will you do next year?
I finished school.
I will finish school.

2. Are you going to work tomorrow?
Yes, I am.
Yes, he will.
3. What are you going to do for Christmas?
I'm going to stay at home.
I stayed at home.
4. Are you going to call the police?
Yes, I was.
Yes, I am.
5. Are you going to play cards tonight?
Yes, we are.
Yes, we did.
Reading part
Instructions: Read and look at the highlighted words; try to figure out their meaning from the context.
Honeymoon in Brazil
Susie’s going to get married next summer. She’s going to have the ceremony in the church in her mother’s town.
After the wedding, she and her husband are going to have dinner with all their friends and family, and the next day they’re going to
leave on their honeymoon.
They’re going to Brazil. They’re going to spend 5 days in Rio de Janeiro, and 4 days in Sao Paolo.
They’ve never been to Brazil before, so they’re lookingforwardto the trip.

After they get home, they’re going to start looking for a house to buy.
Susie has a lot of plans for married life, too. She wants kids: they’re going to have two kids. And she’s going to send them to the best
private schools.
They’re going to be very happy together.
1. To begin a legal relationship with someone as their husband or wife.

2. A marriage ceremony and any celebrations such as a meal or a party.
3. A holiday taken by a couple immediately after their marriage.
4. To feel pleased and excited about something that is going to happen.
5. A formal religious or public occasion a particular event or anniversary.
Writing part
Instructions: Look at the following pictures and write one sentence using going to.

Teacher:
Student’s name: ____________________________________________________
Grade: 10th Section: _______________________
Date: _____________________________________________________________
Listening part
Instruction: Listen and number the picture in the order you hear the story.
Christine and Margaret are friends. They are both busy because they work and study! But on Wednesday they meet for coffee.
"What are you going to do this weekend?" asks Margaret.
"Well, I’m going to finish my project for my design class. But if I can finish it by Friday, I'll do something fun as a treat," says Christine.
"That sounds great!" replies Margaret. "I think the ballet is coming to town. If it isn't too expensive, I'm going to buy tickets. Would you like to
come?"
"Well, I don't really like ballet very much. If you want to go to the ballet in the evening, I´m going to go with you" says Christine.
"All right. If you have the energy, let's go swimming!" suggests Margaret.
"That sounds great! If I don't call you on Friday, send me an email at work," agrees Christine. "And if I don't answer, call me again. And if I don't
pick up… oh, let's just make plans now! I'm too busy to plan later!"
5 2
3
4 1
www.really-learn-
english.com
Vocabulary part
Instructions: Look the following pictures and make sentences using going to with the information given.
He/play/soccer tomorrow 1.He is going to play soccer tomorrow.
The/girl/graduate next week 2. The girl is going to graduate next week.
The green alien/ride/ on the space rocket. 3. The green alien is going to ride on the space rocket.
They/play/with math numbers. 4. They are going to play with math numbers.
The girl/go/ to a fancy dress party. 5. The girl is going to go a fancy dress party.
Grammar part
Instructions: Read carefully and choose the correct answer
.1. What will you do next year?
I finished school.
I will finish school.

2. Are you going to work tomorrow?
Yes, I am.
Yes, he will.
3. What are you going to do for Christmas?
I'm going to stay at home.
I stayed at home.
4. Are you going to call the police?
Yes, I was.
Yes, I am.
5. Are you going to play cards tonight?
Yes, we are.
Yes, we did.
Reading part
Instructions: Read and look at the highlighted words; try to figure out their meaning from the context.
Honeymoon in Brazil
Susie’s going to get married next summer. She’s going to have the ceremony in the church in her mother’s town.
After the wedding, she and her husband are going to have dinner with all their friends and family, and the next day they’re going to
leave on their honeymoon.
They’re going to Brazil. They’re going to spend 5 days in Rio de Janeiro, and 4 days in Sao Paolo.
They’ve never been to Brazil before, so they’re lookingforwardto the trip.

After they get home, they’re going to start looking for a house to buy.
Susie has a lot of plans for married life, too. She wants kids: they’re going to have two kids. And she’s going to send them to the best
private schools.
They’re going to be very happy together.
Get Married To begin a legal relationship with someone as their husband or wife.
Wedding A marriage ceremony and any celebrations such as a meal or a party.
Honeymoon A holiday taken by a couple immediately after their marriage.
Looking forward to to feel pleased and excited about something that is going to happen.
Ceremony A formal religious or public occasion a particular event or anniversary.
Writing part
Instructions: Look at the following pictures and write one sentence using going to.
I’m going to visit Taj Mahal next week.

My sister is going to take photos at the Eiffel Tower.
They aren’t going to cross hanging bridges tomorrow
He isn’t going to swim in the ocean.
She is going to climb that mountain tomorrow

FLASHCARDS
The
The Most The Most
Popular Interesting Worst
The
The Best
Coldes
t
STORY
Richard is the unluckiest boy in the world. He never falls ill but he falls ill, it happens on Sunday or when his class goes on the most
exciting school trip one can imagine. He never gets extra money, but if his granny gives him some coins he loses them. His trousers
pockets have holes in them. He is a good student but when he writes an important class test, his pen runs out of ink. If he has a date
with a girl, his bus breaks down. His canary is the best singing bird he has ever had. But when he proudly invites a schoolmate to listen
to it, the canary becomes the most silent
bird of all.
But Richard thinks he is very lucky. He thinks he is the luckiest boy of all. He has a wonderful mum and a wonderful dad, loving
grandparents, an adorable little sister and a supportive big brother. His desk mate is the funniest in the school and the girls in his class
are the prettiest. He has an affectionate doggie and a wonderfully singing canary (not always). Richard is always happy because he has
a great heart. He is the most generous boy in town.
One day his mother gives him some money to buy an ice cream. He doesn’t put it into his pocket. When he arrives at the ice cream
shop he sees a homeless man outside it. He looks hungry and Richard thinks he is the poorest
man in the world. He has very old clothes and terrible sunglasses.
Richard looks at the ice cream in the shop window and then looks at the man. He decides not to buy the ice cream and gives the money
to the poor man.
The man smiles and says Thank you very much. You are very generous. But I’m not a poor man. On the contrary I’m the richest man
in town and I sometimes wear old clothes to see what people do. Ф
The eccentric millionaire takes Richard to the biggest shop in the area and says to him: Choose the present you prefer. Even the most
expensive one, if you want Richard asks Can I choose two, instead
Of course answers the man. Richard chooses
stereo because next time, when his canary keeps silent, he will at least be able to listen to music with his friends. He then chooses new
sunglasses for the man.
Places
Grammar Worksheet superlatives

Fill in the blanks below to complete the sentences.
1. Jupiter(big)_____________________________________ planet in our solar system.
2. This restaurant serves (good) ______________________ food in town.
3. Which place(hot) _______________________________ place on earth?

4. Who(famous) __________________________________ person in your country?
5. Chinese is(difficult)______________________________ language to learn.
6. Amazon is(long)________________________________ river in the world.
7. Huascaran is (high)_______________________________mountain in Peru.
8. Caribbean beaches are (bad)_______________________ in the world.
9. Barcelona is probably(cosmopolitan) ________________ city in Spain.
10. Tokyo (large) _______________________________ city in the world.
Reading
Everest is the highest mountain in the world,
Everest is over 8km high!! Mt. Everest is in Asia.

The Nilo is the longest river in the world it is
Over 6000 km long! The Nile river is in Africa.
The Atacama Desert is the driest place on earth.
In some places, it hasn’t rained for over 400 years.
The Atacama Desert is in South America.
Greenland is the biggest island in the world. It is
in North America.
Reading Comprehension
"Was- Were Story" Last week, there was one really, really
bad day. It was Monday. Usually, there are about 25 students in my class, but that day, there
were only 5 people! It wasn't warm. In fact, it was really cold. It was raining a lot. It was dark
and gray outside. There wasn't any sunshine. I think the students weren't at school because they
were sick. They were at home. Maybe they were in bed.
Mr. Jibbit is our teacher. He is always at school. He is never at home on a Monday. Last
Monday was no different. He was not in bed. He was in the classroom, and he was cold! Why
was he so cold? That's a very good question. He was cold because the heater in the school was broken. It was freezing. The school was
like a refrigerator. Our room was like a freezer! And poor Mr. Jibbit was like ice! The small class was cold, cold, cold!
The next days were much warmer. The heater was fixed on Tuesday, so everything was ok. There were 25 students, not only 5. But
where was Mr. Jibbit? He wasn't there. He was at home, sick in bed!
True or False?
1. There were 25 students in the class that Monday. (F/T)
2. It was warm that day.
3. Mr. Jibbit was present that Monday.
4. The heater in the school was working that day.
5. Mr. Jibbit and the students felt cold that day.
6. The heater was broken on Tuesday.
7. The next days were warmer.
8. Mr. Jibbit had to stay at home because he got sick.
https://es.educaplay.com/recursos-educativos/6205050-high_school.htmlwww.ejerciciosinglesonline.com/was-were-1/
https://agendaweb.org/exercises/verbs/to-be/past-simple-forms
www.englisch-hilfen.de/en/exercises/tenses/was_were.htm
https://youtu.be/DlQ4zvJymKI
https://es.lyricstraining.com/play/backstreet-boys/i-want-it-that-way/UnMdGuRFHn#b7w
https://wordwall.net/play/3170/865/740
https://wordwall.net/resource/3169464/verbs-invinitive https://elt.oup.com/student/englishfile/preint3/grammar/?
cc=gt&selLanguage=en https://wordwall.net/resource/3184127/activity
https://elt.oup.com/student/englishfile/preint3/testmaker/files7-12?cc=gt&selLanguage=en
Resources
NAME SENTENCES CHECK

Comic
How to survive meeting your Girlfriend’s parents for

the First Time.
1. You need-------- some "homework" before You need to do you go. Ask your girlfriend about her parents.
Where does her mother work? Does her father like basketball? Do you have any common interests?
8. Be yourself, and don’t be a “yes” man. If they Ask you for your opinion, be honest.
However, try -----about controversial subjects,
This isn’t the moment to give your views on religion.
If you do this, it will be easy-------a conversation
Make sure you dress-------the right 9. If the conversation is dying and you cannot
impression. Don't wear a suit, but don't just wear think of what------ask them what your partner
old jeans and the Che Guevara T-shirt you was like as a child. This is a smart tactic. All
bought at the flea market. Parents love talking about their children, and
1. Be punctual it’s very important ------late for it shows you have a deep interest in their daughter
a first meeting.
2. When they greet you at the door shake the father’s
Hand firmly (no father likes a weak handshake).
Ask your girlfriend what kind of greeting her mom
will prefer.
3. Call her parents Mr. and Mrs. (Smith) until they
ask you to call them "Dave" and "Maria."
4. Be ready--------questions about yourself! Her
parents will want-------everything about you
and your ambitions. Make a good impression.
5. If you invited for a meal, eat everything they give
You and say something positive about meal like
“This is absolutely delicious! Offer ------the dishes
After the meal------them that you
Graphic Organizer
Sort Text
As we were walking home we happened to see Ana and David. I didn’t
mean to listen but I wasn’t able to stop myself We didn’t stop to talk to
them because they appeared to be arguing. She was threatening to leave
him. If you ask me Ana doesn’t deserve to have a guy like David. He
always strives to make her happy and she continues to treat him badly. ¡I
wouldn’t dare to tell her that though! We intended to drive home but the car
failed to start.
SPORTS
Soccer
Basketball
Volleyball
Hock
Complete the exercise and select one verb on the box.
lend hold rain drive drive avoid run meet go bring pay
Mike and I arranged to drive to the cinema and we decided _______at my house. He planned ________us there in his new
car. I only consented ________ with him because promised ________for the tickets. It was a disaster. As we got out of the
car it began _______and I had forgotten _________my umbrella. We tried ________to the cinema but we failed
_________the rain. Mike rushed to the door first, refused ________me his coat and neglected_______ the door opens for me.
What a gentleman!
I wanted ________a horror film but Mike begged _________the new Star Trek movie. I consented _________it if he swore
_________me some popcorn. I didn’t expect ____________the film but it was so bad that I struggled ______ awake. I
couldn’t wait _______ home.
When I got home it was really late so I attempted _________upstairs. However, my parents were waiting ________to me in
the living room. They proceeded _________me how worried they’d been and threatened __________ me going out for the
rest of the month. I attempted _________what happened and they agreed ________ it to one week. I don’t aim ______ again
anytime soon anyway.
IN THE MORNING
IN THE AFTERNOON
IN THE EVENING
VOCABULARY BANK
1. Get up 6. Have lunch 11. Always

2. Have breakfast 7.Finish work 12. Usually
3. Take a shower 8.Go home 13. Sometimes
4. Go to school 9.Go-shopping 14. Never
5. Go to work 10.Go to the gym
Flashcards
Vocabulary
Write the verb according with the first letter.
1- T____________a shower.
2- R___________ the newspaper.
3- L___________ to the radio.
4- G___________ shopping.
5- L___________ in an apartment.
6- G___________ up in the morning.
Circle the different word.
1. Breakfast lunch fish

2. Office waiter hospital
3. Cheese juice tea
4. Teacher factory assistant
5. Fruit coffee vegetables
Rubric 1: Listening
Teacher: Grade: 8th Date: _____________________________________________
Aspects to consider:
1 = Students did not complete the exercise, but tries. 4 = Students get the exercise, but makes 1 mistake.
2 = Students get the exercise, but makes 3 mistakes. 5 = Students get the exercise with no mistakes.
3 = Students get the exercise, but makes 2 mistakes.
N° Students´ name Retain important Listening Worksheet Listening Total

information from comprehension completed comprehension 20%
the audio. (answering questions correctly. (drawings about the
from the audio). content presented
in the audio).
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Observations:
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Rubric 2: Speaking
Aspect to consider:
N° Students´ name Accuracy and Use of language to Use of vocabulary Way of asking and Total
pronunciation present ideas. (action verbs), and responding using 20%
when speaking in sentence structure. specific words and
class. phrases.
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Observations:
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Rubric 3: Reading
Aspect to consider:
N° Students´ name Prior knowledge Scanning to get Reading Organization of Total
activation by specific information comprehension ideas from the 20%
predicting from from the reading (True/False reading passage in

some pictures. passage. exercise related to a graphic
the reading organizer.
passage).
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Observations:
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Rubric 4: Writing
Teacher Grade: 8th Date: _____________________________________________
Aspect to consider:
1 = Students did not complete the exercise, but tries. 2 = Students get the exercise, but makes 3 mistakes.
4 = Students get the exercise, but makes 1 mistake.
N° Students´ name Brainstorming and Organization of Editing and linking Grammar, spelling, Total
drafting ideas at the ideas in a chatting sentences. punctuation and 20%
time to write. window. mechanics in their
writings.
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Observations:
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Rubric 5: Grammar
Aspect to consider:
N° Students´ name Sentence structure Use of grammar Use of syntax, Package of Total
using present rules in exercises. vocabulary, worksheets 20%
progressive tense morphology, and completed.
(analyzing semantics.
language).
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Observations: ____________________________________________________ American English file

__________________________________________________________________________________________________________________
______________________________________________________________
Libros Utilizados
1. American English file 1

5. Grammar Book
Experiencia en el ambiente virtual
Hay muchas maneras de implementar la enseñanza. La enseñanza de idiomas fue una vez
una cuestión de memorizar y repetir, un proceso aburrido y poco estimulante para los
estudiantes, ahora existen varias formas o método para que el aprendizaje de los estudiantes
sea mejor mi experiencia en las clases virtuales me ha ayudado mucho a crecer como
profesional pero así mismo es un poco más difícil porque si estabas acostumbrado a dar
clases en aulas de clases ese cambio es fuerte porque se tiene que planear para clases
virtuales y varias veces no sabes que poner o cómo hacerlo y esto resulta un reto pero
durante pasa las semanas de acoplas al sistema virtual y después le tomas practica y para
que los estudiantes encuentren la clase animada no tienes que basarte tanto a actividades
que sean muy teóricas porque los estudiantes se desaniman pero así mismo online hay
muchas técnicas que puedes utilizar existen juegos que puedes desarrollar con ellos o crear
tus propias actividades y acoplarlas a lo que se está enseñando y eso despierte la atención
de los estudiantes así mismo juegan aprenden y se divierten es una herramienta muy útil.
En mi caso pude crear varios juegos para que me ayudaran cada dé vez que desarrollaba un
plan de clases, sería muy bueno que los estudiantes tuvieran una clase especifica en línea,
aunque estuvieran en las escuelas, los ayudaría que hicieran intercambios de colegios o
universidad que los estudiantes se pudieran relación con personas extranjeras para que su
idioma fuera mejor.

Uso de las Tics en el proceso de enseñanza.
Las Tics son elementos importantes en el proceso de enseñar y aprender y que de una o de
otra manera está cambiando los paradigmas que no nos permiten el, pero aun nos
encontramos con serias dificultades para aplicar los nuevos conceptos al trabajo práctico,
2. Desde este punto de vista si nosotros deseamos aplicar esta tecnología y la didacta
Universitaria deberíamos de aplicar currículos flexibles y abiertos el cual permita al alumno
adaptabilidad a distintas situaciones de aprendizaje en la que se tienen que integrar. El uso
que se realiza de las Tics en estos momentos es básicamente consultivo y limitado por las
dificultades que en nuestro medio persisten todavía en el aprendizaje que tenemos sobre el
empleo de esta tecnología. Los ambientes de información están en constante cambio, al
igual que los conceptos de enseñanza y aprendizaje. Si en algún momento el aula fue el
espacio privilegiado para aprender, en la actualidad ya no existen espacios rígidos, donde se
tiene a los estudiantes cautivos. En la sociedad del conocimiento, asumimos que los roles
están en cambio. El docente ya no es el depositario del conocimiento, sino más bien el
facilitador del aprendizaje donde el estudiante no es más el ente receptivo, sino por el
contrario el actor.
AUTOEVALUACIÓN /AUTOREFLEXIÓN
Mediante el desarrollo de mi Practica Profesional que ha sido de mucha experiencia tanto
para mi vida personal como profesional. Me he dado cuenta de muchas cosas las cuales
quiero expresar en palabras por este medio. He crecido profesionalmente y me he sentido
muy involucrada en el aprendizaje de los estudiantes. Las elaboraciones de mis planes de
clases me han hecho pensar y reflexionar acerca las oportunidades que tengo como futura
Licenciada, me siento identificada o motivada cuando algún joven necesita de mi ayuda. El
compromiso y mi ética profesional me hace ayudarlo ya que para eso he venido estudiando
por tantos años y el ponerlo en práctica es mi deber. La satisfacción de saber que ayude a
alguien a que aprendiera algo en otro idioma es tan gratificante y me siento orgullosa de
todo el proceso que he tenido, los sacrificios, lagrimas, desvelos por llegar hasta esta
primera etapa de culminación de mi carrera. También esta etapa tan nueva como ser
virtualmente me ha ayudado al crecimiento personal, desarrollo de nuevas habilidades que
tenía escondidas, siento que a pesar del proceso que estamos pasando es importante tomar
en cuenta los puntos positivos como ser que somos afortunados de estar innovándonos
diariamente, recibiendo nueva información y actualizando los conocimientos tradicionales
que he tenido, los retos que he enfrentado buscando actividades de las cuales no se hacen
presencialmente me han hecho capaz de poder trabajar virtualmente y poder agregar este
punto tan importante a mi curriculum, abriéndome nuevas puertas y oportunidades en el
mundo laboral. Concluyendo en que es un honor para mí poder pertenecer a esta nueva
generación de evolución constante y comprometiéndome a continuar buscando recursos y

metodologías que ayuden al mejoramiento en el desempeño de los estudiantes de nuestro
país.
SUGERENCIAS Y PROPUESTAS
Soy estudiante de práctica profesional I en la carrera de la enseñanza del inglés. Mediante mi proceso
tanto como alumna y ahora practicante de esta honorable Universidad he experimentado ciertos aspectos
los cuales me han llevado a la sugerencia y propuesta para un mejor desarrollo de la práctica profesional y
para el mismo desarrollo del practicante, con sigo mismo enumero las siguientes:
1- Validaciones de prácticas en línea, que ayude tanto a practicantes como estudiantes que estudian a
distancia.
2- Proporción de material didacta de parte de las máximas autoridades para practicantes ya que muchos
no cuentan con los recursos necesarios para elaboración de material didáctico el bono alimenticio para
practicantes de práctica y, siendo de mucho aporte para la economía de los mismos.
3- Un examen de insuficiencia para certificar si están aptos para pasar a práctica profesional, ya que
muchos estudiantes no cuentan con el nivel y recordemos que nosotros estamos para ser guía, ejemplo,
modelo y muchos llegan a práctica con pésima pronunciación y gramática.
4- Cómo sugerencia cambiar el flujo grama de la carrera ya que hay clases que deberían llevarse al
principio de la carrera y no a mitad.
5- Talleres en donde el practicante se encuentre en constante exposición, de esta forma ganará experiencia
y generará menos desconfianza y más efectividad a la hora de dar clases en las instituciones públicas de
nuestro país.
Espero y tomen en cuenta mis sugerencias y propuestas para un mejor desarrollo de la Práctica
Profesional, siempre buscando el mejor beneficio para nosotros practicantes y nuestros alumnos el futuro
de nuestro país.

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Universidad Pedagógica Nacional Francisco Morazán

Vicerrectoría Académica Coordinación General de práctica

UNIVERSIDAD PEDAGOGICA NACIONAL FRANCISCO MORAZAN

VICERRECTORIA GENERAL DE PRACTICA PROFESIONAL

DEPARTAMENTO DE LETRAS Y LENGUAS

Supervisor de Practica: Mrs. Sally Soto.

Estudiante: Ledis Mabel Ortiz García

Numero de registro: 0715-1991-00882

Periodo Académico: II del 2020

Centro de Practica: Instituto Técnico Honduras

14 de Julio del 2020

Con el desarrollo de este portafolio de evidencia, quiero capturar el aprendizaje

adquirido durante el período en la práctica profesional I. Su realización es para mostrar el

Vicerrectoría Académica Coordinación General de práctica

trabajo realizado en el período, reflejar lo que se ha aprendido, mostrar el trabajo en equipo,

conocimientos adquiridos en la práctica profesional I, hasta la fecha en este. En el

Hablaré de lo más relevante en mi proceso de aprendizaje y qué trabajos generaron más

procesos que marcaron más, también adjuntaré copias del trabajo.

Vicerrectoría Académica Coordinación General de práctica

Pretendemos ser una institución de excelencia en la formación técnica de jóvenes y adultos

en las áreas de electricidad, electrónica, refrigeración y aire acondicionado, mecánica

automotriz, y mecánica industrial e implementar nuevas tecnologías constantemente para

desarrollo del sector industrial.

retos personales y profesionales a través de una educación científica técnica y teórico-

Objetivos generales de la Práctica Profesional

Vicerrectoría Académica Coordinación General de práctica

1. Observar las características del desarrollo psicosocial, cognoscitivo, moral y

afectivo de los estudiantes, desde la perspectiva de sus implicaciones en el proceso

2. Desarrollar las distintas estrategias y técnicas para generar y mantener un clima de

orden, convivencia respetuosa y trabajo cooperativo en el aula.

3. Transferir los conocimientos previos incorporados durante el desarrollo de la carrera

y el ejercicio profesional pedagógico.

4. Conocer y aplicar en las aulas las tecnologías de la información y de la

comunicación. Discernir selectivamente la información audiovisual que contribuya

a los aprendizajes de los estudiantes.

5. Contribuir a mejorar la eficacia del proceso de enseñanza-aprendizaje para obtener

los mejores resultados educativos en cada uno de los alumnos y alumnas.

Vicerrectoría Académica Coordinación General de práctica

Name: Ledis Mabel Ortiz Garcia

Fecha de Nacimiento: 24 de Julio de 1991

Estado Civil: Soltera

Domicilio: Res. La Vega.

Educación Primaria: Escuela Monseñor Fiallos Tegucigalpa M.D.C (1999-2004)

Instituto Dr., Jesús Aguilar Paz Tegucigalpa M.D.C (2005-2007)

Secundaria: Titulo Obtenido: Perito mercantil y contador público

Instituto departamental de oriente (2008-2010)

Centro de Estudio: UPNFM Universidad Pedagógica Nacional Francisco Morazán.

Carrera: Profesora en la enseñanza del inglés en el grado de licenciatura.

Experiencia Laboral: Un año de estilista profesional.

Vicerrectoría Académica Coordinación General de práctica

aprendizaje sea mejor y que siempre se puedan sentir animados y felices.

Proveer oportunidades de aprendizaje a todos los estudiantes y contribuye, mediante su

una oportunidad de crecer.

que favorezca las relaciones de trabajo, convivencia, educación y colaboración. Relación

desde la igualdad y la no discriminación como elemento clave para la convivencia.

Vicerrectoría Académica Coordinación General de práctica

Perfil Académico Profesional de Egreso Inglés

De acuerdo al perfil profesional de egreso de los futuros egresados de la Carrera de

Profesorado en la Enseñanza del Inglés de la Universidad Pedagógica Nacional Francisco

Morazán, estos estarán formados para: