UNIVERSIDAD DE PLAYA ANCHA

Final Practicum Portfolio

Spring 2009

Name: Paulina Rojas González

Subject: Practicum Portfolio

Teachers: Isabel Vasquez

Rodrigo González

Class: English Pedagogy, Faculty of Humanities

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INDEX

I. General Contents

1. Portfolio Introduction…………………………………………………………………4

2. Course Program………………………………………………………………………5

3. Reading Articles………………………………………………………………………12

4. Pedagogical Artifacts…………………………………………………………………14

5. Reflective Writing…………………………………………………………..…………16

6. School Information……………………………………………………………………19

6.1 The School…………………………………………………………….…….20

6.2 Organization Chart …………………………………….……………………21

6.3 Students’ List……………………………………….………………………..22

6.4 Observation Stage……………………………………….………………….23

6.5 Team Teaching Stage………………………………………..…………….27

7. Unit Plans and Lesson Plans……………………………………………………….30

7.1 First Unit Plan…………………………………………………………….....30

7.2 Lesson Plans Unit 1…………………………………………….………......32

7.3 Second Unit Plan…………………………………………………………...33

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 7.4 Lesson Plans Unit 2……………………………….………………………..34

8. Learning Materials…………………………………………………………….………35

9. Evaluations Instruments………………………………………………….………….43

10. Self Evaluation…………………..…………………………………………………..51

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Introduction

The Final practicum is the final stage in the teacher training process; it is a stage
where you have to apply all the knowledge and experience you have acquired
during the five years of the English Pedagogy program.

You have to go back to the first Vises, where you were approaching school little by
little, first being just an observer in the classroom, then being an assistant of the
guide teacher, and finally being the teacher in the final practicum. You have to
remember all the things learned in other subjects, such as psychology or
philosophy, to try to understand your students and certain situations that may occur
at school, and you have to apply educational evaluation techniques to assess
students and processes.

This portfolio has the purpose of collecting all the articles, reports, unit and lesson
plans, learning materials and evaluations done during the whole practicum process
as well as reflecting about all the situations experienced at school

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 PROGRAMA DE CURSO

I. IDENTIFICACIÓN

NOMBRE ASIGNATURA : Práctica profesional

CARRERA : Pedagogía en ingles

CLAVE : PIN 09143-1

MODALIDAD : Práctica en terreno

SEMESTRE : 1er y 2do Semestre.

AÑO : 2009

PROFESOR : AMANDA ISABEL VÁSQUEZ

VICENCIO

II.- DESCRIPCIÓN DE LA ASIGNATURA

La Práctica Profesional es una asignatura práctica que se constituye en la

última etapa de formación de los estudiantes, la cual permite al futuro profesor
integrarse al ámbito educativo de un establecimiento educacional que se
constituye como centro de práctica, donde aplicará conocimientos propios de la
especialidad y del quehacer pedagógico, al interactuar con alumnos, alumnas y
docentes de dicho establecimiento. Siendo un curso de carácter profesional,
ofrece la oportunidad de demostrar las competencias lingüísticas y pedagógicas
adquiridas a lo largo del proceso de formación docente, a través de un contacto
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directo con una realidad educativa específica, y adquirir las experiencias de
aprendizaje necesarias para enfrentar con éxito su futura acción docente.

III.- OBJETIVOS GENERALES

A.- Semánticos:

 Demostrar conocimientos sobre la realidad educacional y los

diversos factores que intervienen en el proceso educativo tanto a
nivel general como en el ámbito de la enseñanza de inglés en
Educación Media en el contexto de la actual reforma educacional.
 Demostrar conocimientos sobre el paradigma cognitivo-contextual, el
enfoque constructivista, las teorías del aprendizaje cognitivas y
estrategias que a través del proceso de enseñanza-aprendizaje en
inglés, promueven la formación de alumnos creativos, críticos y
autónomos.
 Demostrar conocimientos acerca de distintos modelos de
intervención didáctica en el ámbito de la enseñanza de inglés como
lengua extranjera y/o segunda lengua que promuevan un aprendizaje
significativo en los alumnos.
 Demostrar conocimientos sobre distintas concepciones evaluativas y
específicamente la evaluación de aprendizajes significativos a través
de una perspectiva constructivista.

B.- Procedimentales:

 Demostrar habilidades para transferir, integrar y aplicar los

conocimientos, estrategias y recursos didácticos adquiridos en la
especialidad disciplinaria y pedagógica en la planificación, ejecución
y evaluación de situaciones de enseñanza y aprendizaje del inglés.
 Demostrar habilidades para interactuar en realidades educativas
concretas con los distintos participantes del proceso (padres,
apoderados, profesores, alumnos, etc.) a través de la enseñanza del
idioma Inglés.
 Demostrar habilidades para generar estrategias que permitan utilizar
el enfoque más apropiado a la realidad educativa que enfrentan.
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 C.- Actitudinales.

 Valorar el aporte del idioma inglés en una sociedad globalizada, sus

implicancias educacionales y el rol que le corresponde al profesor de
inglés en el proceso educativo.
 Demostrar actitudes sociales que permitan interactuar
positivamente con los distintos participantes en el proceso educativo
a través de la enseñanza del idioma Inglés.
 Integrarse de manera competente y responsable en el centro de
práctica procurando una relación armoniosa con los integrantes de la
comunidad educativa.
 Demostrar capacidad para trabajar en equipo, participando y
colaborando en la realidad educativa asignada.
 Demostrar capacidad para autoevaluar su práctica pedagógica a
través de la reflexión constante de su quehacer.

IV.- ETAPAS.

A.- Aproximación al Establecimiento Educacional

Esta etapa marca el inicio oficial del período de práctica profesional de la Carrera
de Pedagogía en Inglés. Durante esta fase el estudiante realizará las siguientes
acciones:

 Presentarse al establecimiento en el cual le corresponderá efectuar su

práctica profesional pedagógica.
 Contactarse con autoridades de dicho establecimiento (Director(a),
Jefe de UTP, etc.)
 Contactarse con profesor guía de curso(s) asignado
 Contactarse con profesor–jefe de curso asignado
 Asumir horario de curso(s) en el(los) cual(es) le corresponderá trabajar
la asignatura.
 Reportar información del establecimiento educacional a través de un
informe (según pauta).
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B. Período de Observación y Ayudantía: (3 semanas)

Acciones a realizar en este período:

 Analizar el Proyecto Educativo del centro de práctica y la adecuación de

este a su realidad social.
 Realizar diagnóstico de la realidad educativa (según pauta) a través de
la observación de los distintos subsistemas que la constituyen.
 Diagnosticar los niveles de desempeño en el subsector de inglés y las
características de los cursos asignados para la práctica.
 Reportar hallazgos través de informes (según pauta).
 Solicitar contenidos a desarrollar durante el proceso de práctica para
elaborar planificaciones de las Unidades de Aprendizaje.
 Construir en consenso con profesor(a) guía Matriz Conceptual
Elaborada, elemento básico para su planificación.
 Interactuar gradualmente con alumnos de cursos asignados a través de
actividades de ayudantía planificadas en conjunto con su profesor guía
 Planificar el proceso de enseñanza-aprendizaje en la asignatura para los
cursos asignados, coherentes con el diagnóstico realizado y con los
contenidos acordados con el profesor guía estipulados en los programas
de inglés respectivos.
 Interiorizarse de las actividades oficiales de la escuela (consejo de
profesores, reunión de apoderados, consejo de curso y orientación)

C.- Período de Realización (Intervención Pedagógica Curricular) (13

semanas)

Durante este período se espera que los estudiantes en práctica realicen las
siguientes acciones:

 Dirigir el proceso de enseñanza-aprendizaje del Inglés en el(los) curso(s)

asignado(s).
 Elaborar y utilizar material didáctico que favorezca el aprendizaje del
inglés en los alumnos (as) de los cursos asignados.

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  Evaluar los aprendizajes esperados en las Unidades de Aprendizaje
aplicadas.
 Planificar y llevar a cabo actividades complementarias al proceso de
enseñanza y aprendizaje de aprendizaje.
 Participar en actividades de Consejo de Curso y Orientación de los
cursos asignados.
 Asistir a reuniones de profesores, y de apoderados de los cursos
asignados a las cuales sean invitados.
 Participar en actos programados por el establecimiento
(conmemoraciones, academias, visitas, etc.).
 Intercambiar y analizar experiencias relacionada con sus vivencias en la
práctica pedagógica.
 Analizar temas emergentes de la práctica
 Evaluar su práctica pedagógica, implementando modificaciones que
permitan el mejoramiento de su labor educativa.
 Asistir a tutorías individuales con el profesor supervisor cada vez que se
les requiera.
 Asistir a entrevistas personales de carácter evaluativo con su profesor
supervisor con carpeta de práctica y bajo pauta evaluativa después de
cada sesión de observación en terreno.
 Asistir a reuniones semanales de análisis de prácticas de carácter grupal
con profesor-supervisor.

C.- Período de Culminación. (1 semana)

En esta etapa de finalización del proceso de práctica, el estudiante en práctica

efectuará las siguientes acciones, entre otras:

 Entrevista de evaluación final con profesor guía la cual debe culminar

con el llenado de pauta evaluativa (Estándares de Desempeño).
 Descripción y análisis de los eventos pedagógicos relevantes en cada
uno de los períodos de la práctica y sus respectivas reflexiones.
 Preparación y entrega del informe completo del proceso de práctica a
través de la modalidad “Blog” implementada durante el semestre. Cada
estudiante revisará la información incorporada a su propio blog y subirá
los últimos documentos solicitados, entre ellos tablas de información del
desempeño de su curso en la escuela, la evaluación de sus pares y su
autoevaluación.
 Asistencia a la reunión de clausura de la práctica para socializar e
intercambiar impresiones, comentarios y sugerencias. Completación de

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 encuesta de opinión y revisión de compromiso escrito suscrito al inicio
del período de práctica.

V.- METODOLOGÍA

 Lectura independiente
 Reuniones colectivas periódicas de análisis y retroalimentación de la
práctica desde marcos teóricos y experienciales.
 Apoyo pedagógico on line
 Tutorías individuales con fines de retroalimentación
 Reflexión del quehacer pedagógico.
 Supervisión periódica en centros de práctica.
 Uso de blog de asignatura para la comunicación permanente con el
estudiante en práctica.
 Creación de blogs de parte de los estudiantes para el “posteo” de la
información requerida durante el proceso.
 Uso de material impreso restringido a documentos oficiales del
proceso de práctica. (Pautas de Evaluación de Profesores Guías de los
establecimientos educacionales)

VI.- EVALUACIÓN.

A.- Formativa

 Autoevaluaciones periódicas
 Evaluación de pares
 Análisis de prácticas
 Retroalimentación presencial y on line
 Tutorías

B.- Sumativa

 Informes reportados por el estudiante en práctica. (20%)

 Informes de profesor guía según pauta (30%)
 Supervisión de clases profesor supervisor según pauta (30%)
 Estándares de desempeño del estudiante. (10%)
 Dominio de tecnologías de la Información y la comunicación del
estudiante en práctica (10%).

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VII.- REFERENCIAS

Dadas las características especiales de esta actividad curricular, las fuentes de

información serán básicamente las siguientes:

 Programas de asignatura de quinto básico a cuarto año de enseñanza

media.
 Marco para la Buena Enseñanza.
 Bibliografía actualizada de todos los cursos tanto de la especialidad
pedagógica como disciplinaria.
 Páginas web con recursos didácticos (Tics) en relación al proceso de
enseñanza y aprendizaje

Equipo de Coordinación de Práctica Profesional

Pedagogía en Inglés

AIVV/ RAGS

2009

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Reading Articles

Proponen que profesores afectados por

"deuda histórica" reciban entre 5 y 10
millones de pesos
http://latercera.com/contenido/657_164600_9.shtml

La comisión especial de diputados que examinó la Deuda Histórica a unos 60 mil

profesores que fueron traspasados al sector municipalizado en la década del '80,
concluyó su trabajo y propuso como compensación entregar a cada uno de los maestros
entre 5 y 10 millones de pesos y un mejoramiento en las pensiones de entre 50 mil y
100 mil pesos.

Así lo informó este martes el tesorero del Colegio de Profesores y presidente de la

comisión sobre esa materia del magisterio, Darío Vásquez, quien expresó que la comisión
parlamentaria en los próximos días someterá a ratificación la propuesta en la sala de la
Cámara Baja.

Vásquez, junto al miembro de la comisión, Gustavo Méndez, se manifestó satisfecho,

expresando que, "hemos querido entregar esta tremenda noticia para nosotros", y
agregó que la propuesta es "buena" y tiene que ser ratificada por la sala de diputados.

No obstante, Vásquez y Méndez manifestaron que la cantidad que se le ha ofrecido a

cada profesor es alrededor de un 10 por ciento de lo que los profesores tendrían que
haber recibido por concepto de la deuda.

Esto se refiere a un bono que no se les pagó a partir de principios de los '80, cuando los
profesores fueron traspasados desde el ministerio de Educación a las municipalidades,
monto que sí se les canceló al resto de los profesionales de la administración pública.

Los dirigentes del magisterio quieren que se ponga luego en tabla la sesión en la que la sala
de la Cámara de Diputados vote, aprobando la propuesta.

Una vez que ésta se ratifique el planteamiento pasará a manos de la Presidenta de la

República, Michelle Bachelet, para que lo examine en un plazo de 60 días, y luego ella dé a
conocer una definición.

Vásquez dijo que espera que antes de que termine el Gobierno de Michelle Bachelet el
asunto esté resuelto para los miles de profesores que esperan una solución a esa demanda.

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As we talked in class, the “Deuda Historica” discussion has taken much strength
now because the year is ending and it is election period, so it interfered with the
SIMCE damaging an important quantity of students from public schools in Chile
that had to take the PSU test despite of the fact they were not allowed to learn all
the subjects included in that test because of the teachers’ strike; and this also
affected our classmates that were doing their practicum in those schools because
they could not experience this process as they should.

It is true that this strike has affected the government and the society damaging a
big amount of students; but we cannot deny that what teachers are asking is fair; it
is a shame that teachers did not receive what they deserve for such an important
job: forming the next generations.

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Pedagogical Artifacts

Observation Stage

During the observation stage I could observe many things regarding the school, the
guide teacher and the rest of the staff and the students. There were many things
that called my attention, like for example the fact that girls are still separated from
boys.

But the aspect that I want to mention here is the school policy; Carlos Cousiño
School has a very strict set of rules, teachers annotate girls in the class book
almost for everything. If they do not bring materials, do not work in class, do not
use the apron, if they talk in class or are late, they are annotated in the class book
without telling the students about it.

I selected this artifact because I think the annotation in the class book has to be
something to help the teacher to control the class and students, but this a good
example of how not to use this resource because the annotation in the class book
should have consequences and students should know about it.

Assistantship Stage

One of the Wednesday classes the teacher arrived the classroom, called the roll
and gave students a crossword puzzle to work in class. I saw the crossword and it
was not so difficult nor so long. The teacher spent 1 hour and 10 minutes only in
that activity while she talked to me about pedagogical things. I could notice that
after the first half hour students started to talk, listen to music or to do other things
while the teacher was correcting some tests and talking to me.

I selected this artifact because this reflects many classrooms in Chile. I have to say
that in general the guide teacher was a very good teacher and she had a very good

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relationship with students, but sometimes, she gave too much time for activities
that could be made in a few minutes.

A teacher has to be creative and always be prepared with extra activities in case
students are too fast, he or she has to take into account all the learning styles and
intelligences In order to integrate all students.

Teaching Stage

This was the most important stage of the process where I applied all the things I
learned in these five years and taking into account the observation and
assistantship information I got in the first weeks.

I learned lots of things and I grew as a professional and as a person as well. I

would like to share one of my experiences. One of the classes I had prepared a
listening activity; it was a video about global warming. I asked for the data show, I
installed it but the speakers were not working and I had to think in a “plan B”, I had
the transcription of the audio so I decided to read the text aloud while the students
watched the images. The activity worked well and I could carry out the activities of
the lesson, but I learned that you always have to have a backup plan.

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Reflective Writings

Reflective writing Nº1: The Observation Stage

I. Introduction
 What do you think the cartoon provided below is illustrating? Why? Answer briefly.

II. Reflective writing

 Taking into account the information you collected during the observation
stage,

1. Reflect on the importance of the initial observation period in final practicum.

2. Refer to the observed issues in assigned school, and explain if these issues
caused a change on the expectations you had about this particular period.
3. How did you feel? Provide one example you consider most relevant to support
your answer.

What do you think the cartoon provided below is illustrating? Why? Answer
briefly.

I think the cartoon illustrates how many times people are so connected with the
television and all the mass media that we tend to forget to pay attention to our
surroundings. I believe that the situation represents our dependence to TV. The
character says: “Let´s see what´s going on in the world” turning on the TV instead
of paying attention to the real world outside the window.

Reflect on the importance of the initial observation period in final practicum.

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This period allowed me to familiarize with the assigned course and the students. I
think that observation is necessary not only for practicum students but for every
teacher, since despite a teacher may have many years of teaching experience, he
or she has to be able to recognize students difficulties or problems in learning, and
to detect any change in students’ behavior.
During the observation stage I paid attention to the new system of working of the
school, because there have been some changes since I was a student there. I
focused on school organization and the staff relationships; it was a time for getting
to know the guide teacher and to familiarize with the course assigned; I tried to get
to know the students backgrounds, their different personalities and behaviors. I
also observed the way of working of the teacher, to see her methodology and the
things that worked and which not in the English class, it was useful to detect
student’s learning styles and if there was any student with special needs, all these
things were very helpful to plan my lessons later.

Refer to the observed issues in assigned school, and explain if these issues
caused a change on the expectations you had about this particular period.

As I was an ex-alumna of the school I thought that the only things I had to pay
attention to were the ones related to the course assigned itself, to get to know the
students and the teacher and to see how the class worked paying attention to the
level of English they had. But then I realized that there had been many changes at
the school through these years, when I was a student the girls studied in the
morning and the boys in the afternoon, but now the school has a full time working
day so I thought they were all together, but I found that they are still separated,
there are only-girl and only-boy courses and they have their breaks at different
times. Besides the experience of knowing the school as a student is very different
from being a “teacher” now, I realized there were many things to observe apart
from the course that this changed my initial expectations about this period.

How did you feel? Provide one example you consider most relevant to
support your answer.

I felt very comfortable because it was a familiar environment. I knew the school and
some of the teachers, but I did not know if they were going to remember me so it
was a nice surprise to find that despite all these years most of them remembered
me. The math teacher remembered the fact I was very good at her subject and
although I must say it was a little odd to be back at school now as a teacher and
being in the teachers’ room I think this was a big help to my observation period
since it was easier for me to talk with the head-teacher of my course and to ask her
information about the students or permission to attend the parents meetings.

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Reflective Writing 2

The final practicum period was a very important stage. I though this process would
be easier, just planning fun lessons and teaching contents so that students could
learn a lot of English in an interesting way, but I realized that it was not that simple;
when I first arrived the classroom it was difficult for me to get all students’ attention;
it was an only-girl course, so they were very talkative and it was hard for me
teaching while they were talking and doing other things.

I realized that you have to know students and know their names to get their trust
and control the class. I had to be nice but also strict in some situations so I
improved my performance as a teacher through time and at the end of this process
I can say that I built a good relationship with the girls so I could motivate them and
do better classes.

Along with the classes at school I also had to assist to parents and teachers
meetings and that helped me to know the students a little more and to familiarize
with the school.

Here are the reports (they were requested in Spanish) already posted on my blog:

Consejo de curso: http://paulinarojasgonzalez.blogspot.com/2009/10/consejo-de-

curso.html

Reunión de apoderados:

http://paulinarojasgonzalez.blogspot.com/2009/10/reunion-de-padres-y-
apoderados.html

Reunión de profesores: http://paulinarojasgonzalez.blogspot.com/2009/11/reunion-

de-profesores.html

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School Information

School: Colegio Carlos Cousiño

Address: Retamo 650
City: Valparaíso
School’s Phone number: 2214923
Official_Website: http://www.colegiocarloscousiñovalparaiso.cl/
Grade: 2nd grade, high school
Number of students: 39
Guide Teacher’s: Patricia Guevara Vicuña
Guide Teacher’s E-mail:
paguevi@gmail.com

Authorities:

Rector: Mr. Sergio Ramirez Peñafiel

General Supervisor: Ms. Ana Maria Rodriguez Gómez
Primary Education Coordinator: Gabriela Bayola
Head teacher of the 2nd grade: Luisa Espósito Cancino (biology teacher)

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1. The school:

Carlos Cousiño School is located in Retamo 650 in Valparaíso. It is a Catholic

institution that gives moral values to its students based on the message of Jesus
Christ, and all its professors are Christians as well.

Carlos Cousiño is dependent on “Sociedad Formadora de la Infancia y

Adolescencia de Valparaíso (SOFIA)”.

The educational and behavioral policies of this school are not different from other
institutions in the Chilean system. In general, all the rules point to generate a good
school environment and to promote values like respect, responsibility, and good
manners.

Carlos Cousiño school has a population 62 teachers and 890 students, 626 are
girls and 264 are boys. This school has k-12 education for girls and 9-12 education
for boys.

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Organization Chart

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Students’ List

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OBSERVATION STAGE

Task 1: The School and Learning Environment

Name of student: Paulina Rojas González

Name of School: Colegio Carlos Cousiño

Number of students: 39

Class: NM2

Briefly and objectively describe the following aspects:

1. The school:

Describe the general background of the school including the physical location,
organisation, student population, philosophy and educational and behavioural
policies.

Carlos Cousiño School is located in Retamo 650 in Valparaíso. It is a Catholic

institution that gives moral values to its students based on the message of Jesus
Christ, and all its professors are Christians as well.

Carlos Cousiño is dependent on “Sociedad Formadora de la Infancia y

Adoloscencia de Valparaíso (SOFIA)”.

Girls and boys are separated from each other, this means that there are only-girl
and only-boy classrooms and they also have their breaks at different times so that
they do not mix; students have contact just for some common activities such as
anniversaries. I asked the guide teacher about this decision and she told me that
this was a decision of the SOFIA.

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The educational and behavioral policies of this school are not different from other
institutions in the Chilean system. In general, all the rules point to generate a good
school environment and to promote values like respect, responsibility, and good
manners.

Some of the main behavioral policies students from Colegio Carlos Cousiño must
follow are:

Be respectful and correct in his behavior.

Respect himself and his classmates.

Keep a good relationship with the school staff and classmates.

Be responsible in their duties and commitments

Carlos Cousiño school has a population 62 teachers and 890 students, 626 are
girls and 264 are boys. This school has k-12 education for girls and 9-12 education
for boys.

Some of the authorities are:

Rector: Mr. Sergio Ramirez Peñafiel

General Supervisor: Ms. Ana Maria Rodriguez Gómez

Primary Education Coordinator: Gabriela Bayola

Head teacher of the 2nd grade: Luisa Espósito Cancino (biology teacher)

2. The classroom

Describe the atmosphere of the room and the levels of engagement in the room.
Make notes on seating, sight lines, space, air, light, whiteboard, equipment, etc

From what I have observed the atmosphere in the classroom is good, all girls seem
to have a good relationship with each other, and despite of the fact that you clearly
can see that there exist some groups based on interests and personal
characteristics they all seem to be very close and I have not observed any rivalry.

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From my perspective most of students seem to be engaged with the school
specially in activities such as “September 18th” classroom ornamentation or the
“tallarinata”

3. The activities & resources

a) Make notes on the kind of activities used, the nature of student involvement,
balance of student doing things and teacher doing things

During the observation stage I noticed that the guide teacher has a very good
relationship with all the girls and she usually makes use of the sense of humor.
Despite of the fact this is a good and important characteristic for the learning
process I could observed that girls sometimes lose respect and it is a little bit
hard to have them in silence.

Another thing that I noticed is that the teacher has a teacher-centered

approach; she explains the subject and then gives grammar exercises; in one
of the observation classes she gave a puzzle for the girls to solve and they
were working on that one entire hour, then she corrected it and that was all the
class.

b) Describe the resources used and the materials available within the school.
How are the resources used in the classroom?

I talked with the guide teacher about the resources and materials available in
the school. She told me that they have radio, television, DVD; data show with
laptop, and a photocopier available for teachers to use for their classes. On the
other hand, students have access to the library and computer lab. From what I
observed the teacher does not make much use of these resources, because
she said that it was a little bit difficult to ask for the data so she usually gives
guides to the students.

Task 2: Student´s learning

In this second observation task, you should focus on the things that help to create
conditions for effective learning and on the aspects that play a part in preventing
learning.
25 | P a g e
 1. The learners
How motivated are the learners? Why? To what extent are they taking part
in their own learning? To what extent are they expecting the teacher to do
the work for them?

During the observation stage I could identify there is a group of girls that
really like English and are very fast at doing the guides the teacher gives,
they always participate in classes and ask questions because they want to
know more about the language, taking part in their own learning.

Leaving aside this group, I think that most of the students do not see the
importance of learning a foreign language like English because they are
talking most of the time, they do not do the activities and they just copy on
their notebooks the things written on the board, and wait for the teacher to
correct the exercises.

2. Behaviour during classroom activities

Describe the ways students are encouraged to participate in activities. Are
there any particular strategies for managing issues and motivating students?
Are there any students with special needs?

I think the English classes are very traditional and teacher-centered, despite
of the fact the teacher-students relationship is very good students do not
seem to be engaged in the learning of the language, I think the teacher does
not do much to engage and motivate students, the only way I observed
students were encouraged to participate in activities was by giving marks for
the activities. There are no students with special needs.

3. Discuss the learning styles and levels of English in the classroom.

I think it is a little bit difficult to find out what the learning styles of the students are
in just two weeks, but from what I have observed so far and also from the surveys I
carried out I would say that they are visual because they always wanted the
teacher to write instructions or words on the board and they liked when the teacher
drew to explain some vocabulary words.
26 | P a g e
Regarding the level of English in the classroom, I would say that the girls manage I
great amount of vocabulary and they know many basic grammatical rules, they are
very good at understanding written information but I think there is a lack of spoken
language in the classroom.

TEAM TEACHING STAGE

Task Nº1: Collaboration activities

For the following questions describe as accurately as you can how you have
collaborated in school assigned:

1. What kind of activity did you perform the first time you were asked for help?
How long did it take?

I just had one week of assistantship (Monday and Wednesday). During this week I
helped students with the exercises were doing and clarifying doubts; I also helped
the teacher to check the “summative” exercise.

On Wednesday the teacher had to leave 20 minutes earlier because she was
feeling bad and asked me if I could take care of the class; she gave a guide with
exercises to the students and I was in charge of the activity until the class ended.

2. What were the students doing before you started helping out?

When I first arrived the class students were doing exercises about the differences
between simple past and present perfect.

3. How did the students react? Describe the atmosphere of the room and the
levels of engagement in the room.

27 | P a g e
The first time I arrived the classroom the teacher introduced me to the students
and suggested me to sit at the end of the classroom. I felt I was invisible to the
students the first week, but as the classes were passing by, students started to ask
me some vocabulary words so that for the assistantship week they were
familiarized and comfortable with my presence in the classroom.

4. What other assignments were asked you to do? How often?

The truth is that I as it was just one week of assistantship (two days) I did not have
much time to do things; I have already mentioned the things I did: I helped the
teacher to check the “summative” activities and I helped the students with their
doubts.

5. Were you asked to prepare any kind of special audio visual material learning
material for the students? Were they used? How effective were they?

Among other things I did, the teacher asked me if I had any reading about “great
woman”. I looked for the text, I found it in a book and I gave it to her but it was not
what she was looking for because she wanted a text that combined simple past
and present perfect and the text I found just had simple past, she thanked me
anyway and told me not to worry because she was going to get it from another
colleague.

Task 2: Lesson Planning

Answer the following questions and explain how you planned the learning activities
for your students. Be as precise as you can.

1. How did you get the information for planning the lessons for your students?

During the observation stage I got information from the class book about the
students’ background and I also carried out an interest-survey in order to know a
little bit more about the students’ interests and their opinions about the English
class.

28 | P a g e
 This, in addition to the guide teacher’s suggestions helped me to get
information for planning. The teacher gave me the topic and the contents for the
unit and gave me freedom to create activities. Every lesson plan was consulted
with the guide teacher in order to get her feedback and suggestions.

2. Did your guide teacher give you any suggestions for planning?

Yes she did, although she gave me freedom to plan my lessons and activities as I
wanted, she gave me the topic and contents of the unit and asked me to keep her
“summative” marks for in class activities. Every class the teacher gives homework,
tasks or activities for the students to work in class and then she calls some of the
students to check the activities and she gives a mark; at the end of the semester
she adds up all the marks and gets a final one.

3. How long did it take to you to prepare learning material for your first lesson?

It took me 2 days to prepare the unit plan content, objectives and generic activities
and it took me a whole day to get and prepare all the learning material for the first
lesson and plan the methodology.

29 | P a g e
 Unit Plan 1

Nivel: Segundo Medio Curso: 2º B Sub-sector de Número de Horas: 4 hrs

Aprendizaje: Inglés
Profesor Guía: Sra. Patricia Guevara Vicuña.
Contenidos Competencias Actividades Objetivos Tiempo Evaluación
Genéricas Transversales Aproximad
(Valores) o

UNIT IV  Comprensión  Comprensión

“The World Lectora: Lectora: Respeto por el 6 semanas Las
Around Us” medio (20 sesiones evaluaciones
Predicción de la Predice el ambiente y de 45 se realizarán
 Grammar: información contenido de un reconocimiento minutos a partir de
general de un texto texto. de cada uno cada una). los
a) There be instructivo o como actor contenidos
(present and descriptivo. Predice o busca clave en la Desde el 23 de la unidad
past; singular el significado de protección del de y serán
and plural, Localización de ítems léxicos planeta. septiembre definidas
questions) información claves. al 30 de durante el
b) Countable and general y Conciencia de octubre. proceso de
Uncountable específica. Relaciona la los graves enseñanza-
Nouns información del problemas aprendizaje.
c) How Much  Comprensión texto con la medio
d) How Many Auditiva: realidad y sus ambientales Sin embargo
intereses que enfrenta la en esta
 Vocabulary: Localización, a particulares. sociedad unidad se
través de actual. incluirán:
-Vocabulary audiciones  Comprensión
related to sucesivas, de la Auditiva: Compromiso
environment, and información con el medio -
energy general y algunos Reconoce la ambiente a Evaluaciones
resources. detalles. idea central o el través del formativas.
-Countable and contenido del conocimiento
uncountable Deducción en discurso. de distintas -Ejercicios y
nouns forma guiada del formas de trabajos en
significado de Localiza ayudar a clase con
 Readings: palabras información proteger el nota
desconocidas o de general y/o planeta. sumativa
”Renewable la intención específica (clase a
Energy comunicativa del Comprensión clase).
Solutions” mensaje. de la
“Recycling” importancia de -Trabajos
 Expresión Oral:  Expresión proteger el grupales e
 Listening: Oral: medio individuales.
Formulación de ambiente en el
“Global Warming preguntas y Solicita o da cual vivimos y -Prueba
101” (video respuestas información para del correcto escrita con
National solicitando o dando realizar tareas o uso de de la 60% - 70%
Geographic) información. resolver energía y los de logro
“4 Degrees problemas. recursos (sobre la
Warmer: Great  Expresión naturales. materia de la
cities wash away” Escrita:  Expresión unidad).
Escrita:
30 | P a g e
Redacción de
mensajes cortos, Composición de
gramaticalmente párrafos cortos
correctos y relativo a un
comunicativamente tema de la
apropiados. unidad.

31 | P a g e
Lesson Plans First Unit

I have to say that I was uploading all my lesson plans periodically to my practicum
blog, so here I write the links:

Lesson Plan 1: http://paulinarojasgonzalez.blogspot.com/2009/09/class-1-

wednesday-23.html

Lesson Plan 2: http://paulinarojasgonzalez.blogspot.com/2009/09/class-2-monday-

28.html

Lesson Plan 3: http://paulinarojasgonzalez.blogspot.com/2009/10/class-3.html

Lesson Plan 4: http://paulinarojasgonzalez.blogspot.com/2009/10/class-4.html

Lesson Plan 5: http://paulinarojasgonzalez.blogspot.com/2009/10/class-5-october-

14.html

Lesson Plan 6: http://paulinarojasgonzalez.blogspot.com/2009/11/class-5-october-

14.html

Lesson Plan 7: http://paulinarojasgonzalez.blogspot.com/2009/11/class-7-october-

21.html

Lesson Plan 8: http://paulinarojasgonzalez.blogspot.com/2009/11/class.html

Lesson Plan 9: http://paulinarojasgonzalez.blogspot.com/2009/11/class-9-october-

28.html

32 | P a g e
 PLANIFICACIÓN UNIDAD DIDÁCTICA

Nivel: Segundo Medio Curso: 2º B Sub-sector de Aprendizaje: Número de Horas: 4 hrs

Inglés
Profesor Guía: Sra. Patricia Guevara Vicuña.
Contenidos Competencias Actividades Objetivos Tiempo Evaluación
Genéricas Transversales Aproximado
(Valores)

UNIT V  Comprensión  Comprensión

“Describing the Lectora: Lectora: Valoración y 4 semanas (16 Las
World” respeto de las sesiones de evaluaciones se
Localización de Localiza la idea diferentes 45 minutos realizarán a
 Grammar: información general y principal del texto. características cada una). partir de los
específica. físicas y contenidos de la
Long and Short Relaciona la psicológicas que Desde el 2 al unidad y serán
Adjectives (regular  Comprensión información del texto hacen a cada 30 de definidas
and irregular) Auditiva: con la realidad y sus persona un ser noviembre. durante el
a) Comparatives intereses único e irrepetible. proceso de
b) Superlatives Localización, a través particulares. enseñanza-
c) as …. as de audiciones aprendizaje.
sucesivas, de la  Comprensión Conocimiento de
 Vocabulary: información general y Auditiva: las diferentes Sin embargo en
algunos detalles. características esta unidad se
-Vocabulary related Reconoce la idea que definen los incluirán:
to places and people Síntesis en castellano central o el lugares, y como
(how to describe and del contenido contenido del estas mismas
compare). informativo del discurso. afectan y -Evaluaciones
mensaje. determinan a sus formativas
 Readings: Localiza información habitantes. (quizzes).
 Expresión Oral: general y/ o
“Michael Jordan” específica a través -Ejercicios y
“A big decision” Formulación de de preguntas. trabajos en
preguntas y clase con nota
 Listening: respuestas solicitando  Expresión Oral: sumativa (clase
o dando información. a clase).
“My Love” (song) Solicita o da
2:46’  Expresión Escrita: información para -Prueba escrita
“ Planning a Trip” realizar tareas o con
1:15’ Redacción de resolver problemas. 60% - 70% de
“Fireworks Party” mensajes cortos, logro (sobre la
1:15’ gramaticalmente  Expresión materia de la
correctos y Escrita: unidad).
comunicativamente
apropiados. Composición de
párrafos cortos
relativo a un tema
de la unidad.

33 | P a g e
Lesson Plans Second Unit

Lesson Plan 1: http://paulinarojasgonzalez.blogspot.com/2009/11/class-1-

november-2.html

Lesson Plan 2: http://paulinarojasgonzalez.blogspot.com/2009/11/class-2-

november-4.html

Lesson Plan 3: http://paulinarojasgonzalez.blogspot.com/2009/11/class-3-

november-9.html

Lesson Plan 4: http://paulinarojasgonzalez.blogspot.com/2009/11/class-4-

november-11.html

Lesson Plan 5: http://paulinarojasgonzalez.blogspot.com/2009/11/class-5-october-

16.html

Lesson Plan 6: http://paulinarojasgonzalez.blogspot.com/2009/11/class-6-

november-18-final-test.html

34 | P a g e
Learning Materials:

Here are only some of the learning materials I used, because unfortunately I had a
problem with my computer and I lost many files.

There is / There are

I) Create a sentence on your notebook for each image using “there +be”.

a) b) c) d)

II) Complete with there is/was or there are/were

1. There ________ five pens on the desk.

2. There ________ many people in the room.

3. There ________ a chair in the closet.

4. There ________ a great war in 1914.

5. There ________ lots of computers in the classroom.

6. There ________ a window in her room.

7. There ________ a big party at school two weeks ago.

8. There ________ an apple in the basket.

9. There ________ a big earthquake in 1985.

10. There ________many kids in the park yesterday.

35 | P a g e
III) Look at picture and create questions using the following words and
answer them.

1. Mountain Examples: Are there any mountains in the picture?

2. clouds Yes, there are two mountains
3. Lion
4. Trees Are there clouds in the sky?
5. Flowers No, there aren’t clouds.
6. Stars
7. Turtle
8. Two cats
9. River
10. A girl
11. Snow
12. A house

36 | P a g e
 How much vs. How many
1. _____________________animals can you see from here?

2. _____________________tea do you drink every day?

3. _____________________cousins do you have?

4. _____________________dolls does Mary's sister have?

5. _____________________ time do you need for the test?

6. _____________________butter is there on the plate?

7. _____________________money do you have in your pocket?

8. _____________________children are there playing tennis?

9. _____________________coffee is there in the cup?

10. _____________________ times must I tell you?

Find out what the mistakes are.

There are much rice in the kitchen

How many problems do he have?

Carla did the homework many times

There were a clouds in the sky yesterday

There aren’t any chocolate in the fridge

Create the questions for the following answers using how much or how
many

How much cheese is there?

There is half a kilo of cheese.

_______________________________?

There are five sausages.

_______________________________?

There are three liters of milk

___________________________________?

There are two birds.

_________________________________?

There are eight eggs.

________________________________?

There are four students.

_______________________________?

There are three thousand dollars.

 Renewable Energy Solutions
Today, in Chile, we can find some
landmarks that have changed the
landscape forever.

So far, there ______ only one wind

energy plant in operation, Alto
Baguales, in Region XI which
provides 19,000 families with ______
of their energy.

Heat is a form of energy and geothermal energy is, literally, the heat contained
within the Earth. As we all know, Chile has ______ geysers, volcanoes and hot
springs that, if harnessed, would give Chile a rich source of renewable energy.
Can you imagine the massive structures that would be built to capture the energy
trapped below the ground?

But the most important renewable energy alternative is hydroelectric power. Many
Chilean rivers are ideal for the installation of hydroelectric power stations. You
might ask then: why not construct more hydroelectric plants and make Chile totally
energy self-sufficient?

Hydropower is inexpensive and non-polluting, but the

environmental impacts of hydropower can be serious. The most
obvious effect is that fish are blocked from moving up and down
the river, but there ______ many more problems. When a dam
blocks a river, a river habitat is replaced by a lake habitat. While
this may not sound so bad it can cause ______ environmental
problems. And then there ______ the human factor as well. To
build a dam it is necessary to move ______ of the local
population that lived in the areas for hundreds of years.

______ there a solution to the energy problem? Probably there ______. But
nobody has founded it yet.
Read and find out what the mistakes are and then compare with your classmate
There are a lot to do in my town. You
need a lot of time to see all of the
sights.
For people who enjoy the outdoors
there are a lot of parks and much
markets to visit.
Sometimes it rains but there are much
museums and art galleries to see. For
people who don’t like museums why
not go shopping? There are a lot of
good stores, restaurants and malls.
Not many tourists visit our town and
there isn’t too many traffic or much
pollution.
What about where you live? Is there
many to do?
There is a lot to do in my town. You
need much time to see all of the
sights.
For people who enjoy the outdoors
there are much parks and a lot of
markets to visit.
Sometimes it rains but there are lots
of museums and art galleries to see.
For people who don’t like museums
why not go shopping? There is a lot of
good stores, restaurants and malls.
Not a lot of tourists visit our town and
there isn’t too much traffic or many
pollution.
What about where you live? Is there
much to do?
 Michael Jordan

Michael Jordan was the best known basketball player of his time. His career started
in the early 1980's, when he played college basketball with the University of North
Carolina. Although he was not the tallest or the strongest player, he won the attention
of his coach for being an excellent athlete. Probably his most important achievement
at that time was scoring the winning basket in the 1983-1984 championship game.

Jordan left college early to join the professional basketball team, the Chicago Bulls.
He led the Bulls to the best record in professional basketball history. He was voted
the most valuable player five times. Jordan holds several records: the highest scoring
average and the most points in a playoff game.

Many people think that Michael Jordan was the most spectacular basketball player of
all time. A statue of Michael Jordan in Chicago reads, "The best there ever was. The
best there ever will be." Jordan retired from basketball in 1999 at the age of 35.

Jordan's popularity with his fans brought him to the attention of advertisers. Jordan is paid a lot of money to
have his name appear on sports products and to appear in TV commercials, making him the highest paid
athlete in the world. He is also one of the richest persons in the world. Forbes Magazine in 1997 said that he
earned over 78 million dollars that year.

Video/Audio Material

Global Warming 101: http://paulinarojasgonzalez.blogspot.com/2009/12/global-

warming-101.html

4 degrees warmer: http://paulinarojasgonzalez.blogspot.com/2009/12/4-degrees-

warmer.html
 English Test: “The World around Us”

Name: List nº: _______

Date: Points: _______/43

Objective: identify and use how much/many, some/any and quantifiers in short
sentences. Read and comprehend general and specific information.

I) Complete with “there is, there are, there was, there were, is there? or are
there?” (9p)
1. ______________ a little dog in the street.
2. ______________ a big party in her house last weekend.
3. Excuse me, _____________ a bank near here? Yes, _____________ one
at the end of the street.
4. _____________ a letter for you this morning.
5. How many students___________ in the class?
6. _____________ any fruit in your house?. Yes _____________ two apples
and three bananas.
7. _______________ two tests last Friday, one of biology and other of English.

II) Look at picture and create questions using “is there/are there?” with the
following words and answer them. (10p)

a) a cow

b) trees

c) a dog

d) flowers

e) a house
III) Create the questions for the following answers using “how much” or
“how many”. (10p)

____________________________________________________?
There are two dolphins.

____________________________________________________?
There is a bar of chocolate.

_____________________________________________________?
There is a kilo of bread.

______________________________________________________?
There are many coins in the jar.

_______ _______________________________________________________?

There is some water in the glass.

IV) Complete with “some” or “any”. (7p)

1. There are __________ cookies in the box, but there isn’t __________ cake.
2. Do you have __________ problems with your math homework?
3. Can you lend me __________ of your Harry Potter books for this summer
please?
4. I know __________ Japanese, but I don’t speak __________ French.
5. Would you like __________ coffee to drink?

V) Complete with “few, a few, little or a little”. (7p)

1. I’m sorry but I will need ____________ more time to pay the bill.
2. We are late; we have ____________ time to get to the train station. Hurry
up!
3. She can’t keep a secret; that is the reason why she has very ___________
friends.
4. He is an expert on History but he knows very ____________ about
mathematics, he is very bad at multiplying.
5. I’ve been to “El Huevo” ____________ times. It’s a good place to dance.
6. Jack is very intelligent; he gave me ____________ ideas that helped me to
solve my problems.
7. I usually eat ____________ fruit after my lunch. It is good for your health.
 Recycling
The word recycling implies a cycle happening again and again, and it has to do
with extracting the useful materials from solid garbage and reusing the usable
substances.

Recycling is an excellent way of saving energy and conserving the environment.

Up to 60% of the rubbish that ends up in the dustbin could be recycled.

Many materials such as paper, plastic, metal and glass can be recycled, as well as
many other items such as furniture, electronic equipment, building material and
vehicles. But not many people think to do so. 24 million homes in the UK have a
personal computer and many of them have printers, but only a few of the 65 million
printer cartridges that are sold in the UK are recycled.
So, what can you do? There are many ways in which you can
help reduce waste.
When shopping at the supermarket, buy products that can be
recycled easily such as glass, jars, and tin cans. Prefer
rechargeable batteries, they can be reused many times before
throwing away, opposed to regular batteries that create
unnecessary waste. Switch to more efficient light bulbs and
drive little miles in your car, by riding a bike or walking short
trips you will save a lot of energy and money and you will also keep slim for the
summer.
Look for some recycling facilities in your community and start recycling. Chances
are that you might even make a little extra money.

Answer True (T) or False (F). (5p)

1. ____ Much of the rubbish could be recycled.

2. ____ There are many people that recycle their waste.

3. ____ People do not recycle because it is expensive.

4. ____Few people recycle printer cartridges in the UK

5. ____ Waste, garbage and rubbish have the same meaning.

Answer the following questions: (3)

1. Define what recycling is.

2. Give some of the advantages of recycling.

3. Why rechargeable batteries are better than regular batteries?

 English Test

Name: List nº: _______

Date: Points: _______/47

Objective: Identify and use comparative and superlative adjectives in sentences

identifying regular and irregular adjectives.

I) Use the correct COMPARATIVE or SUPERLATIVE form to fill in the

following exercises. (11p)

1. My English teacher is _____________________ my history teacher. (friendly)

2. Who is the ___________________ soccer player in the world? (bad)
3. She always gets good grades; she must be the _____________ girl in the class. (intelligent)
4. Lisa is not as ________________ as you (thin)
5. Aconcagua is the ___________________ mountain in South America. (high)
6. Daddy Yankee is _____________________ Don Omar. (famous)
7. This exercise was ____________________ than the previous one. (easy)
8. This computer is not as__________________ as your computer.
(expensive)
9. This car was ___________________ in the race. (fast)
10. This house is __________________ my house! (big)
11. This house is _____________________ in the neighborhood. (big)

II) Translate the following sentences into English. (14p)

1. Febrero es el mes más caluroso del año.

____________________________________________________________

2. Nueva York es más grande que Santiago.

____________________________________________________________

3. El verano es la mejor época del año.

____________________________________________________________

4. Inglés es más fácil que matemáticas.

____________________________________________________________
 5. Valparaíso es tan bonito como Viña del Mar.
____________________________________________________________

6. Punta Arenas es el lugar más lejos que conozco.

____________________________________________________________

7. Tu habitación es tan pequeña como la de Sergio.

_________________________________________________________
________

III) Look at the picture and write 4 sentences about the boys using
COMPARATIVES. (8p)

_______________________________________
_______________________________________

______________________________________
_______________________________________

_______________________________________
_______________________________________
_______________________________________
_______________________________________
IV) Write 3 sentences using SUPERLATIVES. (6p)

________________________________________________________________
________________________________________________________________

________________________________________________________________
________________________________________________________________

________________________________________________________________
________________________________________________________________

V) Write the opposite of these comparatives. (8p)

ADJECTIVE COMPARATIVE FORM OPPOSITE (comparative

form)
Happy
Old
Far
Slow
Slim
Expensive
Beautiful
Big

Good Luck!!
Final Practicum
English Pedagogy
2009.

SELF EVALUATION RUBRIC

1 2 3 4
Number of
Blog Entries X
Technology X

Organization X
and
Presentation

Quality of X
Reflective
Writing

Evidence of X
Growth and
Understanding
Professionalism X

GUIDELINES
Please see description of indicators in each of the categories. Levels go from 1 to 4
Level 1: Poor.
Level 2: Needs improvement
Level 3: Good
Level 4: Very good

Taken and adapted from CTEP, OISE University of Toronto, 2008.