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1. Stereotypes or Clichés around the world 

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1. Stereotypes or Clichés around the world 

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In the first topic they taught us what stereotypes are and which ones exist throughout the world.
Stereotypes are the beliefs or ideas that people have about a place, thing or person.

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In this topic we learned to use the verb to be conjugating in the different tenses.
The 8 forms of the most important verb are: be, am, is, are, was, were, been, being. Thus we have the present, the past, the past participle and the gerund.

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Here they taught us to use the verb to have, and to make sense of sentences with the `` have, has, had ''

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Descriptive or narrative texts are intended to make known the characteristics of the reality represented.
We learned to distinguish descriptive or narrative texts.

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As a final project, we teamed up with our colleagues to do some work on stereotypes. We chose Canada, and the ultimate goal of this project was to break the stereotypes we had of that place, and at the same time learn a little more about it.

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I liked this unit, I learned new things and reviewed things that I already knew.
I think the learning method is fine.

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2.1 Prepositions to describe a work of art

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2.1 Prepositions to describe a work of art

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We learned to use the following prepositions and did some activities in class to reinforce our knowledge. All this practice in works of art.
Prepositions:

next to

behind

across from

in front of

in the middle

on the left

on the right

in the corner

in

on

at

above

below

at the top

at the bottom

at the back

in the front

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In this topic we occupy the prepositions of place, for example:
*Behind
*In front
*Next to
*Between

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For this topic we learned to identify secondary ideas and the man in an expository text.

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On this occasion we knew how to make correct use of the prepositions of place (there is, there are) in an expository text.

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Personally I really liked this unit, I could say that so far it is my favorite. It was made easy for me.
I have no suggestions.

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We use the simple present tense when an action is happening right now, or when it happens regularly.

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We can express what we like, love or hate by using the estructure

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It is used to form sentences where both the condition and the result are real facts. The best example of this type of sentences are those related to scientific arguments. If + subject + present simple, subject + present simple.

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The "simple past" is used to talk about an action that ended before the current time. The duration is not relevant. The time in which the action takes place can be the recent past or the distant past.

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Narrative text includes any type of writing that relates a series of events and includes both fiction and nonfiction. Both forms tell stories that use imaginative language and express emotion, often through the use of imagery, metaphors, and symbols.

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I think this unit is interesting and entertaining.

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I liked this topic because we learned about how the brain of a teenager works and why.

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4.1 Describe abilities, permission and possibilities 

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4.1 Describe abilities, permission and possibilities 

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From topic 4.1 I learned that ability, permission and possibility are different, therefore different words are used

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Here we learned to use the (can / can't, could / couldn't, may / may not, and should / shouldn't) with the help of some practices

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Here we will learn to use the connectors and, or, but.
And, or and but are logical connectors that join clauses into sentences and show how the clauses are related. And adds something; or gives an alternative; but shows contrast

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It seems to me that we will learn about famous people from comics and we will use the "you should" or "you should not""

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I imagine that in this topic we will see about the healthy lifestyle, and as a project we will make a tik tok

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My opinion about this unit is that I liked it and found it interesting. In my opinion, the learning methods were good.

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5.1 Opening video:  Harry Potter and the Philosopher Stone

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5.1 Opening video:  Harry Potter and the Philosopher Stone

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In this activity we saw a short section of the film Harry Potter and the Philosopher's Stone, and we answered some questions about what we saw.

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5.2 LANGUAGE REFERENCE:  Present and  Past tenses

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5.2 LANGUAGE REFERENCE:  Present and  Past tenses

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To carry out this activity, we read and studied some examples. To finish, we did 2 grammar tests.

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Here we answered 2 activities, the first was read "A rainy saturday", and the second was listened to "Crazy Situations".

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5.4 Video: Edpuzzle - Present Simple and Continuous and Past Simple and Continuous

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5.4 Video: Edpuzzle - Present Simple and Continuous and Past Simple and Continuous

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We watched a video related to the present simple and continuous, and about the past simple and continuous. Later we answered some questions.

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En esta actividad respondemos unas preguntas sobre pasado simple y continuo.

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We learned what an infographic is and how it is made.

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5.7 Final Project Unit 5:  Harry Potter book series

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5.7 Final Project Unit 5:  Harry Potter book series

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For this final activity, we work as a team. We learned a bit about the famous author of the Harry Potter book series, and finally made an infographic about her.

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I personally really liked that we did activities related to Harry Potter, and in general it seemed like a good unit.
I would not change anything.

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6.1 Climate Change Explained Simply Video - Practice vocabulary and future tense

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6.1 Climate Change Explained Simply Video - Practice vocabulary and future tense

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For this activity we had to watch a video “Climate change explained in a simple way”. Then we solved 3 activities related to the topic.

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Here we only saw a video about climate change and how it affects us. At the same time, we answered some simple questions related to the video.

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6.3 Climate change. Reading comprehension

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6.3 Climate change. Reading comprehension

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In this activity we solved an exercise that consisted of relating the information by columns. The issue is climate change.

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6.4 Simple Future (Will) Summarize what you have learnt

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6.4 Simple Future (Will) Summarize what you have learnt

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Here the teacher attached a document to us through the classroom. We had to solve three tables with exercises related to the simple future (Will).

Affirmative form: Subject + will + infinitive...
Negative form: Subject + will + not + infinitive...
Interrogative form Will + subject + infinitive...?

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6.5 Near Future (Going to) Summarize what you have learnt

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6.5 Near Future (Going to) Summarize what you have learnt

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The teacher attached a document again, with 3 tables containing exercises to solve, only this time the topic is Near Future (Going to).

Affirmative form: Subject + be (am / is / are) + going to + infinitive...
Negative form: Subject + be (am / is / are) + not + going to + infinitive...
Interrogative form: be (am / is / are) + subject + going to + infinitive...?

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6.6 Climate change: Facing the future. Practice First Conditional

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6.6 Climate change: Facing the future. Practice First Conditional

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Here we solved an exercise to relate the columns with information on climate change.

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As a final project, we got together in teams of four and chose an endangered animal. As a final product we have a presentation about the animal that we previously chose. Later we will show

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I liked unit 6, I think it was one of the shortest units we've seen.