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Today we practiced the grammar of the exam (conditional and reported speech) using a kahoot. I got half of the answers right, so although I know I still have a lot of room for improvement, I am slowly evolving. After that, we did an essay on the theme of everything goes through something. This theme seemed strange to me for an essay and it was difficult for me to think about the content. In spite of this, I decided to use examples to reinforce the ideas. Finally, we made a model exam to get an idea of what the questions would be like. I found everything quite normal, without being excessively difficult, except for the activity of the conditional, which I found more difficult. I hope I do well on the exam because I am trying very hard.

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Today we have been practicing grammar for the exam. I think this is the first class I have felt totally comfortable with, because I had practiced reported speech and the conditional in the review classes. So I felt at the same level as the rest. We did three Kahoots, two of reported speech and one of conditional. To my surprise, I came first in one of them and third in the other, although the conditional was not so good. In spite of everything, I am proud of myself and my progress.

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In today's class we did a lot of activities. To begin with, we brainstormed about what the messiah of Valencia would be like. Then, we read a text about a messiah of the Vatican. In this way, we were able to have a model to follow to know how we had to write about our own messiah. At the beginning it was a little difficult for me to have the imagination to invent the story of the Valencian messiah, but once I started, it was very easy to continue it. In spite of this, I didn't have time to finish it, so I had to do the final version at home. The second part of the session consisted of working on the video we had to watch of black mirror. I have to say that I find the classes with this methodology very dynamic and fun, and we learn a lot because the learning is meaningful. To begin with, we had to relate the names of the characters with the real names of the main characters of the series. Afterwards, the teacher gave us certain expressions that the characters said during the series and we had to guess whose it was. I really liked this particular part. Afterwards, we had to order the events that happened in the episode and correct some things that were wrong in the text. Finally, we had to answer some questions about the text and guess what degree of conditional they were in. We also had to answer them using the conditional, grammar that we will work on in the next class.

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In class we have done several activities. First, we completed a text related to Monty Python with some words that we had in a table at the top. This seemed simple to me because it is something we are used to doing, our teacher has worked on it with us several times. Then we watched two videos. The first one was about a comedy of the three wise men, we had to watch the video and try to get the meaning of some words and phrases that were in it. I have to say that I found the phrases easier to translate than the words, although I didn't find it too complicated. Then we had to summarize in twenty-five words what we had seen in the video, although I did it in thirty. The second video was about the Jews and Romans. For this video we had to complete some questions while we were watching the video. This activity was a little difficult for me, as the video was a little longer and had more words that I didn't understand. We also learned how to pronounce the words with the British accent.  Finally, we worked on reported speech by transcribing a part of the conversation. To my surprise, it was not as complicated as I thought it would be, so I was motivated. In the last part of the class we were talking about the research work we have to do. My group will initially choose the lack of resources for autistic children in the foreign language. In conclusion, I found today's class very entertaining and dynamic and the time flew by. As for the work, we may do interventions with the autistic child I was in charge of during my internship, so it is something very meaningful and nice for me.

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In today's class we learned how to make a review. To begin with, we have seen an example of a review to analyze its structure and to have an example to follow. Once we have done this, it has been explained to us that we will have to make a review about the song we chose in the previous class, mentioning if we would recommend it or not to work on it in the classroom. In my case, I have never done one and for me it is a challenge, since I don't have any practice and I only have the information from today's class. I feel a bit insecure but at the same time motivated to learn new things. The parts that a review has to have are: a brief introduction, description of the contents, assesment of value, comparasion with others and conclusion. Once we have done this, we have put in common what guidelines we would follow to do the review, for example: brainstorming, synthesis of ideas, opinions, etc. By listening to the steps to follow of the others, I was able to complement my own, such as correcting each paragraph as you write the essay. Then we talked about the song we chose, in my case I should be so lucky. The main theme is impossible love and we could work the modal verbs with this song, so we are learning in a meaningful way and it is something I like very much, since I am learning at the same time that I enjoy. Finally, we made a survey about the virtual exchange about the contents we had learned. Personally I found it a bit repetitive because all the contents we had previously put in the padlet and were already worked on. We have also recorded a group audio about the improvements of the project, things to highlight, what we have learned, etc.

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Today was the last day of the virtual exchange. It has been a very rewarding experience, as I have learned a lot about other cultures and experiences from the people at the meetings. Today's topic was about the prejudices that people have when choosing the teachers of a language, as they usually choose native speakers before non-native ones because they think that they will speak better and learn more for them. What they do not take into account is that non-native speakers have had the most common mistakes or difficulties in the language and know how to solve them, so they have more experience in this regard. Therefore, we should forget the stereotypes and value all the knowledge and capabilities that the person has.

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Today was a super fun class! To begin with, we corrected the last phonics exercise we did. Afterwards, each person said which song they had selected from the grammarly list on spotify. In my case, it was the song I should be so lucky. I chose this song because it reminded me of my childhood, as my mother used to listen to it. Afterwards, we did a brief oral summary of what the song was about, mine was about a love that had not been possible and what she imagined with that person. Then we did a phonological analysis of the first four lines of our song. In addition, the teacher showed us an online platform that translates phonologically the sentences, so that we can practice from home. Finally, we reviewed the text that will be discussed in the next virtual exchange and had a short discussion. I loved this class, it was very fun and dynamic, and we learned while we enjoyed it, because we had a great time listening to the songs that our classmates had selected. Finally, I felt more confident and comfortable with phonological analysis, so I think I'm improving little by little, it was a good day. :)

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We started the class with a song: Hang the DJ. At the beginning we had to write in the notebook the sentences of the song that we understood. Once we had done this, the teacher gave a part of the song to each person in the class and we were grouped in pairs according to the order of the song. Starting the class in such an active way makes us attentive from the very beginning and makes the session very dynamic, so I may use this method in the future.

Then we worked on the phonetic alphabet, this part was very difficult for me and I was overwhelmed at various times, as pronunciation is one of my weakest points in English and I have a hard time understanding it.

We also completed a table on the phonetic alphabet, filling in the place of articulation and manner of each letter. This part was the most difficult for me as I had never dealt with this topic before and it was quite complicated to understand.

Once we were shown the phonetics of each letter, we translated some parts of the song from the beginning of the session into the phonetic alphabet. This part was also complex for me but it is true that as I was doing it I was understanding it all better.

Finally, we did a kahoot on the lyrics we had previously discussed. This session was difficult for me, but at the same time it was very entertaining.

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The Smiths-Panic/ Hang the DJ- Black Mirror.

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Today was the third day of V.E. We talked about the text we worked on last day in class, it was related to the transformation of language teacher education. Like last week, I was with my teacher and my partner in the small meeting, so I was more relaxed than when I have been with people I know.

The most important points we talked about were:
- Learning strategies to communicate (learning what to say and what to do)

- Pronunciation/speaking (is important to learn as much as learning to listen and write) - but not focus on native, to develop intercultural competence (being able to understand each other)

Afterwards, we answered two questions:
1. What do to believe could be introduced into English lenguage classrooms today for English to be more reflective of its functions a worldwide lenguage?

· Teaching something that you really believe in, something that will be useful and meaninful to your students.

· Creating a community of practice.

· Projects, bring experiences into the classroom.

2. How can Global Englishes be represented in textbooks?

· To create your own resources, although it's hard because we have to follow the publishers. Their resources are usually British and North American.

· Projects

· Use you knowledge, what you thing would be useful.

In this meeting I felt more comfortable and active because I was able to explain the experiences I had had in teaching and share them with the rest of my colleagues. Besides, it was a subject that I had mastered more because we had worked on it before in class. I think that explaining our experiences is a way to learn from each other, I really liked this dynamic.

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In today's class we did a reading on informing and transforming language teacher education (LTE) pedagogy.

To begin with, we sat separately and each person had to read the text individually, underlining what seemed most important to them. Once we had done this, we sat in pairs to draw out the ten key ideas from the document. It is true that in some cases my partner and I had different things underlined, so it was a bit complicated, but finally we talked it over and managed to agree.

Once we did that, we were answering some questions.
1. Which LTE are you familiar with?

2. What is LTE in your backgraund?

From what I understood in class, the first one refers to experiences you have had as a teacher or as a teaching intern. In my case, I could mention that last year we did a test for first grade and we had to do it personally and correct it. I really liked this activity because we put ourselves in the teacher's shoes for the first time. Also, this year we went to a school to do a grammar class, specifically present simple and continous. This experience was also very rewarding for me because you learn many things, for example, knowing how to adapt to the needs of each child or having the ability to explain the topic in several different ways until they understand it.

As for the second question, if I am not mistaken it is related to what is necessary to be a teacher in our country, In Spain, you have to pass an exam and have several points of experience to be able to work. On the other hand, if you want to work in a private school you don't need to take any exam.

Finally, we did a kahoot on phonology, I found it very difficult and I had a hard time getting a question right, I did not feel comfortable with this activity because I did not know how to do practically nothing.

One last thing! I have learned that the difference between vowels and consonants is that vowels always sound the vocal cords when we pronounce them. With consonants, on the other hand, it depends on.

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Today's class was very different! At the beginning, we read some texts about the English language, in my case, I read about the dialects of medieval English. I find it very interesting to know where the language we use today comes from, so I found it very useful. Once we had done the reading, we had to extract the 10 main ideas from the text. This activity was complicated for me because it was a text with so much information on a topic that I did not master all of it seemed important to me. Finally, when all the classmates had the main ideas, we got into groups of three or four people to share our main ideas. Working with people in the class is relaxed and I like it, because they are people I already know and with whom I feel comfortable speaking in public. Finally, Abraham had a surprise for us, we had to record our main ideas to publish them later on padlet. To be honest, when I heard this I panicked. It was something I hadn't prepared for before and it made me very insecure, as I wanted to do my best. In the end I managed to do it, and just above you can see the video about the main ideas of Old English Dialects.

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Second meeting of the virtual exchange. At the beginning there were some technical glitches, but finally the meeting could be held. In this case the twenty minute meeting was with my university professor and a classmate, so I felt much less pressured and more relaxed. We were discussing what we would prefer to work on if we were in Singapore, standard English or English of the Singapore variety. The vast majority of us agreed on the idea of working on Singapore English, since being in Singapore, the students should have the opportunity to learn the language of their own country.

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Today's class started with a song. Each student had a verse of the song You Ought to know. The verse had all the letters together, so we had to separate the words and detect the verb tense used and modal verbs that were present. In my case, I had the present simple and the modal verb should. I think this is a very dynamic and fun way to work on the modals verbs, and at the same time we learn culture and new vocabulary. I felt very comfortable in this activity and it was quite enjoyable. Later, we did a kahoot in pairs about modal verbs, it was super fun, I loved doing it because there was a little competition between friends to see who wins and it was very short. This is an activity with which you learn a lot and in a very dynamic way, I really like it and I would possibly put it in the classroom when I am a teacher.

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Alanis Morissette - You Oughta Know (Official 4K Music Video)

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Today's class started with a song. Each student had a verse of the song You Ought to know. The verse had all the letters together, so we had to separate the words and spot the verbs and modal verbs that were there. In my case, I had the present simple and the modal verb should. I think this is a very dynamic and fun way to work on the modals verbs, and at the same time we learn culture and new vocabulary. I felt very comfortable in this activity and it was quite enjoyable. Later we did a kahoot in pairs about modal verbs, it was super fun, I loved doing it because there was a little competition between friends to see who wins and it was very short. This is an activity with which you learn a lot and in a very dynamic way, I really like it and I would possibly put it in the classroom when I am a teacher.

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Alanis Morissette - You Oughta Know (Official 4K Music Video)

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Today we have started the VETSDELT project. To begin with, they made an introduction about the topic we were going to deal with. Mainly it has been related to the text we had seen the previous week in class. After this, we have divided into several classes to put together the most important topics. Personally, in my group we talked about the barriers to work on the varieties of the English language, such as materials, rules of use, knowledge of the varieties, preparation for exams, etc. Personally, I felt a bit disoriented at the beginning of the session since it was a difficult topic for me, but later, listening to my classmates, I felt encouraged to give some contributions. I hope to improve and learn little by little.

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At the beginning of the class we were discussing a text we had to read for home, it was called Global Englishes (Cameron & Galloway, 2019) . For my part, as I had read it at home and I had notes on the reading, so I was confident and calm during the session, since I understood everything about what they were talking about because I knew the topic. I also took the opportunity to complete my notes by adding some additional information. In the second part of the session we created an account in aules, in order to prepare the virtual exchange for the following week, we also installed the zoom to be able to have everything ready for the meetings. Finally, we carried out a questionnaire of seventy questions related to the English language and its uses. I must say that as we were very few in class this process was very fast and enjoyable, as the teacher could be more aware of us and help us more.

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Here is the link to my Video C.V

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Today, we started the class by dividing the class into three groups. For this, Abraham gave us papers with several sentences: one group was composed of active sentences, another with passive sentences and the last one with have/had something done. Honestly, this process overwhelmed me as I couldn't find any relationship between the sentences, and as time went by I got more frustrated. When the teacher realized that we didn't understand each other, he came to help us and when he explained the differences between the sentences I understood better, so I discovered that my group was formed by Paula Guillot and Hector. Once we did this, we downloaded an excel with the scores obtained from the survey we did the other day, thus observing which were the questions that people considered most important. Personally I did not know how to use excel and today I learned how to make graphs with this application, so it was a good experience and a good day.

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Today we were also unable to attend Abraham class due to the overlapping of the course. Therefore, Abraham sent us an email with what they had given in class: the passive voice. We also had to complete a kahoot to practice the passive voice.

Personally I found the beginning of the kahoot simple and easy, while the last five or six questions were quite complicated and in several I felt quite unsure of what to answer. Even so, I am happy with the result because I thought I was going to do much worse.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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In the first part of the class we pooled our answers to the video we had seen of Van Keer. Personally, I took the opportunity to expand the answer to some of the questions, for example in the first question (before this class) I had only put that the presentation had a simple structure. Instead, with the input from the class I increased the details, for example the white background drew more attention to what was written on the slide, the names of the people mentioned were written using APA 7 standards and finally, there were also pictures of what they were talking about to make the understanding more visual, for example with the metaphor of the bicycle and the picture of the bicycle.

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Today was the day of the exam, I was very nervous all the time. First I played the role of interviewer with my partner Alicia, trying to do all the correct steps like the small talk or the handshake when saying goodbye. It is true that as this first interview I consider that it went well, I was a little more relaxed for the next one, in which I had the role of interviewee. I was the last of the whole group and that made my nerves increase, since the rest of the colleagues were commenting on how they had done and that made me uncertain about how it was going to go for me. This second shift was with my colleague Sara, we had a six-minute conversation and as the interview went by I was relaxing, so at the end I was already calm. Personally I feel satisfied with my work, since I was practicing and studying for this exam.

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During this week and next week, I will not be able to go to English class because there are two overlapping subjects and in this case, I have to go to some math exhibitions. This makes me feel insecure and worried because I have not had the opportunity to practice the job interview like the rest of my classmates. According to what I have commented with them, they have been practicing more the interview but in this case without having the questions on paper, that is, trying to remember them by heart.

PREPARING THE JOB INTERVIEW

To prepare for my job interview, I was answering the questions that were posed in class, in order to make sure that what I was answering was correct. As I had private English lessons, I took the opportunity to get my teacher's feedback on the answers I had given to the questions, so I improved some of them, for example, in the personal skills question I put those that were related to the teaching job. I also practised the interview with him several times, specifically I had the interviewee position, as it was the most complex one. In this way, he corrected some pronunciation mistakes and I wrote down on my notes how to say them. Some constant mistakes were saying "olso" instead of "also", "primary" instead of "praimary", "studid" instead of "stadid" or "how" instead of "haw".

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Today we have selected our skills, in order to start practicing for the oral interaction job interview. Once we have selected them, we have been explaining them to our colleagues in a maximum time of twenty minutes. This activity was fun for me, since I was learning to explain my skills without pressure, that is, without doing it in front of an audience. Once we did this in an informal way, we explained the skills as an exhibition, that is, in front of an audience. At this point I felt less comfortable and a bit nervous. Finally, two colleagues did a practice interview. In this activity, two people conducted the interview and two others took notes to suggest improvements and compare what they did with the rubric that Abraham gave us. Personally, I found this activity very entertaining and useful, since you could notice the mistakes of your classmates so that you would not make them later. At this point I felt very comfortable and calm.

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At the beginning of the class we made a comparison of the two versions we had made of the cover letters. We based ourselves on four fundamental pillars: deletion, addition, substitution and rearrangement. In my case, I did three deletion (reducing the personal skills, removing the reason why I would be a good candidate for the job and eliminating mentioning the name of the school). I also made two additions (mentioning the innovative methodology of the school where I had done my internship and adding interesting things from my working life, such as that I have taught different ages and have experience with autistic children). In addition, I made three substitutions (improving the writing of the letter and putting my qualifications as a way of introducing myself). Finally, as a rearrangement, I produced a change, putting personal skills as a conlusion.

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Once we finished with the cover letter, our teacher Abraham gave us the rubric with which he was going to evaluate our video CVs. He then showed us some examples of these videos from previous students. Once we had watched them, we had to evaluate the previous students ourselves. I think this is an interesting way in which we can realise what elements we have to take care of when we make our video, for example that there is a good sound or that the dialogue is continuous. Also, with the rubric I felt more comfortable, since for my C.V. video, I would know how I was going to be evaluated and I could organize it ahead of time. We have also started to prepare the oral interaction task, learning new vocabulary regarding the job interview, for example: shifts, trial period, go up... Finally, we were also informed that during the Mondays of November there will be a virtual exchange with UFES (Brazil).

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                          IRENE CRESPO'S C.V

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                          IRENE CRESPO'S C.V

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https://europa.eu/europass/eportfolio/api/eprofile/shared-profile/b4039789-5fa6-4d57-ab97-ec071c2db874?view=html

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Hairdressing assistant

Franck Provost

I was working as a hairdresser's assistant during the summers from 2018 to 2021.

Private Lessons Teacher

I have been working as teacher from September 2020 to present.

School placements

CEIP Jaume I El Conqueridor/ Vil·la Romana

Nine hundred and thirty hours of school placements.

Children's entertainer

SOLYMAR Hotels

I worked as an entertainment assistant in the Suitopia's hotel.

IES Ifach

Social baccalaureate

Florida Universitaria

Degree in Early Childhood Education

Florida Universitaria

Degree in Primary Education. Specialised in English

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Franck Provost I was working as a hairdresser's assistant during the summers from 2018 to 2021. I have been working as teacher from September 2020 to present. CEIP Jaume I El Conqueridor/ Vil·la Romana Nine hundred and thirty hours of school placements. SOLYMAR Hotels I worked as an entertainment assistant in the Suitopia's hotel.

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Today we have modified the previous cover letter to improve it. In my case, I have looked at the previous cover letters that Abraham gave us as an example in order to have an example to follow. In the new cover letter I have put my name from the beginning, which I forgot to do before. I have also specified my professional skills better and I have left the personal skills for the end as a conclusion. Personally I think there has been an important change from the first version to the current one, as I have been able to check my mistakes and compare them. Finally, in this cover letter I felt much more confident and comfortable than in the previous one, because I had had time to prepare it.

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Today we did a cover letter. At first, I felt scared because I didn't know we were going to do this and I hadn't prepared it before. Before start doing the cover letter, all the class with the help of the teacher made a kind of guide that helped us to know what the contents of a cover letter should contain, at this point, I calmed down a little bit. If I had been able to look at the presentation templates with me I think I would have been much more confident in the writing, as you would have had a structure already developed about what the cover letter had to include. The main difficulties I encountered in terms of spelling, grammar and vocabulary is that because of my insecurity I constantly doubted whether what I was writing was written correctly or whether it was written with one letter too, written in a different way... or even sometimes I couldn't remember the word I wanted to write. At the beginning of the text I checked the structure of each paragraph, but as the hour went by I ran out of time to finish writing, so halfway through the text I could only check it once or twice quickly. Some things I didn't include were contents I didn't know how to develop, such as justifying why I thought I was a familiar person, or even content I forgot to include, such as mentioning that I have studied other languages. Finally, it took me 45 minutes to do my cover letter, that is, the maximum time.

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Today we have explained two types of rubrics in order to be able to analyze texts. First, the analytical rubric contains more detailed information such as language use, vocabulary, organization, content or mechanics. On the other hand, the holistic rubric analyzes on a more general level, taking into account whether the text is coherent, well organized, displays facility in the use of language, etc. With these rubrics we can take into account the criteria to follow when we write a text ourselves, so I think it is a tool that can be used and is very useful. It is true that when it came to scoring the texts, I felt a little insecure and discomfort, as I did not have a high level of English, and I did not know if the score I was setting was correct. I think that scoring a text is complicated, as depending on the person who corrects it, it can have different scores, depending on the criteria they have.

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Later, each person in the class has written on a piece of paper things they would like to research or know. I think this is the first time we have been asked what we wanted to learn about since I started school, so I was surprised and happy, because for the first time attention was being paid to what we students wanted.

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Finally, we grouped in pairs or trios to do a questionnaire on the importance of the issues we had raised earlier on the paper. In my case, I went with Paula Guillot and together we drew up our questionnaire.  I found this activity very interesting because we were combining the importance of different school issues between me and my partner, so we had to interact to agree on which statements to put in the questionnaire.

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Microsoft Forms - Easily create surveys, quizzes, and polls.

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events. Quickly create quizzes to measure student knowledge, evaluate class progress, and focus on subjects that need improvement. Microsoft Forms automatically provides charts to visualize your data as you collect responses in real time.