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Unit 1. To be or not to be, that's the question

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Unit 1. To be or not to be, that's the question

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This is, i'd like you to meet, Let me introduce myself.
Some sentences were completed with the verb "to be"
I am, You are, He is, They are, We re

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In this activity we introduce ourselves, we said general information about ourselves. In this activity the teacher corrected me, the days of the weeks and the months, their first letter is capitalized.

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In this activity we had to listen to a conversation and check our understanding with - True and False - questions. We also order a conversation and complete some sentences.

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In this activity we complete a conversation where two roommates meet for the first time, we use basic words such as I'm, are, with etc. Also in another exercise we had a text and we had to sort who said what. In the last exercise we answered some questions about both conversations, we distinguished where the conversation took place, whether it was formal or informal, which expressions were used for greetings (Hi, Hello) and which expressions were used for introductions (in that question I had the answer wrong)

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In this activity we saw a video, it was the story of Shakespeare-Hamlet
We had several questions, we had to identify the characters and we had to describe what was happening chronologically

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1.2 Word order in questions v.to be/ do does

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1.2 Word order in questions v.to be/ do does

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The order of the questions is the question word, auxiliary, subject, base from the verb.
Example: Do you live near here? Does your mother work? What do you do? Where does he live?

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We use AT can be used to talk about a single specific location
'I'm at work'
We use ON is used in relation to a surface
'I'm siting on a chair'
We use IN to talk about a three-dimensional space, usually with four walls
'I'm in my room'

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1. My: It is always used for the pronoun, It is used for singular and prural nouns, It is used for a girl or a man.
EXAMPLE: My name is Giselle
2. You: It is always used for the pronoun "you" in singular or in prural, It is for male or female owners.
EXAMPLE: What's your e-mail?
3. His: It is used with the subject is a male person, It is for prural or singular nouns.
EXAMPLE: What is his name?
4. Her: It is used when the subject is a female person
EXAMPLE: What's her favourite song
5. Its: It is used when the subject is only one thing or one animal
EXAMPLE: The dog always move its tail
6. Our: It is used when the subject is we
EXAMPLE: That's our house.
7. You: It is always used for the pronoun you in singular or in prural
EXAMPLE: Guys, can your write your e-mail?
8. Their: It is used when the subject is They
EXAMPLE: My parents give me their money for their books.

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It focuses on one subject, for examlple CONCERT. It has lots of adjectives to describe a concert, like Classical concert, Pop concert, Rock concert.
In this activity, we saw a video and we describe a sparecrow: The sparecrow didn't have hair, he did have a hat, he wears a red scarf with white stripes etc.

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In this activity we practice our listening:
It was a conversation in a restaurant, at the beginning, we identify some dishes, then we check our understanding answering a questionnarie of true and false questions, then we complete another questionnarie completing the sentences.

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We made 1.0.1, 1.0.2 and 1.0.3 activity.
Activity 1.0.1. What's an stereotype?:
In this activity we anwer a question "What is a stereotype?"
A stereotype it's a belief that someone has about people who belong to a certain group.
Activity 1.0.2
Then, we saw a video and we answer a questionnarie about that video where they tell us about different stereotypes in various countries.
Activity 1.0.3
In this activity, we read an article where it told us about several data that we did not know about Mexico, we choose one and published it. I choose "Mexico has 59 endemic corn varieties"

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Activity 1.1, 1.1.2, 1.2, 1.2.1.
In activity 1.1 Verb to be we practice the verbs "Are, Is", we placed correctly some sentences like "Canadian people are very nice" or "Are they snake charmers?"
In activity 1.1.2 we complete the sentences with the correct form of the verb to be, we used Is, Are, Isn't, Is and Aren't.
In activity 1.2 Verb to have, we play Matching cards games, we practice our use from verb "Has/Have"
Activity 1.2.1 Possessives
We answer a questionnarie about a family tree, and we complete the paragraphs. I pay a lot of attention to the apostrophe in words like her's, son's, aun's etc

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In this activity we were asked to do the activity 1.2 Verb to have and activity 1.2.1 Possesives, I had already answered those exercises in the Moodle platform 2 activity
In activity 1.2 Verb to have, we play Matching cards games, we practice our use from verb "Has/Have"
Activity 1.2.1 Possessives
We answer a questionnarie about a family tree, and we complete the paragraphs. I pay a lot of attention to the apostrophe in words like her's, son's, aun's etc

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We did 1.3 Descriptive text, 1.3.1, 1.3.2.
In activity 1.3 Descriptive text we read a presentation where they explained to us that it was a descriptive text.
The descriptive text is a text which present information about something specifically, a descriptive text only describes One person, object or place, a descriptive text provide an explanation of the object being descrived, an example of a descriptive text can be the apperance of a person, a detail of location etc.
In activity 1.3.1 we reforced the topic by watching a video and answering some questions.
In activity 1.3.2 we complete a text when they explained us that descriptive texts gives us a picture of an object, place or atmosphere and provide an explanation of the object descrived. Descriptive texts has a lot of adjectives and adverbs.

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And those were all the activities that we did in unit 1, I liked it a lot, I think we covered all the necessary topics to understand the unit's topic, the presentations helped me a lot to understand the topics better, since the explanation was reduced, but very complete and very easy to understand. I hope that in the following units we will continue doing several exercises to better understand the topics.

Trujano Velázquez Miranda Giselle 422B

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Unit 2. It is quality rather than quantity that matters

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Unit 2. It is quality rather than quantity that matters

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In this activity we answer a form, we fill each space with adjectives of quality, this are the adjectives: good, ripe, fine, sweet, nice, small, big, bright, expensive, red. This activity was a little difficult, I couldn't understand this a lot.

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In this activity we use the adjectives: this, that, these, those.

This: indicate something is close to the speaker. Singular

That: indicate something is far from the speaker. Singular

These: indicate some things are close to the speaker. Plural

Those: indicate some things are far to the speaker. Plural

This information help me a lot!

We underline an adjective for each sentence, like: "This car" "That bike" "These pencils"...

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In this activity we complete an excersice, we look at some locations of a ball and we identify their correct expression.

We use this prepositions: between, on, in, behind, under, next to, in front of.

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In this activity we answer a question, "What is an expository text?".

This was my answer:

The expository text is a type of informational text that provides factual information about a topic using a clear organizational with a major topic and supporting information.

Expository text can include topics such as historical, scientific or economic information.

Expository texts usually follow one of five formats:

Cause and effect: you have to identify the cause of events, actions or ideas

Compare and contrast: you have to identify the similarities and differences between two or more events or concepts.

Description: you have to describe a topic by explaining its characteristics or features.

Problem and solution: you have to identify the problem and some solutions to the problem. Sequence: you have to describe events in sequence.

Expository text uses clear and focused language. It includes domain specific vocabulary to explain concepts and information.

Expository text uses organizational tools such as index, glossary or table of contents. It also includes text features that support the text such as photographs, illustration, diagrams or graphs.

Articles, reports, interviews and essays can be considered as expository text.

These are some references that I check for completeness:

Clever Prototypes, L., 2021. Expository Text Structures | Expository Text Graphic Organizer. [online] Storyboard That. Available at: <https://www.storyboardthat.com/articles/e/informational-text-activities> [Accessed 26 October 2021].

Reading Rockets. 2021. Reading (and Scaffolding) Expository Texts. [online] Available at: <https://www.readingrockets.org/article/reading-and-scaffolding-expository-texts> [Accessed 26 October 2021].

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In this activity we describe a paint with three sentences, we describe the location and all the elements in the paint.

We had to use this 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 activity we saw a presentation about expository texts, and then we answer a quiz.

Expository texts inform, explain, describe, or define a subject. These are the examples: encyclopedias, books, journals, textbooks...

Examples of expository text: listening (this text describe and explain the features of an object or event, compare and contrast (this text discusses similarities and differences), cause-effect (this text outlined reasons for events), problem-solution (this text present a problem and then suggests possible solutions.

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In this activity we completed a map, we identify where each place was, using common propositions like next to, behind, between, in front of, behind or near.

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Unit 2. Qualitative adjectives about you.

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Unit 2. Qualitative adjectives about you.

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In this activity we use jamboard where the whole group can edit this information, we use 5 adjectives to tell something about us, then we post a picture of us

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Edpuzzle - Prepositions: Under Pressure - David Bowie and Queen

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Edpuzzle - Prepositions: Under Pressure - David Bowie and Queen

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In this activity we listen to a song "under pressure", we saw the video and we answer questions about the prepositions that were in the song

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In this activity we play a Kahoot game, we find out how much we know about Halloween

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In this activity we read a text about the story and the features of thanksgiving, then we complete the text.

Important data: thanksgiving is celebrated on the 4th Thursday of every November. Thanksgiving is mainly celebrated in the United States. They usually eat mashed potatoes, sweet potatoes, ham, turkey, pumpkin pie...

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Edpuzzle - Christian Festival: Christmas

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Edpuzzle - Christian Festival: Christmas

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In this activity we saw a video about a Christian Festival: Christmas, and we listen to all the story and general data about this celebration.

I found out that they use to describe this festival with the word 'Yule'. many traditions at Christmas time come from Norse traditions.

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I think that in this midterm I understood this subject much better, it is something basic in English and at least for me it was very difficult to understand it because it was confusing for me. I would like to continue doing more questionnaires and forms to understand it much better.
Trujano Velázquez Miranda Giselle 422B

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Unit 3 Who controls the past controls the future. Who contrlos the present controls the past

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Unit 3 Who controls the past controls the future. Who contrlos the present controls the past

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 Unit 3. Simple past tense with regular verbs

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 Unit 3. Simple past tense with regular verbs

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In this publication, the teacher attached some files.

In the first file we were shown some past time phrases, such as:

Last...week, month, year, night, Saturday etc

Yesterday...morning, evening, night

This time last...week, month, year, night, Monday etc

...algo, two weeks, four days, three years etc

In this publication, the teacher attached some files.

There were a few exercises, such as moving infinitive verbs to simple past and in another exercise we had to join simple verbs with their "ed" endings.

Then, also showed us a video explaining how to pronounce verbs in simple past, and finally a list of regular verbs.

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In this publication the teacher provided us with files

One of those was a video: they explained how sentences were formulated in zero conditional. The first part of the sentence is in present simple, as well as the second one

Zero conditional are used for facts that are generally true and do not chance.

It refers to a general situation that always happens if a condition is met.

The condition always has the same result.

Zero conditionals are also known as Type 0 conditional

The structure is

If Condition, + Result

or

Main cause (Result) + if cause

The other two links had some exercises

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In the first link they talked to us about forming gerunds.

Gerunds are nouns formed from verbs

Gerunds are formed by adding ING to verbs like walking, thinking, listening etc

Rules:

If there is more tan one consontant, just add ING think + ING = thinking

If there is more than one vowel, just add ING beat + ING = beating

If there is one vowel and one consontant, and the syllable is stressed, double the consonant and add ING hit + t + ING = hitting

If there are one or more consontants and E, remove the E and add ING take + ING = taking

In the first link we were given some exercises

In the last link they showed us a video giving us the same information as in the first link

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 3.2 If we want to stop future pandemics, biodiversity matters now more than ever.

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 3.2 If we want to stop future pandemics, biodiversity matters now more than ever.

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In this activity we read a text called "If we want to stop future pandemics, biodiversity matters now more than ever". Where they talked to us about a zoonotic disease, what they are associated with, examples of nature services or how nature helps. Also, how poaching affects, and what humans can do if we want to avoid outbreaks.

Then, we made a timeline of pandemics. From the Justina plague to Covid-19.

We also made a map showing the origin of the different pandemics.

Then, we watched the video "The Worst Pandemics in History - What do They Teach Us". And we got 5 important ideas from it.

Finally, we investigated about what can we do if we want to avoid pandemics in the present

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Unit 3. Questionnaire about regular and irregular verbs.

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Unit 3. Questionnaire about regular and irregular verbs.

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In this activity we answer a form. We had to watch images and write the missing words that match on the lines.

This activity was a bit tricky for me, as I didn't understand what types of verbs I had to put. However, now that the unit is over, I understand it all much better.

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In this publication, the teacher posted many links. From what I could tell, it was a compilation of everything we have seen in this unit. We saw things like, the ING verbs, how to form gerunds, zero conditional, some grammar and a lot of information about the simple past: things like simple past with regular verbs in affirmative form, negatives and questions, irregular verbs, yes/no questions and Wh- questions. This was very helpful, I was able to understand everything. It was a good review

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We did this activity in pairs, we had to listen to a song "Rain" by The Beatles, a very good song by the way. And we had to write two sentences that were zero conditional. As we know, for zero conditional, we had to use If + Condition + Result.

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In this activity we had to go to the platform. In activity 3.5 we watched a video about human rights. Then, we answered a question 'What would your life be like without human rights?' I said that... Without human rights, we would all be unorotected. Then we had to research about 5 people: Rosa Parks, Mahatma Gandhi, Nelson Mandela and Martin Luther King. Of these, we had to choose the one that has had the greatest impact on our daily life. I said it was Mahatma Ghandi.

In activity we had to write a narrative text about a person we had already researched in activity 3.5. I chose Gandhi.

I found this activity very interesting, since I was able to know the origin of the people who made us have a fair and free life now.

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I really liked this unit. So far it is the one I have liked the most. Mostly because of the new facts I learned about some important people and pandemics, which is a very important topic since we are living through one. I noticed a lot of change now that I am writing the summary of the unit, because at the beginning, when I was doing the exercises, they were very complicated. However, now everything is clearer.

I would love to continue doing these types of research activities, as it helps me a lot with my vocabulary. In addition, we learn more about important topics.
Trujano Velázquez Miranda Giselle 422B

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Unit 4: Nobody can hurt me without my permission. (Mahatma Gandhi)

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Unit 4: Nobody can hurt me without my permission. (Mahatma Gandhi)

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4.1. What are some of the most frequent activities you do in the internet?

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4.1. What are some of the most frequent activities you do in the internet?

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In this activity we had to answer a question: What are some of the most frequent activities you do in the internet? We did this activity in pairs so we each wrote down what we do on the internet and a short conclusion.

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In this activity we had to answer two questions, how often do we use social media and what we use them for. I check social media every day and I use them for posting photos and messages for friends and family.

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In this activity we had to do a list of the most recurrent activities we do on the Internet. I worked with two other classmates. We use Internet to check social media, listen to music, upload photos or read books.

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In this publication we consult information about social networks, their pros and cons. We used this text for activity 4.5.1.

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In this activity we worked as a team, we had to make a google presentation where we put 5 examples of the problems we could have if we publish information or photos on social media. If you do so, you may run risks such as becoming a victim of hackers and anyone could save your photos and information.

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In this activity we had to answer an activity, filling in the blanks with the modal verbs. Depending on the context of the sentence we would put the verbs for the abbilities, permissions, prohibitions, obligations, no obligations and giving advices.

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4.5.1. Reading and writing skills development task

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4.5.1. Reading and writing skills development task

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In this activity we worked in teams, we had to do an essay where we had to show both sides of the experience of using the internet. The teacher attached a link to the assignment that showed us how to make a good essay where he told us that we should use some words such as firstly, on the other hand, to sum up or however.

We can organize an essay as follows:

paragraph 1: introduction

paragraph 2: arguments for the subject

paragraph 3: arguments against the subject

paragraph 4: conclusion

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In this activity we had to work in teams, we had to do an infographic about the risks of oversharing on social media. The teacher attached a link where they told us how to make an infographic correctly such as:

Strike A Balance Between Text and Visuals

Keep It Concise

Create A Narrative Arc

Start With The Data

Keep It Relevant

In our infographic we wrote what is social media, some advantages of them, some disadvantages, and how to prevent the risks of them

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4.8 Modal Verbs: Edpuzzle - Imagine - John Lennon

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4.8 Modal Verbs: Edpuzzle - Imagine - John Lennon

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In this activity we had to watch the Imagine music video and answer some questions about it. This activity was a bit confusing for me as you can use many modal verbs for various situations.

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In this activity we had to fill in the blanks on a worksheet. Where it told us what is Valentine's Day, when is Valentine's Day celebrated, what do people do and interesting facts.

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Edpuzzle - Saint Valentine's Day History 

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Edpuzzle - Saint Valentine's Day History 

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In this activity we had to watch a video about the history of St. Valentine's and answer some questions while watching it.

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I think in this unit we were able to raise awareness about everything we do on social media. Many times we don't realize the real risk they pose because we don't take them as seriously as we should. I'm not going to lie, it was a bit difficult, since the topic of modal verbs was a bit complicated. You can use the same modal verbs for several situations, it all depends on the context, but it was a bit complicated for me.

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Unit 5. Pain is temporary. Quitting lasts forever

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Unit 5. Pain is temporary. Quitting lasts forever

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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 had to watch a video about one of the first scenes of the first Harry Potter movie, and then we had to answer a form about it. I really liked this activity because the Harry Potter movies are one of my favorite sagas.

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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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In this activity we study the present simple, present continuous, past simple and past continuous.
We solved two grammar exercises, both past continuous and past simple. This activity was a little confusing, but I think it's important to use logic to solve it.

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In this activity we check te present continuous (or progressive).
We answered a reading activity, in which we were told what a family did during a rainy day, and we answered what the characters in the text were doing.
Then we did a listening activity, in which we listened to 3 different situations, then we answered what the people in the audio were doing.

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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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In this activity we did an edpuzzle, we watched a video in which they explained a little bit about the present simple, present continuous, past simple and past continuous. This video was very helpful, as it explained the information in a more concrete way, however, it is still difficult for me to make or identify some sentences. But here I was able to learn the structure of each one, so I will continue to review the topic.

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In this activity we check the past simple and continuous, especially we review the use of when and while.  In the first activity we had to complete the sentences with the simple past and the past continuous. In the second one we had to complete sentences with while and when. I must admit that this last activity was a bit confusing, however I noticed that like previous activities, it is important to use logic to answer.

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In this publication, the teacher gave us some materials to make an infographic correctly. Because in the next activity we had to make one. She showed us the 5 most important points to make it, like:
1. Outline your goals for creating your infographic.
2. Collect data for your infographic
3. Make data visualizations for your infographic
4. Create your layout using an infographic template
5. Add style to your infographic design to make it stand out
She also showed us a video where we were told that it was an infographic, however, I believe that the steps mentioned above are essential.

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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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In this activity we worked in teams, we made an infographic about Harry Potter book series. We had to put some of the information about the author, J.K. Rowling, such as her name, her place of birth, where she studied or when she started publishing the Harry Potter books. Also, we wrote the 7 books of the saga with their year of publication.

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Well, I think this unit was rather short, and I completely understand that, as the school year is almost over. I think the topic of past simple and past continuous was a bit confusing. However, I think it's important to take into account one's own logic when formulating sentences, also how it's best heard. Clearly it's very important to know the theory, but by taking these two points above, I was able to understand the topic better. I also liked this unit because one of the topics was the Harry Potter books, and I'm a big fan of the saga :)

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Unit 6. It is always wise to look ahead, but difficult to look further than you can see

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Unit 6. It is always wise to look ahead, but difficult to look further than you can see

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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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In this activity, we had to watch a video about climate change. Then, we had to do three activities. We had to play a word search puzzle, to practice vocabulary. We solve a matching game to form collocations. And we had to play a memory game to label pictures. All these activities were related to climate change.

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6.2 Climate change: Listening comprehension

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6.2 Climate change: Listening comprehension

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In this activity we had to watch a video related to climate change. While watching it, we answered some questions related to this 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, where we had to read two columns and connect them, questions and answers. There were questions like: How can we help? What is climate change? How will the weather change? etc.

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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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In this activity we review the uses of the simple future. We reviewed a video where the uses of "WILL" and "GOING TO" were explained. Then we answered a form where we had to write four uses of "WILL" which are:
1.  For things that we decide to do now.

2.  When we think or believe something about the future.

3.  To make an offer, a promise or a threat.

4.  You use WON'T when someone refuses to do something.

We then write the conjugation of "Will" in the affirmative, negative and interrogative.
Finally, we wrote ten sentences, four in the affirmative, three in the interrogative and three in the negative form.

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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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This activity was similar to the previous one, but now with "GOING TO". We had to fill out the same format placing first the three uses, which are:

1. When we have already decided or we INTEND to do something in the future.

2. When there are definite signs that something is going to happen.

3. When something is about to happen.

We then place the structure in affirmative, negative and interrogative form. Finally we made ten examples of four affirmative, three negative and three interrogative sentences.

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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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In this activity we had to read the text “Climate change: Facing the future” to practice the first conditional. Then we solved a matching columns game about the text.
In this activity we were told about what would happen if some things happened, for example: if the temperatures continue rising or if the north and south poles melt, etc.

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This activity is our final work, we are still working on it. In this activity we chose an animal that is in danger of extinction, my team chose the little cow. We had to make a presentation describing some of the characteristics of this animal, its habitat and diet, the threats to survival, action plans to protect our animal and the effects if our animal goes exctint.
This presentation was to be presented in class, as this will be our oral exam.

Translated with www.DeepL.com/Translator (free version)

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Edpuzzle - Andrea Bocelli, Sarah Brightman - Time To Say Goodbye (HD)

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Edpuzzle - Andrea Bocelli, Sarah Brightman - Time To Say Goodbye (HD)

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In this activity we made an Edpuzzle of a song, this was interpreted by two people, a man and a woman, the song is "Time to say goodbye", they asked us questions that were about this song. This was a very very nice song!

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This unit was very short, as was the previous one. It is understandable because we only have one more week left in the school year. I learned Will and Going to much better, as this topic is a little confusing, but I understood it much better. At the same time, I learned about several things that are going on in the world, I had not realized how serious climate change is until I reviewed all these activities.
This would be the last unit of the course, I definitely learned a lot throughout this one, it was a bit complicated to adapt to this way of working, but in the end, I learned a lot more :D
Thank you, teacher, for teaching us and for supporting us in all our doubts :)