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What I expect from this course is to have a better knowledge of English for cooking, because in the past I wanted to work as a waitress in a restaurant and I was afraid that I didn't know enough about English foods and preparations (because many tourists would go there). I also want to have fun in this course, since I don't want to be stressed this semester (it is the last semester before going to the endless world of professors).

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Names: Yareslla Guaitiao and Catalina Miranda

Item correction

Train of thoughts:

To check item two, we immediately thought about using gamification, specifically doing a TV show, kind of Who Wants to Be a Millionaire. Then, we thought about something that would require more participation and collaboration among students leading us to restructure the idea of the game Among Us. In this way, students would have the opportunity to discuss their answers and also reinforce the content since they will have to remember and paraphrase the answers of their classmates.

Activity: Among Us

1. Divide it into 3 groups:

·        ESP

·        RGS

·        Sydney

2. One member of each group will be the impostor: doesn’t belong to the group given.

3. They should say one characteristic of the school given and they have to guess who the impostor is.

4. Next, the person who is selected as an impostor should give reasons to defend him/herself.

5. The group gives their final answer and then the real impostor is revealed.

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Role-play

T: Breaking news! The General of the National Army was fragged by a soldier. More details will be delivered by our reporter.

MH: Good afternoon Catalina. I am here in the place and preliminary reports state that the General was attacked by a civvy who was supposedly on furlough.

T: But they said that he was attacked by a bandit? is that true?

MH: Well, at the beginning, they thought he was attacked by the enemy, but he was actually zapped by a grant of their army.

T: Were there any witnesses? There must have been someone

MH: Apparently there were accomplices in the troops and they stated that they were having Chow or bulling their boots in the billet.

T: Well, thank you for your report Yareslla. For the ones that are joining our broadcast, all of these events happened in the middle of battle while the soldiers were moving aggro. More details will be added later.

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Using the manual approach, prepare a slideshow to evidence lexicogrammar findings.

Select 3-5 findings with sentences from the genre chosen.

Present your slideshow.

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1. What genre is this text?

Educational material, specifically publication aimed at farmers, students or general public.

2. Why?

Because it is aimed to inform the reader about the basic knowledge of cattle, description of their biology, behavior and how to manage that information for the reader’s own purposes. It also addresses the reader directly (advice, recommendations) and sometimes informally.

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How did I draw on theory to validate answers and provide students with consistent justification for their learning attempts?

The game was created where the students, in this case our classmates, played to see who was the impostor or in this case the "liar" of the group. Here, the students had a school and only one had none. Then, the "impostor" had to guess what school his classmates had and be able to hide among them by saying a characteristic of the school, while the others had to pay attention to their classmates' answers.

Here, we were mostly able to review the subject matter that the item contained, but we were not able to give feedback on the "why" of that answer, and that was a flaw in us. The time was running and we did what we could, but we lacked that part of the feedback.

How do you assess your competence as a subject matter expert during your presentation?

Although we do not prepare as much in advance and rely on our luck. I think we did pretty well with timing, creativity and group management, we had fun together and it was a good activity for them to review the concepts. However, and as I mentioned earlier, we did not explain the "why" of the item answers, which confused the students at first. I can say that we were not experts on the subject, because we may have been confused ourselves with the answers given.

Reflection on the content of the two presentations from the students' perspective.

Dylan and Kathya's presentation was great, I really enjoyed the activity. I felt that it was an activity in which we were able to apply and summarize the concepts of the item in one activity. However, I found the feedback very short because most of the things we got right, and because they were right, they skipped the "why" explanation. However, it was an activity that we were able to apply what we learned.

Catalina Lopez and Alejandra's presentation had its ups and downs. The truth is that I thought the activity was a very good idea and even creative. However, due to lack of people, they could not give a solution to the activity. Consequently, the teacher had to interrupt the class, so that they could adapt their activity. However, I feel that the only fault was not knowing how to adapt an activity and "improvise" when necessary. In the end it was even a bit confusing.