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This activity is carried out with the students in which rows of students are made where the students will have a partner in front of them and will speak for three minutes. Then, when the teacher gives the signal to change, the students will step out and have a new classmate to talk to again for three minutes.
Listening and speaking skills are developed in this activity.

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This activity consists of making two circles, one larger than the other in which it rotates and when the students are in front of another classmate, they must ask each other questions. This activity develops speaking skills.

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https://drive.google.com/file/d/1Rej61qgoFU2Qq3mrCOajdH6q4_FBi2mK/view?usp=sharing

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VIDEO PROJECT #10 - Hecho con Clipchamp_1658956493916.mp4

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In this activity, you have to write some questions and walk around the class, and high-five a partner to ask the questions you wrote at the beginning of the activity. Writing and speaking skills are developed in this activity.

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https://play.acast.com/s/62eae86f0e05b60012c3a551/62eae8c20fe5e60013587f51

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Galapagos Island | English podcast_22 on Acast

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This activity is carried out in groups and consists of the teacher dictating a story to the students and the students must individually write everything they hear about the story and at the end they must share what they wrote in the group and put the story in order. This activity develops listening, writing, reading and speaking skills.

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I need to improve how to use So/Neither do I because is a little confusing for me.

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I learned about So/ Neither do I

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I already knew about some modals of deduction like must, can't and may.

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We can use modal verbs for deduction – guessing if something is true using the available information. The modal verb we choose shows how certain we are about the possibility.
Must
We use must when we feel sure that something is true or it's the only realistic possibility.
Example:

This must be her house. I can see her car in the garage.

Can't or couldn't
We use can't or couldn't when we are sure that something is not true.
Example:

She can't be poor because she has an incredible house.

Might or might not
We use might or might not to say that we think something is possible but we're not sure.
Example:

She's not here yet. She might be stuck in traffic.

May or could
We use may or could to say that we think something is possible.
Example:

He's not answering. He could be in class.

Continuous form
We use the continuous form of the verb after modals of deduction when we talk about what we think is happening now.
Example:

She is not answering. She must be doing her project.

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Agreeing
When we want to show that we agree with someone, or that what he or she says is the same for us, we can use so or neither instead of repeating the whole sentence.
I don't like classic music.
Neither do I. (that means that I don't like rap music.)
So is used to agree with a statement that is affirmative and neither is used to agree with a negative statement:
A: I speak Russian. → B: So does David.
A: Peter is tired. → B: So is John.
A: I can't play any musical instruments. →B: Neither can I.
A: I haven't yet been to Paris. → B: Neither have I.
Disagreeing
When something that someone says isn't true for us or what is said is different for us we can use I + auxiliary or modal verb from the first statement. We often respond with really first.
A: I don't like to eat seafood. → B: Really? I do
After an affirmative statement that isn't the same for us, we use I + negative auxiliary or modal verb, such as I'm not./ I don't. / I can't./ I wouldn't.
A: I really enjoyed the food. → B: I didn't.
After a negative statement that isn't the same for us, we use an affirmative auxiliary or modal verb.
A: I didn't enjoy the food. → B: Really? I did.

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I need to improve how to use in a correct way the third conditional. Also, I need to improve where I can use articles.

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I learned about the uses of the third conditional.

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I already knew about what are articles.

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We use the third conditional to talk about hypothetical (unreal) situations in the past and their consequences.
We make the third conditional by using the past perfect after 'if' and then 'would have' and the past participle in the second part of the sentence:
Example:

if + past perfect, ...would + have + past participle

Also, we can use might or may instead of would when the consequences weren't certain.
Examples:

If I had known, I might helped.

If I had met Susy last week, I may have given her notebook.

We can use could instead of would talk about hypothetical possibilities.
Example:

If my dress hadn't broken, I could have gone to the party.

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Indefinite article (an/a)
We use a/an with singular, countable nouns:

To talk about something or somebody for the first time...

Suddenly, a woman screamed for help in the street.

To describe something or somebody.

My classmate is a funny person.

To talk about a person's job.

She's an English teacher.

In frequency and measurement expressions.

I go to visit my family twice a month.

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I need to improve how to use in a correct way the second conditional. Also, I need to improve my grammatical structure.

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I learned what is the difference between second and first conditional

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I already knew about some uses of the second conditional

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We use the first conditional when we think a future event is likely and we use the second conditional when we think a future event is less likely.

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We can also use could or might in the main clause when we want to say that something would be possible.

If I had a lot of money, I could buy a new cellphone.

If he were president, he might reduce taxes.

With the verb be, we often use were instead of was in the if clause with I, he, she, and it. We often use were in the phrase if were you... to give advice.
If she were here, she would cook pasta.

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Structure

If clause: if + simple past

Main clause: would + base form

The if clause can come either at the beginning or at the end of the sentence without change in meaning.
Examples:

If you practiced for your presentation, you wouldn't have a bad grade.

You wouldn't have a bad grade if you practiced for your presentation.

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If I were rich, I would buy a Ferrari. (I'm not rich, so it's imposible for me to buy a Ferrari)
If I won a miilion dolars, I would travel around the world.

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Second conditional, would, could, and might

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Second conditional, would, could, and might

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We use the second conditional to tlak about impossible or very unlikely hypothetical situations in the present of future and their consequences.

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We report a Yes/No question with the following structure:
Subject + asked + (object) + if + subject + affirmative verb from + complement.
"Do you want pasta" --- She asked me if I wanted pasta.
"Is this your phone" --- He asked (me) if it was my car.
When we report wh-questions, we include the question word(s) instead of if.
"Why did she call you" --- He asked (me) why she had call me.
"When will you go to Spain" --- She asked (us) when we would go to Spain.

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We use to report statements are say and tell. When we use say, we don't usually specify the person who was spoken to.

She said that she was cooking.

When we use tell, we always specify the person who was spoken to.

She told me that she was cooking.

We often use after said and told but it is not essential.

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Reported speech is how we represent the speech of other people or what we ourselves say.
In reported speech, we usually change the tense of the verbs:
Simple present -- Simple past
"I want a holiday"-- She said (that) she wanted a holiday.
Present continuous -- Past continous
"Jay is annoying me"--Luci said (that) Jay was annoying her.
Present perfect -- Past perfect
"I have eaten too much"-- He said (that) he has eaten too much.
Simple past --  Past perfect
"I saw her arrive"-- She told me (that) she had seen her arrive.

Some modal verbs also change in reported speech.
"I can easily pass the exam"---She said (that) she could easily pass the exam.
"Nicol will travel to Paris"--- She said (that) Nicol would travel to Paris.
"We may go out later"--- He told me (that) they might go out later.
"I have to buy new shoes"---He said (that) he had to buy new shoes.

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MINGO
I really like this activity because it allows you to exchange ideas with classmates. You also develop the activities of listening, writing, speaking and reading.

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I need to improve how to use in a correct way the ing form and infinitive.

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I learned how to use like, gerunds, and also infinitives.

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I already knew about some uses of like.

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We use the -ing form:
As the subject of a sentence.

Drawing is one of my favorite hobbies.

After prepositions and phrasal verbs:

She's cooking the dinner.

After some verbs, including enjoy, feel like, finish, hate, keep, like, love, (don't) mind, miss, prefer, recommend, spend time, suggest.

He loves painting.

I like cooking.

We put not before an -ing form to make a negative.
I love not having to get up on vacations.
After adjective.

It's easy to find this kind of food in Argentina.

It's expensive to eat out in Korea.

After some verbs, including afford, agree, decide, expect, forget, help, hope, learn, need, offer, plan, promise, refuse, and want.

I decided to spend time with my family.

Juan wants to go out.

To give a reason.

I went to the library to get some information for my exam.

We put not before an infinitive to make a negative.

She promised not to make the same project.

With some verbs, we use an object before the infinitive.

He told me to call him.

He wants me to go to the party.

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Like + verb or noun
We use the verb like + ing or + noun to talk about preferences. We can also use like + infinitive.
Examples:

I like cooking/to cook pasta.

I didn't like reading.

Would like
We use would like + infinitive or + noun to make polite offers and requests. We also use would like to talk about something we want to have or do. It's more polite than using the verb want. We usually contract it to I'd/we'd like.
Examples:

I would like a cup of tea.

She would like to drink soda.

Would you like a cup of tea?

Would she like to drink soda?

Like (preposition)
We also use like as a preposition. It means "similar to". Just like means "exactly the same as".
Examples:

My sister is like my mom.

My dad is like his dad.

What... like?
We use what + be like to ask for a description of something or someone.
Examples:

What is he like?

What was the concert like?

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Mapa Mental Diagrama de Lluvia de Ideas con Formas Orgánicas Marrón

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https://drive.google.com/file/d/1nCzGkYhYjKvqzz7RgQMxqiJnpBuTIZGV/view?usp=sharing

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https://drive.google.com/file/d/1Bot4LNM7ys8lgTaqTI-gMNHgKubKNiA-/view?usp=sharing

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https://drive.google.com/file/d/1AKiiXCWWJhVzOfQVFfojs0oFWkdZpMzd/view?usp=sharing

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I need to improve my pronunciation a lot and also the use of the modals of obligation.

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I learned how to use it in a better way the have to and also must.

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I already knew about the uses of the can't and should.

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Uses:
We use should to give advice and recommendations or to say if we think something is a good idea or a bad idea.
Structure
Positive

Subject + should + verb + complement.

Examples:

1. You should eat healthy food.

2. She should study more.

Negative

Subject + shouldn't + verb + complement.

Examples:

1. You shouldn't eat healthy food.

2. She shouldn't study more.

Question

Should + subject + verb + complement?

Examples:

1. Should you eat healthy food?

2. Should she study more?

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Uses:
We use can't to say something is prohibited
Structure:

Subject + can't + verb + complement.

Examples:

1. You can't eat in a test.

2. You can't make noise in a hospital.

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Uses:
Must is used to express obligation, give orders, and give advice. It can only be used for present and future reference.
Structure:
Positive

Subject + must + verb + complement

Examples:

1. You must study the last two chapters before the test.

2. She must drive carefully.

Negative

Subject + must not/mustn't + verb + complement.

Examples:

1. You must not study the last two chapters before the test.

2. She must not drive carefully.

Question

Must + subject + verb + complement?

Examples

1. Must you study the last two chapters before the test?

2. Must she drive carefully?

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Uses:
In general, we use have to talk about obligations and rules.
Structure:
Positive

Subject + have/has to + verb+ complement.

Examples:

1. I have to work tomorrow.

2. She has to see the doctor.

Negative

Subject + don't/doesn't + have to + verb+ complement.

Examples:

1. I don't have to work tomorrow.

2. She doesn't have to see the doctor.

Question

Do/Does + Subject + have to + verb+ complement?

Examples:
Do you have to work tomorrow?
Does she have to see the doctor?

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Note: We usually use a negative sentence with a positive tag to request things or information.

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A tag question is a small question that is attached to the end of a sentence. Rather than repeat the main verb, a form of "be" or other auxiliary verb or modal is used in the tag.
Uses:
Tag questions are used to ask for agreement or to ask for things, favors, or new information. To determine which, listen to the speaker's tone. A rising tone at the end of a tag question indicates that it is a real question. The speaker wants to know something or wants someone to do something. A falling tone, however, means that the speaker is looking for agreement.

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I need to improve my pronunciation a lot and also the grammar of each topic covered in class.

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I learned from the use of the passive voice in all tenses and also from the correct use of modals.

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I already knew about the passive voice and modals.

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This
It is used when we are talking about a single item that is a short distance from the speaker.
Example:
This vase is very expensive.
That
It is used when we talk about more than one element that is within a short distance from the speaker.
Example:
These shoes are old.

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Can and Could
We use can/can't and could/couldn't.
-To say that somebody has or had the ability to do something.
She can cook delicious food.
He couldn't drive a bike.
-To say that it's or was possible to do something.
She can't talk to him now-She will call him tomorrow.
-With verbs of the senses, such as hear and see.
I can't see the picture very well.
Be able to
It is used to talk about skills and also to talk about having the resources to do something.
Examples:
I will be able to cook delicious dishes after I finish the cooking course.
I’d like to be able to run as fast as you do.
We haven’t been able to write a good song for ages.

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It is another of the activities that I liked the most during the class. This activity consists of a classmate running to read a reading that was posted on the classroom wall, after which he had to run to dictate to the other classmate to write the story.
The skills developed with this activity are: reading, writing, listening and speaking.

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Uses:
Indirect questions are those structures that we use in English to ask something in a more polite and less direct way. The order of the words is as if it were a normal sentence (affirmative). Therefore, NO auxiliary verb is used.

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https://drive.google.com/file/d/11uQoomHD97k0NcK3ZbJAHrS6YVUK1eUZ/view?usp=drivesdk

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This was one of my favorite activities because in this activity 4 skills are developed: listening, reading, writing and speaking.

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Uses:
1. We use the passive voice when the subject who has performed the action is not known.
Example:
My house was painted this morning.
2. We use the passive voice when the action is given more importance than the subject who performs it.
Example:
The meeting was recorded.
3. The passive voice is not used with intransitive verbs, that is, those that do not have direct objects.
For example: arrive, go, die, lie, etc...