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Using the information that you have selected from Wikitongues’, UNESCO’s and Linguistic Society’s texts (links available on AVA) to check the quiz answers, write the main ideas you have picked up, creating a mind map in a way that you can visualize the relationship among the pieces of information that you have selected or just writing the ideas from your notes using bulletin points.

WIKITONGUES: Hardwork -> incredible -> preservation -> languages -> learning -> culture -> people -> contribute -> knowledge.

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Notes about the video from Wikitongues, Gracanic people:

1. Why the language is threatened?
Less than 1000 people know how to speak this lenguage and not a lot of new individuals want to learn.

2. Who speaks/spoke it?
Maria Olimpia, speaks on the video. The people who speaks Gracanic usually are Greco and Italian people.

3. Where it is/was spoken?
Italy, region of Calabria.

4. Research on some examples of vocabulary or linguistic structure (syntax, morphology, phonology...).
I could't find it anything about it.

5. Why it is important to preserve it.
In my opinion I think new lenguages bring out new cultures and in that case people learn about their past which makes them value where they came from.

6. Think about the Brazilian context. Are there any endangered/extinct languages in Brazil? Search the WWW and see what you find!

- Aikana language
- Ajuru language
- Akawaio language
- Akuntsu language
- Akwáwa language
- Anambé language
- Apalai language
- Apiaká language
- Apinajé language
- Apurinã language
- Arara do Pará language
- Arára Shawãdáwa language
- Araweté language
- Arikapu language
- Aruá language
- Ashaninka language
- Asurini do Xingu language
- Aurê-Aurá language
- Ava-Canoeiro language
- Aweti language
- Bakairi language
- Banawá Yafi language
- Baníwa do Içana language
- Bara language
- Barasana language
- Baré language
- Bororo language
- Carapana language
- Cashinahua language
- Chamacoco language
- Chiquitano language
- Cinta Larga language
- Cocama-Cocamilla language
- Cubeo language
- Culina language
- Dâw language
- Dení language
- Desano language
- Diahói language
- Djeoromitxi language
- Enawenê-Nawê language
- Galibi Marworno language
- Gavião de Rondônia language
- Gavião do Pará language
- Guajá language
- Guajajara language
- Guarasu language
- Guató language
- Hixkaryána language
- Hupda language
- Ikpeng language
- Iranxe language
- Jamamadí language
- Jarawára language
- Javaé language
- Juma language
- Ka'apór language
- Kadiwéu language
- Kaingang language
- Kaiowá Guarani language
- Kaixána language
- Kalapalo language
- Kamaiurá language
- Kanela Apaniekra language
- Kanela Rankokamekra language
- Kanoê language
- Karajá language
- Kari'ña language
- Karipuna language
- Karipuna do Amapá language
- Karitiana language
- Karo language
- Katawixi language
- Katukina do Acre language
- Katukína-Kanamarí language
- Katxuyana-Xikuyána language
Kaxarari language
| Kayabi language
| Kinikinau language
| Kisêdjê language
| Korúbo language
| Krahô language
| Krenak language
| Krikati language
| Kuikuro language
| Kujubim language
| Kulina Páno language
| Kurripako language
| Kuruáya language
| Kwazá language
| Machineri language
| Macuna language
| Macushi language
| Makurap language
| Marúbo language
| Matipu language
| Matís language
| Mawayana language
| Mawé language
| Maxakali language
| Mayoruna language
| Mbya Guarani language
| Mebengokre language
| Mehináku language
| Miraña language
| Mirití Tapuia language
| Mundurukú language
| Myky language
| Nadëb language
| Nahukwa language
| Nambiquara do Norte language
| Nambiquara do Sul language
| Ñandeva Guarani language
| Nheengatu / Yeral language
| Ninam language
| Ofayé language
| Omagua language
| Oro Win language
| Paiter language
| Palikur language
| Panará language
| Pareci language
| Parintintin language
| Patamona language
| Paumarí language
| Pemon language
| Pirahã language
| Piratapuya language
| Poyanawa language
| Pukobyê language
| Puruborá language
| Rikbaktsa language
| Sabanê language
| Sakurabiat language
| Salamãy language
| Sanema language
| Shanenawa language
| Siriano language
| Suruahá language
| Tapayuna language
| Tapirapé language
| Tariana language
| Tembé language
| Tenharim language
| Terena language
| Ticuna language
| Trio language
| Trumai language
| Tucano language
| Tupari language
| Tuyuca language
| Uru-eu-au-au language
| Waimiri-Atroarí language
| Waiwai language

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Answer the questions from the text "Why Brazilians love baby talk".

1. How often do you use diminutives?
Only when I talk with my baby niece.

2. In which contexts/situations do we tend to “diminution” in speech? Is it more common in written or oral texts?
I think we usually use diminutives when we want to talk with cute babies and pets or when we want to be sarcastic/ironic with people we don't like.

3. Think about the ways you communicate using social media/ digital apps. Are diminution present in such conversations?
Not really, it's not my kinda of favorite use of words.

4. How do you relate the use of diminutive to emojis and stickers, for example, in digital interactions?
I think they can replace the diminutives on conversations, once they are easier to use.

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Going Further using "Why Brazilians love baby talk" text.

1. Summarize the several usages of diminutive in Portuguese Language according to Ian Walker.
They're used to bring a sense of kindness or when people want to diminish someone.

2. Throughout his narrative, Ian uses a language device we call “legitimacy discourse”. Can you find some examples in the text?  Why do you think he uses it?

3. Lost in translation is a BBC Travel series. How it's discussions can be connected to our language studies?
When we translate some language we must translate it with its own peculiarities and meanings so that the language makes sense in the translation.

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Hi! Some observations: 1. ‘lenguage’ > ‘language’; 2. ‘The people who speaks’ > people (plural) so without ‘s’ > ‘The people who speak’; 3. ‘region’ needs some article > ‘a region’ or ‘the region’; 4. ‘I could’t find’ > ‘I COULDN’T find’; 5. ‘lenguages’ > ‘languages’. Great job!

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Hi! One observation: ‘kind of’ or only ‘kinda’. Good job!

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My results were Visual 77; Kinesthetic 69; Auditory 64 and I don’t agree with it. I think I’m more Kinesthetic then Visual, because I get bored with traditional textbook learning and rather participate than watch as an Visual. I like to learn by doing it, not just listen and seeing.

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1. The short-story that I read by the author:
Hills Like White Elephants by Ernest Hemingway
2. Some information about the writer.
He was born on July 21st in 1899 in Oak Park - Ilinois, EUA. Nobel Prize winner. Serve in World War I as an ambulance driver. His most wellknown book is The Sun Also Rises. Suffered from depression and later on, killed himself.
3. One of the new words that I learned in this story and that I can use in my everyday conversations is and it means. The sentence from the text where I found the word:
Willing and it means ready, eager or prepared. The sentence is: "I'm perfectly willing to go through with it."
4. I can use that word in the following sentence:
She was willing to work out with me.
5. One of the big idea/themes of the short story is:
A couple facing problems because she got pregnant and he don't want the baby.
6. The part that intrigued me the most/least is when...
I got very intrigued by the hole short-story because it took me some time to know what there were talking about, but the part that caught my attention was when he is trying to convince her to do what he wants because it only shows how controlling and abusive he is. And is very subtle, it becomes apparent how their relationship works.
7. A passage from the book I would like to share with you is. I chose this because:
"I won't worry about that because it's perfectly simple" because it gives a hint of what they are talking about and and how he is manipulating her to do what he wants.
8. General comments and opinions about the story:
I liked very much and I think it was one of my favorites, it's different how the writer develops the plot.

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The lecture was related with environment and how we should dispose our household waste. It was present by two environment engineers from Essencis, a company which is very worried about how the garbage is disposed everyday in the city of São Paulo. In the presentation Ana Carolina and Guilherme taught about the difference between landfill and dump; the amount of garbage that is produced; how the company works and how the 700 collecting trucks transfer the garbage from our houses to the landfill.

The concern of the Environmental Engineers was evident during the lecture, since, we produce more and more garbage and we do not discard in the right way. The work that Essencis does is precisely to instigate the correct sort of household waste and the garbage that companies produce so that the waste produced for all will have a minor impact on our planet.

After the lecture it became clear that we, as a society, should increasingly worry about all the garbage we produce and how we discard it. We may have companies like Essencis to contribute to the slowness with which all this rubbish affects the world, but it is up to the whole population to reduce production, recycle or reuse so that we can secure a better future for the next generation.

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In the text Hills Like White Elephants by Ernest Hemingway you get to know, partly, the story of a passionate couple who hides a secret from readers. Through the reading it's possible to notice how much they enjoy the good things in life (traveling, meeting new places, making new friends, drinking and more) and how the secret of the conversation prevents them from living these good things in life. During the dialogue of the couple it's possible to notice the emotional control that the man has on the woman and how she feels a huge need to please him.
Rereading the text and paying a little more attention it's possible to know what they are talking about: the woman is pregnant and is planning to have an abortion so they can continue having this the bohemian life.

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1. Genre discussion: what genre is this text? Talk about its compositional elements. Who wrote it and who is their intended reader? Summarize the main idea in a three to four-line paragraph.
It's an report. The fact that the text has data with numbers, informing about the condition that the population lives and all the consequences that the mud caused were characteristics that highlighted the fact that it could be a report. A journalist from the site 'A drop in the ocean', dedicating the content of the text to all who have an interest in knowing what happened during and after the consequences of the environmental impact in the city of Minas Gerais.

2. According to the NGO Uma gota no oceano, people that lived in Mariana have been facing different problems.  Can you describe the nature of these issues (social, psychological, etc.)?
According to the text "Unemployment in the municipality jumped from 5% to 23% since Samarco’s activities were suspended", besides that, part of the population now lives in temporarily in rented properties, don't have a good helth care and more.

3. Concerning the Krenak (a community of indigenous people who lived near the River Doce) the situation is even worst. Explain it.
According to the text "34 million cubic meters of toxic mud have filled the river they call Uatu and virtually extinguished their culture. Children today learn to swim in water tanks and the remedies taken from the native flora, now need to be bought in pharmacies. The ceremonies at the river’s end are over, and there were those who died of depression".

4. Although Mariana disaster happened two years ago, it is still a very important subject with remaining consequences. Because of that, the text finishes with a warning. Say what the warning is and then give your own opinion: Based on the explanations the environment engineers’ lecture gave us, do you think that the government institution representatives and mining companies have done their best to avoid this kind of disaster? Justify your answer.
"It is not possible to know the size of the damage on the coastal area, as the river mouth continues to discharge tailings. The only certainty about Mariana is that we should not forget, so that no such tragedy will ever be repeated." it's the warning of the text. I think there is a lot of people in Brazil fighting to make this country a better place to live and won't let people in power forget what happend, but at the same time I think a lot of people don't care because it dosn't affect them, so they probally gonna forget it.

5. Find in the text words that belong to the following specific fields of knowledge:
Law - Federal Public Ministry
Mining - Vale and BHP

6. Explain the meanings and/or find synonyms for the words below:
Mourning - grieving
Fill - stuffing
Harass - annoy
Descend - slide, move down

Discharge - setting free

7.
It feels like it was yesterday. The Mariana tragedy has been going on for two years, but for the victims of the country’s biggest environmental disaster, it’s as if only one day has passed: no one has been tried, damages have not been paid, Rio Doce is still dead and about a thousand people still did not receive their new homes. More than 700 days have passed, but for the mourning of the 540 Krenak no day has passed, since the 34 million cubic meters of toxic mud have filled the river they call Uatu and virtually extinguished their culture. Children today learn to swim in water tanks and the remedies taken from the native flora, now need to be bought in pharmacies. The ceremonies at the river’s end are over, and there were those who died of depression, so sad.

Families affected by the disaster of the rural districts of Paracatu and Bento Rodrigues are living temporarily in rented properties, and besides facing uncertainty they are even harassed by local people. On top of that they must wait another two years until their new homes are ready. Unemployment in the municipality jumped from 5% to 23% since Samarco’s activities were suspended. The mud has turned into toxic dust and is spreading disease throughout the region. Patients do not receive adequate treatment: sometimes mothers have to choose which child they will take to the doctor. In November last year, the Federal Court in Ponte Nova (MG) accepted the denunciation of the Federal Public Ministry against 22 people and the companies Samarco, Vale, BHP Billiton and VogBR for the rupture of the dam of Fundão. Even with proven responsibility, no one has yet been convicted. Gaps in the law freeze time in Mariana.

Samarco and its parent companies (Vale and BHP) created the Renova Foundation to do social work, reconstruction and environmental restoration work. It is expected that waste removal will end in 2020, and that $ 2 billion will be paid in severance pay, but the real impact of the disaster is not yet known. The equivalent of 120 mud tankers descended 55 km from the Gualaxo do Norte River and 22 km from the Carmo River until both discharged the mud into the Rio Doce. From there, it headed for the sea, in the municipality of Regência (ES), covering a total of 663 km. It is not possible to know the size of the damage on the coastal area, as the river mouth continues to discharge tailings. The only certainty about Mariana is that we should not forget, so that no such tragedy will ever be repeated.

Find out more at : http://webdoc.france24.com/brazil-dam-mining-disaster-mariana /  https://brazilian.report/2017/11/04/mariana-environmental-disaster/

A-) Underline examples of Present Perfect usage in the text.

Marked in the text.

B-) Explain the reason(s) for using Present Perfect Tense in the underlined examples.

In the text we use present perfect to talk about an action that has start in the past and has been going in the present.

C-) Underline modal verbs in the text and explain their use.

Negrito. We use modal verbs to express possibilities and probabilities.

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I always like to do my autonomous activities because I can always get my doubts and improve my grammar through it , as well as review the content presented in the classroom.
Through the activities I can also notice what I feel difficult to do (mainly grammar) and methods that I can use to apply in the classroom in a few years.