Muestra clases virtuales | Mediateca de EducaMadrid

Como parte de mi actividad docente, he realizado diversos vídeos para mis alumnos explicando el contenido tratado en clase 00:00:00

o bien cuando los alumnos estuvieron confinados debido al COVID o Filomena, cuando se realizaron las clases online. 00:00:10

Dichos vídeos fueron realizados en primera instancia con la aplicación de Explain Everything que aprendí a utilizar en el iPad 00:00:19

y más adelante pasé a utilizar Geniali como herramienta de preparación de presentaciones 00:00:28

que a su vez fue grabada a la pantalla y también en ocasiones mi imagen 00:00:36

utilizando la plataforma de Loom para grabación de vídeos. 00:00:43

Simplemente voy a mostrar una serie de vídeos que elaboré porque hay muchos. 00:00:50

dichos vídeos fueron incluidos en el Classroom de mi centro 00:00:55

cuando fueron elaborados primeramente 00:01:00

utilizábamos el dominio propio de valdepalitos.com 00:01:04

y ya durante este curso académico 00:01:09

fueron compartidos ya a través de Google Classroom 00:01:12

pero utilizando mi cuenta de arrobaeduca.madrid.org 00:01:15

estos vídeos se compartieron con los alumnos en Classroom 00:01:20

y fueron de gran utilidad tanto en el curso para el que se elaboraron como en cursos posteriores 00:01:24

para utilizarse como recurso de repaso y aprendizaje para los alumnos en casa 00:01:31

como parte de la metodología de Flip Classroom. 00:01:36

When we were in class, we already did in some of the classes the front page. 00:01:58

So today we're just going to jump right ahead and we're going to start reading pages 30 and 31. 00:02:03

After I read these pages with you, I'm going to give you a few words that I think are important that you write the definitions for. 00:02:09

And later on, a 12 or 1, depending on which class you're with, you're going to have a video call with José o with me, where we will correct the vocabulary. 00:02:17

Also, I'm going to use this video to explain to you the online activity that you have to do this weekend. 00:02:26

And that way you're all set and you can do the activity when we upload it on Friday. 00:02:34

If you cannot log into the video call, don't worry because we're also going to upload the corrections of the vocabulary later today so you can correct your work. 00:02:39

Nutrition. 00:02:59

Nutrition is a combination of processes which supply our body with the building materials and energy we need to live. 00:03:00

What that means is that it's the process by which living things use food to give their bodies energy so that the body can work and it can grow properly. 00:03:08

We can do nutrition because the food contains nutrients. 00:03:25

Nutrientes son sustancias simples que ofrecen los materiales de construcción y energía que nuestro cuerpo necesita para trabajar y crecer. 00:03:30

Y tenemos diferentes tipos de nutrientes. 00:03:38

En primer lugar, tenemos carbohidratos. 00:03:40

Proveen una suma rápida de energía y son principalmente encontrados en pulses. 00:03:42

Pulses son legumes. 00:03:47

Si no estás seguro, tal vez quieras leer esa palabra en tu diccionario. 00:03:48

Patatos, cereales, incluyendo arroz, y productos cereales como pan y pasta. 00:03:52

Luego tenemos grasas. 00:03:58

Fats provide a slower supply of energy, and they are mainly found in oils and butter, 00:03:59

and also you can find them in cold meat, like salami, for example. 00:04:05

Proteins provide building materials for growth and to repair our body. 00:04:11

They are mainly found in meat, fish, eggs, milk, and pulses. 00:04:16

We also have vitamins and minerals. 00:04:21

They are necessary for our body to function properly, 00:04:24

They are mainly found in fruit, vegetables and dairy products. 00:04:27

Finally, we have here water. 00:04:32

Water transports other nutrients and waste around the body. 00:04:34

If you look in the picture on the right, you also have some of the milk and dairy products. 00:04:38

They are also very important because they are high in calcium and essential mineral for the bone growth. 00:04:42

How does nutrition work? 00:04:54

There are four processes involved in nutrition. 00:04:56

Estos procesos se realizan en diferentes sistemas en nuestro cuerpo 00:04:59

En primer lugar tenemos la digestión 00:05:03

Esto involucra obtener nutrientes de nuestro cuerpo para usar 00:05:06

La digestión se realiza en el sistema digestivo 00:05:10

Otro proceso es la respiración 00:05:13

La respiración es respirar 00:05:17

Esto involucra obtener el oxígeno que necesitamos para vivir y liberar el dióxido de carbono 00:05:19

La respiración se realiza en el sistema respiratorio 00:05:24

sistema. En tercer lugar, tenemos la circulación. Esto involucra transportar nutrientes, oxígeno y 00:05:27

productos de desecho a través del cuerpo. La circulación se realiza en el sistema circulatorio. 00:05:34

Y finalmente, tenemos la excreción. Esto involucra eliminar desechos producidos en nuestro cuerpo. 00:05:40

La excreción se realiza en el sistema excretario, el sistema respiratorio y también en los glándulos de 00:05:46

suelo. No he incluido estas palabras en el vocabulario porque creo que ya lo han estudiado 00:05:51

this in fourth grade, but if you need to look these words up, you should add them into your 00:05:56

vocabulary. The words that I have included are mainly words from the first page, such 00:06:03

as nutrition, nutrients, carbohydrates, with pulse as an example, fats, proteins, vitamins 00:06:09

and minerals, and dairy products. As I say, if you need to include digestion, digestive 00:06:17

sistema respiratorio, sistema respiratorio, circulación, sistema circulatorio, excreción 00:06:23

o sistema excretorio o incluso glándulas de sueño, también puedes incluirlos aquí, pero creo que 00:06:29

son palabras con las que estás más familiarizado. Cuando termines de hacer este vocabulario, lo corregiremos 00:06:35

juntos en el video. Como dije al principio del video, si no puedes conectarte al video, 00:06:42

call don't worry because i'm going to upload a copy of this with the definitions and the 00:06:48

translation to spanish into a task uh today after two o'clock so you can double check if you're in 00:06:54

the video call and you forgot something or if you were not in the video call you can always go back 00:07:02

and check your work as you will have to do online weekend task like we always do um here is a 00:07:07

preview of what you're going to have 00:07:18

on Google Classroom for you to do 00:07:20

this weekend. As I say, 00:07:22

this is a weekend task, so you 00:07:24

will not have it in your Google Classroom 00:07:26

until Friday. Friday 00:07:28

after 2 o'clock, like we always 00:07:30

do. They're very easy 00:07:32

questions that you have to fill in 00:07:34

in a Google Doc and 00:07:36

just send it to us, and you 00:07:38

will have until about 00:07:40

Tuesday of next week. 00:07:42

We always give you a week and a couple 00:07:44

more days to make sure that you complete it 00:07:46

and then throughout next week 00:07:48

we will correct it and send you 00:07:50

back the corrections through 00:07:52

Google Classroom. So 00:07:54

in activity number one it says 00:07:56

match the photos to the nutrients 00:07:58

so you need to see 00:08:00

the food they have right 00:08:01

there like salami, apples, 00:08:04

rice and eggs and you need 00:08:06

to say what they are 00:08:08

if they are a vitamin, if they are 00:08:10

carbohydrate, etc. and you need to 00:08:12

explain why they're necessary. 00:08:14

Then 00:08:18

in exercise two 00:08:18

it's a way for you to do 00:08:20

a summary. So 00:08:22

we just gave you parts 00:08:24

of the summary and you have to 00:08:26

complete it with your own words 00:08:28

or even sentences. So 00:08:30

it's about page 31. You need to explain 00:08:32

all the different 00:08:34

processes of nutrition and the 00:08:35

systems that carry them out. 00:08:38

So it's not going to be only one word. 00:08:40

You're going to need, in some of those gaps 00:08:42

You're going to need full sentences 00:08:44

So you need to use your book 00:08:46

To make sure that you're filling in it correctly 00:08:48

Then in exercise three 00:08:50

You have a picture of the food pyramid 00:08:53

There are different food pyramids out there 00:08:55

That's just an example of one of the types of food pyramids 00:08:58

But you don't really need it 00:09:01

You can also do it with the information in your textbook 00:09:03

And you need to give us four examples of each 00:09:05

So you need to give us the name 00:09:09

por ejemplo, de cuatro tipos de comida que contienen proteínas, cuatro diferentes tipos de comida que contienen 00:09:12

grasas y así sucesivamente. Esto será disponible en Google Classroom el viernes. Como siempre, 00:09:19

puedes enviarnos mensajes privados si tienes alguna pregunta. Y eso es todo por hoy. 00:09:24

Te veré más tarde. Adiós. 00:09:32

Hola, como no pudimos volver a la escuela aún, vamos a hacer otra sesión de clases en línea para naturales y inglés hoy. 00:09:37

Así que voy a empezar contándoles un poco de lo que vamos a hacer en la clase hoy. 00:09:49

Hoy vamos a empezar a avanzar con la digestión. 00:09:55

Como te dije el otro día, vamos a ver los diferentes procesos de nutrición uno por uno. 00:10:00

So the first one we're going to do today is digestion, which you can find on pages 32 and 33. 00:10:06

First, we're going to see a longer definition of what is digestion. 00:10:16

Then we're going to go into more depth on what composes the digestive system and how it works. 00:10:21

After that, we're going to see the absorption of nutrients, the elimination of waste, 00:10:28

and a small paragraph about digestion and health. 00:10:33

After we read all these pages, I'm going to show you some of the words that are important 00:10:36

that you write them down in your notebooks and you're also going to have to do a diagram 00:10:42

and that's going to be the last thing that I'm going to explain today. 00:10:47

We're going to start on page 32 and it says, 00:10:56

Digestion is the process of breaking down food into nutrients that our body can use. 00:11:00

It normally takes our body 24 to 48 hours to digest food. 00:11:06

Digestion takes place in the digestive system. 00:11:12

So we're going to see today that the digestive system has two different parts. 00:11:16

One part is the digestive tube. 00:11:25

The digestive tube is all the words that you have in your diagram, all the words that you have on your left. 00:11:28

So, the mouth, the pharynx, the oesophagus, the stomach, the small intestine, the large intestine and the anus. 00:11:33

Those are going to be the parts that compose the digestive tube. 00:11:42

And they, in order for them to work properly, they need the helper glands, which are going to be the ones on your right. 00:11:46

You have the salivary glands, the liver and the pancreas. 00:11:53

So now we're going to see what happens once we start eating. 00:11:57

Cómo funciona el proceso de digestión. 00:12:01

Comienza en la boca, donde los dedos rompen la comida. 00:12:04

Mientras comemos, la comida se mezcla con la saliva producida por las glándulas salivarias. 00:12:08

Esta mezcla se llama bolus. 00:12:14

Cuando tomamos, la bolus se empuja en los férinxos y hacia abajo en el esófago. 00:12:17

Así que ese sería el primer paso en la digestión. 00:12:24

We put the food in our mouth and we break it down by chewing and with the help of the saliva. 00:12:28

And the mix that forms in our mouth that we swallow is going to be called the bolus. 00:12:34

And that travels down the pharynx and down the esophagus. 00:12:39

After that, when the bolus reaches the stomach, which produces the grastic juices, 00:12:44

these juices break down the food even further, forming a thick mixture called chyme. 00:12:51

So imagine you're following the bolus down your esophagus 00:12:57

When it reaches your stomach 00:13:01

It's going to mix with the gastric juices 00:13:03

And those are going to help it break down further 00:13:07

And it's going to form another mix that we're going to call chyme 00:13:10

Let's see what happens to the chyme 00:13:13

The chyme travels to the small intestine 00:13:16

Which produces intestinal juices 00:13:20

These juices combine with bile 00:13:23

produced in the liver and pancreatic juice produced in the pancreas. 00:13:25

And that chimes and turns into a liquid called chile. 00:13:31

So, imagine that you have the chime in your stomach 00:13:35

and then it starts traveling down to your small intestine. 00:13:39

When it gets there, it's going to mix with the intestinal juices 00:13:44

combined with the bile that is produced in the liver 00:13:48

and also it's going to mix with the pancreatic juice which is produced in the pancreas. 00:13:51

Y todo eso va a ayudar a que se despliegue aún más. 00:13:55

Y va a formar algo nuevo que vamos a llamar el niño. 00:13:58

Bien, ahora veamos cómo obtenemos la comida en nuestros huesos de sangre. 00:14:09

Así que dice que los nutrientes son absorbidos en el sangre a través del intestino pequeño. 00:14:15

Así que el interior del intestino pequeño está cubierto de proyecciones de pequeños dedos. 00:14:20

Así que imagina como pequeños cabellos llamados villi, que ayudan a absorber nutrientes. 00:14:24

So you have there your picture, you can see a picture of your small intestine, and you can see the little hairs, the belly, and you're going to see how the nutrients are going towards the blood cells, okay, through the belly, you can see that in your little picture. 00:14:30

and what's going to happen after that 00:14:49

is we're going to have to get rid of what we don't need 00:14:54

which is going to be part of our 00:14:57

elimination of waste 00:14:58

waste are those things that we don't need anymore 00:15:00

and that happens in the large 00:15:02

intestine 00:15:04

the water is absorbed and the remaining 00:15:05

undigested food 00:15:08

parts turn into solid feces 00:15:09

ok, so the parts that 00:15:12

remain 00:15:14

undigested are going to be 00:15:16

solid, ok, and those are going to be 00:15:18

llamada la fecesa y la dejan a nuestro cuerpo a través del anus. La última parte de esta sección 00:15:20

sobre la digestión es, creo que es un poco más fácil, es simplemente decirte que sin importar 00:15:33

el proceso de digestión que acabamos de ver, lo que es realmente importante para que funcione 00:15:38

correctamente es que tengamos una dieta saludable y la dieta se refiere a toda la comida que una persona 00:15:43

come regularmente. Una dieta balanceada completa significa comer la cantidad correcta de comida 00:15:49

from each of the food groups 00:15:54

so we saw the other day 00:15:56

all the different food groups 00:15:58

so what they recommend for us to look after 00:15:59

our digestive system 00:16:02

and for it to be working properly 00:16:03

and for us to be healthy and be able to grow 00:16:05

we need to eat 00:16:08

from the different food groups 00:16:09

we cannot just eat for one food group 00:16:11

we need to eat for a variety of food groups 00:16:13

the other day also 00:16:16

in the video call I talked to you a little bit 00:16:17

about fiber 00:16:19

fiber is necessary for a healthy 00:16:20

sistema digestivo. Y encontramos fibra en alimentos como verduras, por ejemplo, porque vienen de 00:16:23

plantas, pero también de granos, cereales, pulsos, frutas, frutas y verduras. Y aquí tienes 00:16:31

algunas recomendaciones. Así que te dice que necesitas comer una cena saludable, que también 00:16:39

debes comer una variedad de alimentos, que debes tener varias comidas durante el día, que debes 00:16:45

eat foods that are high in fiber, which is what we just talked about, and that you must 00:16:52

avoid foods that are high in fats and sugar. 00:16:57

Okay, so what I need you to do now is that you're going to have to review this page again 00:17:06

and also I want you to copy the diagram that we saw on page 32. 00:17:12

The diagram you have to copy the silhouette of a boy or a girl, I don't really mind, and 00:17:17

And then you have to draw on your diagrams the digestive tube and the helper glands. 00:17:23

So you have to start drawing all the parts that compose the digestive system. 00:17:28

So you have to draw the mouth, the pharynx, the esophagus, the stomach, etc. 00:17:32

And then you have to label it. 00:17:37

When you label it, I want you to write the words both in English and in Spanish. 00:17:39

Once you finish doing that diagram in your notebook, you're going to have to copy a few vocabulary words. 00:17:45

And I want you to find also the translation for these words 00:17:52

There are a lot of new words in these pages 00:17:56

So what I want you to do today 00:17:59

Is I want you to concentrate on the new words on page 32 00:18:01

That I'm going to show to you right now 00:18:04

And I want you to do only the translations 00:18:06

We are going to do the definitions in class on Wednesday 00:18:09

So when you go to class tomorrow 00:18:13

What you need to have in your notebook 00:18:16

is the diagram 00:18:19

completed with the labels and also 00:18:20

copied all the vocabulary words 00:18:23

with the corresponding translation. 00:18:25

So the only thing that we have to do in class 00:18:27

together on Wednesday 00:18:29

is complete those definitions. 00:18:31

When you finish 00:18:33

doing those words and translation 00:18:35

in the diagram, you need to make sure 00:18:37

that you send me a picture through Google 00:18:39

Classroom on the task. 00:18:41

The other day, a lot of you were 00:18:43

in the video call, but you forgot to 00:18:45

send me your work. Even if we 00:18:47

conect in the video call a 12 or 1 depending in which group you're with and depending if you're 00:18:49

with José or with me you need to make sure that you send us your work so that we know that you 00:18:55

completed it in time so here are the words that you need to do you have digestion in the digestive 00:19:00

system the other day I already gave you a simpler definition for this so some of you may have 00:19:09

already copied it, you don't need to copy 00:19:17

the definition again. After 00:19:19

that, I want you to do the translation 00:19:21

for digestive tube 00:19:23

or also in your dictionaries, maybe you 00:19:25

find digestive tract. It's 00:19:27

the same thing. So, this can 00:19:29

help you find it in your dictionary. 00:19:31

The same with helper glands. 00:19:33

You might find 00:19:35

digestive glands instead of 00:19:36

helper glands when you try to find 00:19:39

the translation. Also, 00:19:41

you need to find the translation for bolus, 00:19:43

chime, bile, intestinal juices, pancreatic juice, chyle, villi, and feces. 00:19:45

That is the last word. I'm not sure if you can see it with my recording menu, 00:19:55

but the last one at the bottom is feces. 00:20:00

Okay, well, that would be all for today. 00:20:04

Let me go back and remind you of what you have to do today. 00:20:07

First, you have to copy the diagram that you have on page 32. 00:20:13

Make sure you look at it in your textbook so you can see it better than in the video. 00:20:19

Make sure you copy the words both in English and in Spanish. 00:20:24

Then you need to look at the words in the vocabulary list and find the translations. 00:20:27

Let me show you the words again. 00:20:33

Okay, this is the first set and this is the second set. 00:20:37

Once you've completed all the translations and done the diagram, you need to send us a picture. 00:20:42

And then at 12.01 we will see you for a video call where we will try and review all of this together. 00:20:48

I know this is a little bit complicated, so don't worry because we're going to review it again in class 00:20:58

and we're going to review all the steps together to make sure that you understand everything. 00:21:04

Okay? Well, I will see you later. Bye-bye. 00:21:12

Bien, bien, bienvenido a todos ustedes a nuestro primer aula de Google en línea. 00:21:15

Vamos a empezar una nueva unidad en la clase de inglés y vamos a hacer eso empezando a hablar de la gramática de la unidad 6, que va a ser comparativa y adjetivos superlativos. 00:21:27

I'm going to go through the different slides trying to explain to you how we use comparative and superlative adjectives 00:21:44

and then you will have to read about it in your textbook on page 83. 00:21:56

I want to welcome to our class the students in 5C and 5B who don't usually have class with me. 00:22:04

So I want to welcome you all and both José and I will be checking your work in the Google Classroom 00:22:16

and we will be answering all the questions that you might have. 00:22:25

So, even though it sounds very complicated, comparatives and superlatives are just a special form of adjective. 00:22:29

Remember, adjectives are the words that are going to describe the nouns, that are going to describe people, animals, and things. 00:22:39

Normally, we can use them to compare objects or things or animals between each other. 00:22:50

So, they're used to compare two or more things with each other. 00:22:57

Normally, comparatives are used when we're comparing two things with each other. 00:23:02

And it's usually just done by adding er at the end of the adjective. 00:23:10

And then superlatives are also used when we're comparing two or more things. 00:23:16

And we're trying to say that one of them is better than the other. 00:23:21

And that is usually done by adding EST at the end of the adjective. 00:23:27

So, for example, if I'm comparing two houses, 00:23:35

I can say that Lucia's house is bigger than Marta's house. 00:23:39

If you see, I was just comparing two things using the adjective big 00:23:48

and all I had to do was 00:23:55

add ER. I transformed 00:23:57

the word big 00:23:59

into bigger. 00:24:00

And that would be just the normal 00:24:03

use for a 00:24:05

comparative adjective. 00:24:07

If I was trying to do the 00:24:08

same using the word bigger 00:24:11

but I was trying to do a superlative 00:24:13

I would say 00:24:15

Marcos 00:24:17

has the biggest 00:24:19

house. If you see 00:24:20

I just had to add to the adjective big EST at the end to transform it into biggest. 00:24:23

As I just said in the previous slide, we usually form comparatives and superlative adjectives 00:24:33

just by adding either ER or EST at the end of the adjective, 00:24:41

but that's going to depend on the number of syllables that the adjective has to start off with. 00:24:46

Entonces, cuando estás tratando de transformar un adjetivo, vas a tener que mirar cuidadosamente cuántas sílabas tiene. 00:24:54

Las sílabas son como los sonidos en una palabra. Es lo mismo como lo hacemos en español. Sigue las mismas reglas. 00:25:02

También vas a tener que mirar cuidadosamente las válvulas y consonantes en la palabra. 00:25:11

Así que ahora voy a ir a través de las principales reglas de pronunciación. 00:25:17

Esta es la parte más complicada, pero es solo una cuestión de tener cuidado antes de escribir el adjetivo para aplicar la regla de pronunciación correcta. 00:25:22

También puedes encontrar las reglas de pronunciación en la página 83 de tu libro de texto. 00:25:32

As we already talked about before 00:25:41

That's why it's not included 00:25:44

In this presentation right now 00:25:46

Most short adjectives 00:25:49

You just add 00:25:51

ER or EST 00:25:52

Such as small 00:25:53

Would be transformed into 00:25:56

Smaller when comparing 00:25:58

Or smallest 00:26:00

When doing it in a superlative 00:26:02

The word 00:26:04

Short 00:26:06

It would follow the same rule 00:26:07

It would be shorter in comparative and shortest in superlative. 00:26:09

It would be the same with other adjectives such as hard, cheap, etc. 00:26:16

What we're going to look into now is special types of one-syllable adjectives. 00:26:22

These ones are special because they just have a single vowel followed by a single consonant. 00:26:30

You have here the examples of thin and big. 00:26:39

If you look at these words, at the end of the word, you have a single vowel, so just one. 00:26:43

Just one vowel followed by just one consonant. 00:26:51

It happens the same in the word big. 00:26:55

You have one single vowel, which is I, followed by one single consonant, which is G. 00:26:58

What happens with these special type of one-syllable adjectives 00:27:05

is that we have to remember to double the consonant at the end of the word 00:27:09

when we add ER for comparative or EST for superlative. 00:27:14

It's just that. 00:27:22

Then we also have another special type of one-syllable adjective. 00:27:24

These are the ones that end in E. 00:27:29

As we are adding ER or EST, we do not want to have two E's in the word when we transform it into either comparative or superlative. 00:27:31

So the only thing you need to do is to remember not to double the E, just to leave one E. 00:27:43

So you would add just R for comparative and ST for superlative. 00:27:49

You have some examples right there, like the word wide. 00:27:54

The word wide ends in E, so you just add R for comparative and ST for superlative, 00:28:01

becoming either wider or widest. 00:28:07

Another example, the one that you have in your textbook, is the word late. 00:28:12

The word late also has one syllable and ends in E, 00:28:18

So, you would just be transforming the word late into later or latest. 00:28:21

So, I will be at your house later or what is the latest movie that you watched. 00:28:27

We are going to end up this section on special spelling rules for one syllable adjectives 00:28:37

by looking at the ones that end in Y. 00:28:45

The ones that end in Y, we just need to transform the Y into an I before we add either ER or EST. 00:28:47

So if you look, you have the word dry. 00:28:57

When we have the word dry, which is one syllable word that ends in Y, we need to change that Y into an I and add ER. 00:29:00

So, in comparative, drier, so you could say this region is drier than the other region. 00:29:07

Or you could say Almería is one of the driest areas in Spain. 00:29:18

So, if you can see, you just change the Y into an I and then you're good to go, just add ER and EST. 00:29:24

You have in the book another example, like the word busy. 00:29:31

Your mom is busier than my mom 00:29:35

There you would just change busy, the Y, you change it into an I 00:29:41

and transform it into busier 00:29:46

For example, the president is the busiest of the governing committee 00:29:48

Busiest, you would have the Y, it would have been turned into an I 00:29:56

and then you would have added EST 00:30:01

I ended up the last section talking about the word busy 00:30:03

Busy has two syllables 00:30:15

But we just need to follow the regular spelling rules 00:30:17

Of changing y into an i 00:30:22

However, there are other two-syllable adjectives 00:30:25

That follow a different rule 00:30:29

The two-syllable adjectives 00:30:31

So that means that the syllable can be divided 00:30:34

I mean the word can be divided 00:30:36

into two syllables 00:30:39

the ones that end in 00:30:39

ed, ing 00:30:42

full or less 00:30:44

instead of adding er 00:30:46

or est when we're trying to do 00:30:48

comparative or superlative 00:30:51

adjectives out of them 00:30:53

we just need to put in front 00:30:54

of the adjective 00:30:56

we need to put the word more 00:30:58

for comparatives 00:31:00

and most for superlatives 00:31:02

if you see right there in the table 00:31:04

you have a few examples of these 00:31:06

worried 00:31:08

it ends in ed 00:31:10

so instead of just transforming 00:31:11

the word using er 00:31:14

or est we just 00:31:16

add the word more in front of the adjective 00:31:18

which remains exactly the same 00:31:20

so we would have more 00:31:22

worried or the most 00:31:24

worried 00:31:26

the same for boring as you see 00:31:27

it ends in ing 00:31:30

So it follows these same rules 00:31:32

Which is say more boring or the most boring 00:31:35

You have there careful and useless 00:31:37

They all follow the same rules 00:31:40

So these would be for the two syllable adjectives 00:31:44

That end in ed, ing, full or less 00:31:47

I know these are a lot of rules to remember 00:31:51

That's why at the beginning of the presentation 00:31:54

I told you that the most difficult part of this 00:31:56

Is just remembering the spelling rules 00:31:58

because the rest is quite easy 00:32:01

comparative, just to compare two things between each other 00:32:03

or superlative to say one is more than the rest of them 00:32:06

you just need to always go back 00:32:10

and review these spelling rules 00:32:12

and then you will see that this is quite easy 00:32:15

now we will just be entering the final part 00:32:17

of this video presentation 00:32:24

by just talking about three or more syllables 00:32:26

when we have three or more syllable adjectives 00:32:29

just follows the previous rules that I told you about. You just put more in front of the 00:32:32

adjective for comparatives and most in front of the adjectives for superlatives. And that 00:32:38

would be it. So these would just follow the same rules as the other two-syllable adjectives. 00:32:43

This is the easiest ones because you just need to add the word more or the word most. 00:32:50

And then we would be done with this. Now I'm going to ask of you to try and do the following 00:32:56

multiple choice exercises just to try and practice what we just talked about. 00:33:02

You can either pause the video and try to do it by yourself looking at the 00:33:10

video or you also have the PowerPoint presentation in Google Classroom. You can 00:33:16

just do it by looking at the presentation instead of the video. It's 00:33:21

really up to you. If you see right here you would just need to 00:33:24

You choose the superlative for small, the superlative of deep, and the comparative of heat. 00:33:32

You just need to be mindful of the spelling rules. 00:33:40

Think if there has to be a transformation done to any of the vowels, 00:33:45

or if you need to use more or most instead of adding the ER or EST at the end. 00:33:50

Ok, so I can do the first one with you 00:34:00

The superlative of small 00:34:04

Well, the superlative of small 00:34:06

would be smallest 00:34:08

This is not a one vowel 00:34:09

followed by a one consonant 00:34:13

because there's one vowel 00:34:15

but there's two consonants 00:34:17

So we do not need to put more Ls 00:34:18

So we don't need to do that 00:34:21

It doesn't end in Y 00:34:22

So I don't need to put an I anywhere 00:34:25

I am not doing a comparative 00:34:28

so I'm not using ER 00:34:31

I need to use EST 00:34:33

so that would lead me 00:34:35

to the conclusion 00:34:37

that the right answer would be the last one 00:34:38

the superlative of small 00:34:41

is smallest 00:34:43

the last option, the one without 00:34:44

an I because there was no Y 00:34:47

so you would not need to add an I to it 00:34:49

ok, now I want you to try 00:34:51

and do the rest the same 00:34:53

way I've been doing it, just thinking 00:34:55

about what the word looks like, how many syllables it has, so I know what I need to add to the 00:34:57

adjective. You have a few more on the next page. You have what is the superlative of 00:35:04

unpleasant, what is the comparative of lively, and what is the superlative of soft. Even 00:35:12

if you don't understand all the words, you can still answer these questions by looking 00:35:20

at the spelling of each adjective if you have any questions make sure that you 00:35:26

ask either Jose or I so we can help you good morning today I wanted to make a 00:35:34

short video for you reviewing what you saw in the video and activities from 00:35:44

Tuesday but I wanted to simplify it a little bit more so that it can help you 00:35:50

You do the activities for today and the activities that you will have to do next week. 00:35:57

On Tuesday we saw the different uses of modal verbs. 00:36:05

So when we are trying to express an ability or a possibility, we use can or could. 00:36:09

When we are trying to ask for advice or give advice, we are going to use should or shouldn't. 00:36:19

And when we're talking about obligation, we will use must or mustn't. 00:36:27

So this is just a brief summary of all the modal verbs, so now we're going to see them one by one. 00:36:34

We use must and mustn't for obligation or prohibition. 00:36:44

So if you have the obligation to do something, because it is very important that you do it, 00:36:49

So it would be considered an obligation or something that is a necessity or a strong recommendation. 00:36:56

We would use must. 00:37:03

So we use must in the form of, first we put the subject, so the person. 00:37:05

You have a little red square right there where you can see. 00:37:13

First you put the person, which is, for example, the students. 00:37:16

And then you use the verb must. 00:37:20

And then you use the verb in the base form or the infinitive. 00:37:22

So the sentence would be like, the students must study hard to pass a test. 00:37:25

When we want to say that something is not allowed, so it's prohibited, it's a prohibition, we use mustn't. 00:37:33

So when we use mustn't, we also use the subject first, so the person, and then must not or mustn't, 00:37:42

and then also followed by the verb in the base form. 00:37:50

So you have an example there, Patricia mustn't be absent from class. 00:37:53

If we want to use questions, you're not going to have to use them this year, 00:38:00

but it's something that you can bear in mind for the future. 00:38:06

If you're doing questions with must or mustn't, 00:38:10

so if for example you want to ask a teacher or you want to ask your mom or an adult 00:38:14

If something is allowed, you can use the verb must or mustn't in a question. 00:38:20

So you could say, teacher, must we, so first we have must and then the person. 00:38:30

So must we bring a ruler to school every day? 00:38:41

So you're asking if there is an obligation for you to bring a ruler. 00:38:46

And also you can use them with WH questions. 00:38:50

If somebody does something that they shouldn't be doing, you can say, 00:38:56

Why must you bring your phone to school every day? 00:39:04

Now let's look at the small activity I put at the top. 00:39:09

So let's try and decide if we need to use must or mustn't. 00:39:14

So, number one, it says 00:39:19

You be on time to school 00:39:21

So, you need to think if it's something that is prohibited 00:39:23

That you mustn't do 00:39:27

Or if it's something that is an obligation 00:39:28

Which is you must do 00:39:30

So, in this case, it would be 00:39:32

Must 00:39:36

Because it's an obligation 00:39:38

You must 00:39:40

Now, let's look at sentence number two 00:39:42

You do your homework 00:39:47

So, if it's a prohibition 00:39:49

you mustn't do your homework 00:39:51

or if it's an obligation 00:39:53

you must do your homework 00:39:55

what do you think? 00:39:57

yes, very good 00:40:00

this one is also an obligation 00:40:02

so you must 00:40:03

do your homework 00:40:05

and now example number three 00:40:08

you use your phone in class 00:40:10

so if you think it's 00:40:13

a prohibition you use mustn't 00:40:15

and if you think it's an obligation 00:40:18

you use must 00:40:19

so in this case 00:40:20

Yes, we use mustn't because it's a prohibition 00:40:22

It's something that is not allowed 00:40:26

Good job 00:40:30

Now let's look at the next slide 00:40:33

Shouldn't, shouldn't is used for giving advice or making suggestions 00:40:36

So with the difference of must 00:40:43

In must we were trying to convince someone that something was an obligation or a necessity 00:40:46

Whereas when we use should, we're just trying to make a polite suggestion or give them advice about something. 00:40:52

And sometimes it's also used when something is likely to happen in the present or in the future. 00:41:01

If we want to make a positive suggestion, we say should. 00:41:08

So, for example, the one you have right there, your hair is too long, you should get a haircut. 00:41:13

And then if we're trying to give them something that is a negative suggestion or negative advice 00:41:21

Which means when you're advising somebody not to do something 00:41:28

Is the one you have in the red box underneath 00:41:32

Which is you shouldn't throw your litter 00:41:34

Litter means your rubbish or your trash 00:41:38

Onto your street 00:41:40

So this is just an advice of something that you should not do 00:41:42

That's why at the bottom I wrote positive or negative advice 00:41:46

because it could be something that you should or you shouldn't be doing. 00:41:49

And also on your right, I put an example of how it would be as a question. 00:41:54

So when you do a question using should, you usually put should, then the person, and then the verb. 00:41:58

If you look at the example you have at the bottom in purple, 00:42:06

should I buy the red shirt or the blue shirt? 00:42:10

You can also notice that in the case of questions with should, the same way as with must, we use the verb in the base form. 00:42:15

Now let's try and do the activities that I wrote at the top. 00:42:25

So we need to decide if we're going to use should or shouldn't, depending if you think it's something that you should be doing or something that you shouldn't be doing. 00:42:30

So, it's cold today. You wear a scarf. 00:42:42

So, imagine it's winter and it's very cold. 00:42:46

Would you recommend someone to wear a scarf or not to wear it? 00:42:50

Yes, we would recommend the person to wear it. 00:42:56

So, you should. It's positive, positive advice. 00:42:59

Number two, you eat sweets every day. 00:43:06

Do you think it's something that a person should be doing or maybe not, maybe they shouldn't? 00:43:09

Yes, I agree that it's a negative thing, so you shouldn't. 00:43:19

It's something that you should not be doing. 00:43:23

And then number three, you go to bed late. 00:43:29

So think if going to bed late is a good thing or a bad thing. 00:43:33

I would say that if you're going to have to go to school or do work from home for school the next day 00:43:37

I think that it's not a good thing that you go to bed late 00:43:43

so that you should be using the negative form 00:43:47

You shouldn't 00:43:50

because it's something that should not be done 00:43:51

Good job 00:43:54

Now let's go into our last section on can and could 00:43:58

Can and could is a little bit more complex than the other ones 00:44:02

because they can be used for the same thing 00:44:08

but depending if you're saying it in the present or in the past 00:44:11

you might use one or the other 00:44:15

so this one is a little trickier than the other ones we saw 00:44:17

but we just need to try and start to learn it 00:44:21

and don't worry about it because we will review it next year 00:44:25

so normally we use them for ability and possibility 00:44:28

and normally if you're trying to express ability in the present 00:44:33

or in the future, we're going to use 00:44:38

can, so I 00:44:40

can speak English fluently 00:44:42

but if you're 00:44:44

saying something in the past 00:44:46

maybe something that you had the ability 00:44:47

to do when you were little 00:44:50

then you would use could 00:44:52

when I was little 00:44:54

I could play with the hula hoop 00:44:55

that could be an example 00:44:58

also it's usually used 00:44:59

for possibility 00:45:02

so if we are 00:45:03

saying something that is just 00:45:06

generally, we're going to use 00:45:08

can, so 00:45:10

Spanish people 00:45:11

can stay 00:45:13

in the sun for a very long time 00:45:16

or if we're talking about 00:45:18

a specific event 00:45:20

we would use could 00:45:22

so you have an example right there 00:45:24

if they're talking about a weather 00:45:26

forecast, you could say 00:45:28

the weather this summer in Spain 00:45:29

could be very 00:45:32

hot 00:45:34

Something that you can learn for future reference 00:45:35

Is that when we are trying to be polite 00:45:40

When we are talking to an adult or to a person that we don't know 00:45:44

We have to use could 00:45:48

Normally if we are making a request 00:45:50

Or if we are asking if we can do something 00:45:52

Then we have to use could 00:45:55

So could you please hand me the water 00:45:57

por ejemplo, if you're at a dinner 00:46:03

and we would use can if we're in an informal setting 00:46:05

so, for example, if you're at home and you want the water 00:46:11

you would just tell your brother or your sister 00:46:14

can you give me the water? 00:46:17

and that's it, it's more for informal 00:46:19

so, if we're trying to be polite to ask something 00:46:21

we would use could 00:46:25

and if we're in an informal setting 00:46:26

we would use can 00:46:28

In the box on the right you have the negative forms for each of them 00:46:30

So it just doesn't change the meaning, it will be the same meaning 00:46:34

But if we want to say something in the negative 00:46:39

We would just transform the verb can into can't 00:46:41

And the verb could into couldn't 00:46:45

So you have an example there for something that is related to ability 00:46:48

Richard can speak French fluently 00:46:52

If we wanted to say the same thing but in negative 00:46:55

we would say Richard can't speak French fluently 00:46:57

and the same with could 00:47:01

if we're talking about a past ability that somebody had 00:47:03

my sister could swim when I was six 00:47:08

that would be in the negative 00:47:11

my sister couldn't swim when I was six 00:47:13

the difference between the other ones that we saw 00:47:15

is that really the meaning doesn't change 00:47:19

so just depending if we're using the positive or negative 00:47:21

we always have to look to the general meaning of the word 00:47:26

so in order to know if you're using can 00:47:29

or if you're using could 00:47:33

we need to look at the list of things that I just reviewed 00:47:34

and if it's related to one of them 00:47:37

but in the negative you just change that word into the negative form 00:47:39

and that would be it 00:47:43

let's try and do the activities that I put at the top 00:47:44

I just wrote so you could make a difference between can and could 00:47:47

because as I just told you 00:47:51

if you know the difference between can and could 00:47:52

If they are asking you in the negative 00:47:55

You just need to transform it into the negative 00:47:57

So really the important part here 00:47:59

Is to know the difference between the two of them 00:48:01

Independently if they are negative or positive 00:48:03

Number one 00:48:06

Tom is very smart 00:48:07

He solved the problem easily 00:48:10

So here you need to look at the verb 00:48:12

Because it's talking about Tom's ability 00:48:15

So we need to see if it's in the present or in the past 00:48:17

Tom is, is, is in the present 00:48:20

So we need to use can 00:48:23

He can 00:48:25

Let's do number two 00:48:26

I have an apple, please 00:48:32

So here you're asking for permission or the ability to have something 00:48:37

So the fact that we have the word please is telling me that it's polite 00:48:42

So I would have to use could 00:48:48

Could I have an apple, please? 00:48:51

This part would be a question 00:48:58

There we go, please 00:49:00

Mom, I watch TV 00:49:01

So here you're also asking 00:49:05

For the permission 00:49:07

Or for the ability to do something 00:49:09

So here you're asking your mom 00:49:10

So as it's informal we would say 00:49:12

Mom, can 00:49:14

Can I watch TV 00:49:17

Ok, well this is 00:49:20

The end for 00:49:22

The end of our review video 00:49:23

Make sure that you do also 00:49:25

All the online activities 00:49:28

And send us messages if you have 00:49:30

any questions. Today we are going to learn about the words related to education. It's 00:49:32

going to be really simple. There's not a lot of words, so it shouldn't take us a lot of 00:49:43

time to complete it. Let's take a look at the first column. There we go. We have advanced 00:49:49

and beginner, those make 00:49:59

reference to the students 00:50:01

level, so if they're 00:50:03

really good in English, they're going 00:50:05

to be advanced, but if they're 00:50:07

starting to learn, they're going to be 00:50:09

beginners 00:50:11

biology, biology is 00:50:12

a science 00:50:15

that studies the environment 00:50:16

and everything in it 00:50:19

such as animals, plants 00:50:21

and humans 00:50:23

then we have blackboard and board 00:50:24

They both refer to what we use in class to write on. 00:50:27

We also can refer to this as whiteboard. 00:50:32

Book, bookshelf, chemistry. 00:50:38

Chemistry, again, is a type of science. 00:50:41

So, the one that studies how substances interact with each other. 00:50:44

That's going to be chemistry. 00:50:49

We have class, classmate. 00:50:52

Classmate is all the students in the class. 00:50:55

So you can say that everybody, all the students in 5A are classmates. 00:50:57

Classroom, clever. Clever means when you're very smart, you're very intelligent. 00:51:05

Coach. Coach is the person that trains a team. 00:51:11

It's the person that trains a basketball team or a football team. 00:51:15

College, which is another word for university. 00:51:21

And with that we would finish the first column. 00:51:24

podemos ver la palabra 00:51:26

colegio 00:51:31

y tenemos aquí en la letra U 00:51:33

la universidad 00:51:37

y antes de irnos a la segunda columna 00:51:39

quiero señalar que dijimos 00:51:42

que la biología y la química son tipos de ciencia 00:51:45

también la física es un tipo de ciencia 00:51:49

que estudia el movimiento 00:51:53

de diferentes objetos 00:51:56

and also it can relate to space 00:51:58

when we talk about space, for example. 00:52:02

Now let's go on to the second column. 00:52:04

We have course. 00:52:09

Course is another word for just a bunch of lessons. 00:52:12

So here you have the word lesson. 00:52:16

So when you have more than one bunch of lessons together, 00:52:18

we can refer to it as a course, un curso en Spanish. 00:52:22

Then we have desk, which is another word for table. 00:52:25

dictionary, diploma 00:52:28

which you know the same 00:52:30

is almost the same in Spanish 00:52:32

then we have the word eraser 00:52:33

the word eraser is the same 00:52:35

as the word rubber 00:52:38

in British English we use rubber 00:52:39

and in American English 00:52:42

we use eraser 00:52:44

then we have exam 00:52:45

or examination, exam is just 00:52:48

the short word for examination 00:52:50

then we're going to talk about other subjects 00:52:52

in school. Subjects are 00:52:56

the things that we learn in school, so 00:52:58

besides science subjects, we 00:53:00

can also study geography, 00:53:02

which talks about 00:53:04

the different landscapes 00:53:06

and countries, continents, etc. 00:53:08

in the world. 00:53:11

Also, we can learn history, 00:53:12

which studies things 00:53:14

that happened before us. 00:53:16

We have homework, 00:53:19

information, instructions, 00:53:21

to know. Know 00:53:23

is a verb, when you learn something 00:53:24

you know it, then we have language 00:53:26

and learn 00:53:28

so this second column which is quite easy 00:53:30

now let's go to column 00:53:32

number three 00:53:34

here we have lesson 00:53:35

clase in Spanish 00:53:38

then when we started 00:53:40

the list we had 00:53:42

advanced and beginner 00:53:44

which I told you is the level 00:53:45

so when teachers measure 00:53:48

how good you are 00:53:50

in a certain subject 00:53:52

or maybe in an exam 00:53:54

if you do very well, your level 00:53:56

is going to be high, is going to be advanced 00:53:58

maybe if you did ok 00:54:00

your level would be intermediate 00:54:02

and maybe if you didn't do 00:54:04

so well, your level would be 00:54:06

beginner, so level is just how well 00:54:08

you perform, how well you do 00:54:10

and what result 00:54:12

you get, ok, so result 00:54:14

another word for result 00:54:16

is this word we have here 00:54:18

after the word library we have 00:54:20

the word mark mark is another word for grade for result so in in english when we grade your exams 00:54:21

we don't say your note is five because that's what we say in spanish we don't say note we say 00:54:32

mark result or grade okay so remember don't say note that is incorrect when we want to refer 00:54:38

to the number you got in the exam 00:54:46

it would be a mark 00:54:48

then 00:54:50

we keep talking of subjects 00:54:52

you have the word subject over here 00:54:54

on the other side 00:54:56

we refer to science 00:54:57

including biology, chemistry and physics 00:54:59

we also refer to geography 00:55:02

and history 00:55:04

and we also have a very important subject 00:55:05

which Carlos and I 00:55:08

teach in 00:55:10

fifth grade 00:55:11

which is math, mathematics 00:55:13

In British English we say maths 00:55:15

And in American English we say math 00:55:17

Without the S 00:55:20

But both of them are correct 00:55:21

Here we have the word note 00:55:24

Remember what I was telling you before 00:55:26

Mark 00:55:28

Is the number 00:55:30

A note is for example 00:55:31

If the teacher writes 00:55:33

Oh you did great, good job 00:55:35

That is a note 00:55:37

It's like a comment 00:55:39

Then we have physics 00:55:40

Which we talked about before 00:55:43

The other type of science 00:55:45

Then we have to practice as a verb 00:55:46

And a practice as a noun 00:55:49

So practice as a verb 00:55:52

Is when you try to do an exercise many times 00:55:54

In order to get better 00:55:58

And a practice as a noun 00:55:59

Is when you do an exercise that is only to try something out 00:56:03

It's not a real test 00:56:07

It's un ensayo, a practice 00:56:08

We have project 00:56:10

We have pupil 00:56:12

another word for pupil 00:56:14

here we have pupil 00:56:16

is student 00:56:18

or student 00:56:19

then we have read, remember 00:56:20

and rubber 00:56:23

fairly easy 00:56:25

let's finish our list with the fourth 00:56:27

column 00:56:30

when we 00:56:30

underline titles or when we do 00:56:32

maths 00:56:36

we usually need to use a ruler 00:56:37

which we use to measure 00:56:40

or to do straight lines 00:56:42

We also have school and then science. 00:56:44

Remember, science includes natural and social science. 00:56:48

And also, it can be divided into biology, chemistry, and physics. 00:56:55

Then we have student, studies, and to study as a verb. 00:56:59

Subject, which are the different things that you study in school. 00:57:06

In Spanish, las asignaturas. 00:57:10

then we have teach as a verb 00:57:12

so the teacher 00:57:14

teaches 00:57:16

teach is the verb 00:57:17

teacher is the person, the noun 00:57:20

then the term 00:57:22

the term is what we divide the school year 00:57:24

so in Spain 00:57:26

we have three terms 00:57:28

we have the first term that goes 00:57:29

from September to December 00:57:32

then we have the second term 00:57:34

which usually goes from January 00:57:36

to Easter 00:57:38

and then we have the third and last term 00:57:39

which usually goes from after Easter to summer. 00:57:42

Son los trimestres in Spanish, ok? The terms. 00:57:47

And then finally, test and university. 00:57:51

So, I hope that this video helps you understand these words a little bit better 00:57:55

and help you do the activities that we asked you to do for today. 00:58:01

Make sure that if you have any questions, you send, in the case of 5B and 5C, your teacher is Jose, you send him a message. 00:58:06

And in the case of 5A, you send me a message if you have any questions. 00:58:17

I'll see you soon. 00:58:23

Good morning. Today I wanted to make a short video for you, reviewing what you saw in the video and activities from Tuesday. 00:58:26

but I wanted to simplify it a little bit more so that it can help you do the activities for today 00:58:37

and the activities that you will have to do next week. 00:58:46

On Tuesday we saw the different uses of modal verbs. 00:58:51

So when we are trying to express an ability or a possibility, we use can or could. 00:58:56

When we're trying to ask for advice or give advice, we're going to use should or shouldn't. 00:59:04

And when we're talking about obligation, we will use must or mustn't. 00:59:14

So this is just a brief summary of all the modal verbs, so now we're going to see them one by one. 00:59:20

We use must and mustn't for obligation or prohibition. 00:59:30

So, if you have the obligation to do something, because it is very important that you do it. 00:59:34

So, it would be considered an obligation or something that is a necessity or a strong recommendation. 00:59:42

We would use must. 00:59:49

So, we use must in the form of, first we put the subject, so the person. 00:59:51

You have a little red square right there where you can see. 00:59:58

Primero pones la persona, que es, por ejemplo, los estudiantes, y luego usas el verbo MUST, y luego usas el verbo en la forma base, o el infinitivo. 01:00:02

Así que la frase sería como, los estudiantes deben estudiar duro para pasar un testeo. 01:00:11

Cuando queremos decir que algo no es permitido, así que es prohibido, es una prohibición, usamos MUSTN'T. 01:00:19

So, when we use mustn't, we also use the subject first, so the person, and then must not or mustn't, and then also followed by the verb in the base form. 01:00:28

So, you have an example there, Patricia mustn't be absent from class. 01:00:39

If we want to use questions, you're not going to have to use them this year, but it's something that you can bear in mind for the future. 01:00:46

If you're doing questions with must or mustn't 01:00:55

So if for example you want to ask a teacher 01:00:59

Or you want to ask your mom or an adult 01:01:03

If something is allowed 01:01:06

You can use the verb must or mustn't in a question 01:01:09

So you could say 01:01:16

Teacher, must we 01:01:17

So first we have must and then the person 01:01:21

So, must we bring a ruler to school every day? 01:01:27

So, you're asking if there is an obligation for you to bring a ruler. 01:01:32

And also, you can use them with WH questions. 01:01:36

If somebody does something that they shouldn't be doing, you can say, 01:01:42

Why must you bring your phone to school every day? 01:01:50

Now let's look at the small activity I put at the top 01:01:53

So let's try and decide if we need to use must or mustn't 01:01:59

So number one, it says you be on time to school 01:02:05

So you need to think if it's something that is prohibited 01:02:09

that you mustn't do 01:02:13

or if it's something that is an obligation 01:02:14

which is you must do 01:02:16

So, in this case, it would be must, because it's an obligation, you must. 01:02:18

Now, let's look at sentence number two, you do your homework. 01:02:31

So, if it's a prohibition, you mustn't do your homework, or if it's an obligation, you must do your homework. 01:02:35

What do you think? 01:02:43

Yes, very good. 01:02:46

This one is also an obligation, so you must do your homework. 01:02:47

And now example number three. 01:02:55

You use your phone in class. 01:02:57

So, if you think it's a prohibition, you use mustn't. 01:02:59

And if you think it's an obligation, you use must. 01:03:03

So, in this case, yes, we use mustn't because it's a prohibition. 01:03:06

It's something that is not allowed. 01:03:12

Good job. 01:03:18

Now let's look at the next slide. 01:03:19

Shouldn't is used for giving advice or making suggestions. 01:03:24

So with the difference of must, in must we were trying to convince someone that something was an obligation or a necessity. 01:03:29

Whereas when we use should, we're just trying to make a polite suggestion or give them advice about something. 01:03:38

And sometimes it's also used when something is likely to happen in the present or in the future. 01:03:46

If we want to make a positive suggestion, we say should. 01:03:54

So, for example, the one you have right there. 01:04:00

Your hair is too long. You should get a haircut. 01:04:03

And then if we're trying to give them something that is a negative suggestion or negative advice, 01:04:08

which means when you're advising somebody not to do something 01:04:14

is the one you have in the red box underneath 01:04:17

which is you shouldn't throw your litter 01:04:20

litter means your rubbish or your trash 01:04:24

onto your street. 01:04:26

So this is just an advice of something that you should not do. 01:04:28

That's why at the bottom I wrote positive or negative advice 01:04:32

because it could be something that you should or you shouldn't be doing. 01:04:35

And also on your right I put an example of how it would be 01:04:40

as a question. So when you do a question using should, you usually put should, then 01:04:43

the person, and then the verb. If you look at the example you have at the bottom in 01:04:49

purple, should I buy the red shirt or the blue shirt? You can also notice that in 01:04:55

the case of questions with should, the same way as with the must, we use the verb 01:05:04

in the base form. Now let's try and do the activities that I wrote at the top. So we 01:05:09

need to decide if we're going to use should or shouldn't, depending if you think it's 01:05:16

something that you should be doing or something that you shouldn't be doing. So it's cold 01:05:23

today. You wear a scarf. So imagine it's winter and it's very cold. Would you recommend someone 01:05:29

to wear a scarf or not to wear it yes we would recommend the person to wear it so you should 01:05:38

it's positive positive advice number two you eat sweets every day do you think it's something that 01:05:45

a person should be doing or maybe maybe not maybe they shouldn't yes i agree that it's a negative 01:05:58

so you shouldn't 01:06:07

it's something that you should not be doing 01:06:09

and then number three 01:06:11

you go to bed late 01:06:16

so think if going to bed late 01:06:18

is a good thing or a bad thing 01:06:20

I would say that if you're going to 01:06:22

have to go to school 01:06:24

or do work from home for school 01:06:26

the next day, I think that it's 01:06:28

not a good thing that you go to bed 01:06:30

late so that you should 01:06:32

be using the negative form 01:06:34

you shouldn't 01:06:36

Because it's something that should not be done 01:06:37

Good job 01:06:40

Now let's go on to our last section on can and could 01:06:44

Can and could is a little bit more complex than the other ones 01:06:48

Because they can be used for the same thing 01:06:54

But depending if you're saying it in the present or in the past 01:06:57

You might use one or the other 01:07:01

So this one is a little trickier than the other ones we saw 01:07:03

But we just need to try and start to learn it 01:07:06

And don't worry about it because we will review it next year 01:07:11

So normally we use them for ability and possibility 01:07:14

And normally if you're trying to express ability in the present or in the future 01:07:19

We're going to use can 01:07:24

So I can speak English fluently 01:07:26

But if you're saying something in the past 01:07:29

Maybe something that you had the ability to do 01:07:33

when you were little 01:07:36

then you would use could 01:07:37

when I was little I could 01:07:39

play with the hula hoop 01:07:42

that could be an example 01:07:43

also it's usually used for 01:07:45

for possibility 01:07:48

so if we are 01:07:49

saying something that is just generally 01:07:51

we're going to use can 01:07:54

so Spanish 01:07:56

people can 01:07:58

stay in the sun 01:08:00

for a very long time 01:08:02

or if we're talking about 01:08:03

a un evento específico, 01:08:06

usaríamos COULD. 01:08:08

Así que tienes un ejemplo ahí. 01:08:10

Si están hablando de un 01:08:11

forecast de clima, podrías decir 01:08:13

El clima este verano en España 01:08:15

podría ser muy 01:08:18

caliente. 01:08:20

Algo que puedes aprender 01:08:22

para la próxima referencia 01:08:24

es que cuando estamos 01:08:26

tratando de ser polígicos 01:08:28

cuando estamos hablando con un adulto 01:08:29

o con una persona que no sabemos 01:08:31

tenemos que usar COULD 01:08:33

Normalmente, si estamos haciendo una solicitud o si estamos preguntando si podemos hacer algo, 01:08:35

entonces tenemos que usar COULD. 01:08:41

Entonces, ¿podrías, por favor, me dar la agua? 01:08:43

Por ejemplo, si estás en un cenar. 01:08:49

Y usaríamos CAN si estamos en un sistema informal. 01:08:52

Entonces, por ejemplo, si estás en casa y quieres la agua, 01:08:57

te dirías a tu hermano o a tu hermana, ¿me puedes dar la agua? 01:09:00

and that's it, it's more for informal 01:09:04

so if we're trying to be polite 01:09:07

to ask something, we would use 01:09:09

could, and if we're in an informal 01:09:11

setting, we would use 01:09:13

can. In the box 01:09:14

on the right, you have the negative 01:09:17

forms for each of them, so 01:09:19

it just doesn't change the meaning 01:09:21

it will be the same meaning, but 01:09:23

if we want to say something in the negative 01:09:25

we would just transform 01:09:27

the verb can into can't 01:09:29

and the verb could into 01:09:31

couldn't so you have an example there for something that is related to ability 01:09:33

Richard can speak French fluently if you wanted to say the same thing but in 01:09:38

negative we would say Richard can't speak French fluently and the same with 01:09:43

could if we're talking about a past ability that somebody had my sister 01:09:48

could swim when I was six that would be in the negative my sister couldn't swim 01:09:55

The difference between the other ones that we saw is that really the meaning doesn't change. 01:10:00

So just depending if we're using the positive or negative, we always have to look to the general meaning of the word. 01:10:07

So in order to know if you're using can or if you're using could, we need to look at the list of things that I just reviewed. 01:10:15

And if it's related to one of them, but in the negative, you just change that word into the negative form and that would be it. 01:10:23

Let's try and do the activities that I put at the top 01:10:29

I just wrote so you could make a difference between can and could 01:10:33

Because as I just told you, if you know the difference between can and could 01:10:36

If they are asking you in the negative, you just need to transform it into the negative 01:10:40

So really the important part here is to know the difference between the two of them 01:10:45

Independently if they are negative or positive 01:10:49

Number one 01:10:52

Tom is very smart, he solved the problem easily 01:10:53

So here you need to look at the verb 01:10:58

Because it's talking about Tom's ability 01:11:01

So we need to see if it's in the present or in the past 01:11:03

Tom is, is, is in the present 01:11:06

So we need to use can 01:11:08

He can 01:11:10

Let's do number two 01:11:12

I have an apple, please 01:11:17

So here you're asking for permission 01:11:22

Or the ability to have something 01:11:26

So the fact that we have the word please 01:11:28

is telling me that it's polite 01:11:32

so I would have to use 01:11:34

could 01:11:36

could I have an apple please 01:11:37

this part would be a question 01:11:39

there we go please 01:11:45

mom 01:11:46

I watch TV 01:11:49

so here you're also asking for 01:11:51

the permission or for the ability to do something 01:11:53

so here but you're asking your mom 01:11:56

so as it's informal we would say 01:11:58

mom 01:12:00

can 01:12:01

can I watch TV 01:12:02

Ok, bueno, este es el final de nuestro video de revisión, asegúrense de hacer también todas las actividades en línea y enviarnos mensajes si tienen alguna pregunta. 01:12:06

Buenos días a todos, hoy vamos a hacer la última parte de esta unidad que corresponde a literatura donde vamos a trabajar la leyenda. 01:12:20

Lo podéis encontrar en las páginas 152 y 153 de vuestro libro. 01:12:31

Antes de empezar a hablar de la leyenda, como ya nos estamos acercando al final de curso 01:12:35

Quería haceros un breve resumen de lo que hemos hecho este curso 01:12:42

En este curso empezamos diferenciando la prosa del verso y empezamos a ver los géneros literarios 01:12:46

Y vimos que podía haber género narrativo, lírico o dramático 01:12:52

Dentro del lírico estuvimos trabajando los poemas 01:12:56

Y dentro del narrativo estuvimos trabajando la fábula, el cuento y la novela 01:12:59

Pues hoy la leyenda también va a caer dentro de esa clasificación narrativa y lo que nos quedaría por ver este curso, que seguramente ya lo veamos el curso que viene, sería el teatro, que entraría dentro del género literario dramático. 01:13:04

Y ahí tenéis un par de cosas que los diferencian los unos de los otros por si queréis repasar un poco lo que vimos a principio de curso. 01:13:19

Las leyendas son obras narrativas en las que se cuentan hechos prodigiosos o maravillosos 01:13:25

que se presentan como si realmente hubieran sucedido. 01:13:33

Estas leyendas intentan explicar el origen del universo, del ser humano, del nombre de un lugar 01:13:37

o incluso de la formación de un accidente geográfico. 01:13:43

Pueden ser anónimas o pueden tener un autor. 01:13:46

Las leyendas populares son aquellas que no tienen autor ya que fueron transmitidas oralmente de generación en generación 01:13:50

mientras que las leyendas de autor sí que tienen un autor individual 01:13:56

pero que normalmente se ha basado en un relato antiguo 01:14:00

y lo ha combinado con elementos de su propia invención. 01:14:03

Os he querido también incluir un pequeño diagrama 01:14:07

que va un poquito en detalle en cuanto a los elementos de una leyenda 01:14:10

y que lo va a diferenciar de otros géneros dentro de la narrativa 01:14:14

como por ejemplo de la fábula, de la novela o del cuento. 01:14:18

El narrador puede ser tercera persona, puede ser un narrador testigo o incluso puede ser el protagonista que está relatando la historia en primera persona. 01:14:22

Esos personajes normalmente suelen enfrentarse con seres sobrenaturales y esto suele suceder en un tiempo y un espacio lejano, pero en una época determinada. 01:14:33

Y la acción está bastante relacionada con los personajes, ya que ellos se suelen enfrentar con seres sobrenaturales y se pueden ver realizando tareas muy difíciles, prodigiosas o incluso misteriosas. 01:14:44

Todos estos rasgos constitutivos ponen a la leyenda como un ejemplo de narrativa, pero lo distinguen de otros tipos de narrativas, como os he comentado antes, por ejemplo, lo de pueden distinguir de la fábula o de la novela. 01:14:59

Bueno, pues hoy lo que tenéis que hacer es que tenéis que leer la página 152 y tenéis que copiar ese recuadro salmón en el cuaderno 01:15:12

Todo lo que os he explicado en las diapositivas pues es un pequeño resumen de lo que habéis leído en esta página 152 01:15:22

Una vez que hayáis terminado de copiar el recuadro salmón vais a tener que leer el ejemplo de leyenda que tenéis en la página 153 01:15:30

y vais a tener que contestar a una serie de preguntas que están relacionadas con esa lectura. 01:15:38

En el día de hoy vais a tener que contestar a todas esas preguntas, a la 1, a la 2, a la 3, a la 4 y a la 5. 01:15:43

No son complicadas y os llevará un poquito de rato, ¿vale? 01:15:50

Pero tenéis que leer la lectura con cuidado y tranquilamente, sin prisas, para que os salga bien. 01:15:54

Cuando hayáis terminado de contestar esas preguntas en el cuaderno, pues vais a subir la foto al Google Classroom 01:16:01

y lo podéis acompañar de un comentario donde nos vais a decir si os ha parecido difícil lo de hoy de la leyenda 01:16:08

y si os habéis quedado con alguna pregunta pues nos lo podéis poner ahí en el comentario 01:16:15

quinto C me lo deja a mí y quinto B y quinto A pues lo dejáis a Carlos 01:16:19

que tengáis buena tarde chicos 01:16:25

buenos días a todos, hoy vamos a hacer un poquito de dictado que hace ya tiempo que no hacemos ninguno 01:16:27

entonces lo que vamos a hacer es que vamos a hacer un dictado de 10 palabras 01:16:36

y a continuación vamos a hacer el dictado de un pequeño párrafo 01:16:41

vais a tener que tener cuidado con los acentos, con las mayúsculas, minúsculas 01:16:45

y otras cosas que hemos trabajado como palabras que terminan en Y, palabras con doble C, B y V, C o Z o B o G 01:16:50

primero vamos a hacer el dictado de palabras 01:16:58

si tenéis vuestro cuadernillo de dictado, si os lo trajisteis del cole 01:17:02

pues lo podéis hacer en el cuadernillo de dictado 01:17:06

si no lo tenéis no os preocupéis, lo podéis hacer en el cuaderno de lengua 01:17:09

podéis poner dictado, podéis poner dictado de palabras 01:17:12

o dictado tercer trimestre y ponéis la fecha del día de hoy 01:17:16

y entonces ya empezamos, ponéis números 01:17:20

del 1 al 10, os doy un par de segunditos 01:17:22

y empiezo a dictaros las palabras, os voy a repetir cada palabra dos veces 01:17:27

Pero bueno, como esto es un vídeo, si necesitáis escucharlo más veces, pues podéis hacerlo, ¿vale? 01:17:30

Podéis rebobinarlo y volverlo a escuchar. 01:17:36

Empezamos con la primera palabra. 01:17:47

La uno es accedió, accedió. 01:17:51

La palabra número dos es voy, voy. 01:18:00

La palabra número tres es acción, acción. 01:18:07

La palabra cuatro es extinción, extinción. 01:18:23

La cinco es iniciativa, iniciativa. 01:18:35

La seis, subvención, subvención. 01:18:43

La siete es un nombre, no es un bollo de la pastelería, es un nombre. 01:18:56

Magdalena, magdalena. 01:19:04

La ocho, comenzado. La nueve, impaciente. Y la diez, inseparables. Voy a empezar ahora con el dictado del párrafo. Voy a repetir cada oración dos veces. 01:19:08

sé que hay oraciones que son bastante largas 01:19:49

pero bueno, como podéis rebobinarlo y ponerlo tantas veces como sea necesario 01:19:52

pues no voy a ir tan lenta como si estuviésemos en clase 01:19:59

porque bueno, podéis escucharlo una y otra y otra y otra vez 01:20:03

hasta que estéis seguros de que lo habéis completado correctamente 01:20:06

tener en cuenta que bueno, que va a haber tildes 01:20:10

intentaré acentuarlo un poquito 01:20:12

pero bueno, ya estáis en quinto 01:20:15

tenéis que empezar a poner tildes solitos. 01:20:17

Entonces, bueno, el título del dictado es 01:20:22

Un feliz contratiempo. 01:20:25

Hace un par de sábados, coma, salí a dar un paseo en bicicleta, punto y seguido. 01:20:35

Hace un par de sábados, coma, salí a dar un paseo en bicicleta, punto y seguido. 01:20:49

A la vuelta, coma, tuve un pequeño accidente y se me rompió el manillar. 01:21:12

A la vuelta, coma, tuve un pequeño accidente y se me rompió el manillar. 01:21:21

No sabía qué hacer, pero de repente un chico se ofreció a ayudarme. 01:21:37

punto y seguido. Él vivía cerca, coma, así que me prestó su bicicleta y me dio su jersey para que no pasara frío, punto y seguido. 01:22:19

Él vivía cerca, coma, así que me prestó su bicicleta y me dio su jersey para que no pasara frío, punto y seguido. 01:22:47

Para agradecerle su generosa acción, coma, lo invité a merendar al día siguiente, punto y final. 01:23:15

Para agradecerle su generosa acción, lo invité a merendar al día siguiente. 01:23:27

y vais a corregiros la lista de palabras, vais a tener que corregiros, 01:24:06

así por ejemplo os falta una tilde, pues con un color diferente al que habéis utilizado para escribir las palabras, 01:24:13

vais a tener que corregiroslo y vais a tener que poneros una nota sobre 10. 01:24:19

Y ya sabéis, si tenéis faltas, luego tenéis que copiar debajo las palabras otra vez para aprenderoslas. 01:24:24

Cuando nosotros veamos las fotos de vuestro trabajo, tenemos que poder ver que os lo habéis corregido 01:24:30

y que os habéis puesto una nota sobre 10 en el dictado de palabras. 01:24:35

Con el dictado de este párrafo no tenéis que poneros nota, 01:24:40

pero sí que también con un boli de otro color tenéis que marcar donde tengáis los errores 01:24:43

y tenéis que volver a escribir aquellas palabras en las que os falte una tilde 01:24:48

o tengáis una confusión entre B y V, por ejemplo, tenéis que volverlas a escribir 01:24:52

al menos 10 veces cada una, ¿sí? 01:24:57

Y ya, pues nos lo mandáis todo completito para que nosotros veamos que os lo habéis corregido, que lo habéis revisado. 01:25:01

Si hay alguna palabra que tenéis duda, bueno, pues nos dejáis un comentario y nosotros os ayudamos. 01:25:08

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