UNIT TWELVE

CHARACTERS

Name: CHRISTIAN TUCTO Class: A2-G14

Write about two different topics you discussed in class in this unit. Include new words, expressions or
concepts your teacher highlighted or recommended during the unit.

Topic 1: I HAD ALWAYS THOUGHT THEY WERE DANGEROUS

We delved into the fascinating world of animals while deepening our understanding of the past perfect
tense. This topic led us to reflect on our previous perceptions of certain animals and how these opinions
changed over time.

We began by reviewing vocabulary related to animals, focusing on detailed descriptions that allowed us to
express our impressions more precisely. Some notable examples include "ferocious predators," "gentle
giants," and "elusive creatures," which helped enrich our range of expressions about animals.

Subsequently, we immersed ourselves in the use of the past perfect to narrate past experiences. We provided
examples of situations in which our perceptions changed, such as the phrase "I had always thought sharks
were dangerous, but after watching a documentary, I realized they play a crucial role in maintaining the
balance of marine ecosystems."

We explored the grammatical structure of the past perfect, remembering that it is formed with the past of
the verb "to have" followed by the past participle. This temporal construction allowed us to convey the idea
of an action completed before another action in the past.

During the discussion, we also emphasized the importance of using specific time markers to clarify the
sequence of events, such as "always," which emphasizes the continuity of a belief until a specific point in the
past.
TOPIC 2: HE SAID I WAS SELFISH

In this session, we delved into the intriguing world of personality adjectives and the skill of expressing reported
speech. Let's explore some key aspects we covered.

Vocabulary: PERSONALITY ADJECTIVES

We enriched our vocabulary with a wide range of personality adjectives. These terms allow us to describe not only
how we perceive ourselves but also others. For example, we explored words like "altruistic" to describe altruistic
individuals and "assertive" for those who assert themselves in their actions.

Example: "She is so altruistic; she always puts others' needs before hers."

Grammar: REPORTED SPEECH

We delved into the rules of reported speech to effectively communicate others' words. We learned how to
transform direct speech into reported speech while maintaining coherence and accuracy. It is essential to
remember changes in pronouns and verb tenses.

Example:

Direct speech: "I am ambitious."

Reported speech: He said he was ambitious.

Combining Both: Impactful Communication

We discovered the power of combining personality adjectives with reported speech to achieve impactful
communication. This allows us to express not only what someone said but also their attitude and personality while
saying it.

Example:

Direct speech: "You are so self-centered."

Reported speech: She said I was self-centered, emphasizing my perceived attitude.

Conclusion

We explored how to enrich our language by incorporating personality adjectives and how to communicate
effectively through reported speech. This knowledge not only enhances our verbal expression but also allows us to
better understand the subtleties of interpersonal communication.

Dimensions Unit aspects 0,0 0,1 0,2 0,3 0,4 0,5

Cognitive Use of Language:
(this comes from the
student’s own - Telling a story.
perception)
 Talking about family
relationships.
Agreeing and
disagreeing in
discussions.
Writing a short story.
Participation:
I have actively participated in
Procedural class topics covered:

(Participation comes - Conversing about your family

from teacher’s relationships.
participation &
attendance sheet)

(Aspect two comes

from the evidence of
links and Cambridge I have worked on all online
one platform activities and followed
screenshots)
instructions given.

Attitudinal Attendance:
(Attendance comes
from teacher’s I have attended all class sessions
participation & in this unit.
attendance sheet)

TOTAL /2
Mark with an X inside the corresponding box based on your teacher’s participation & attendance sheet.

CORRECTION AFTER FEEDBACK

 Topic 1: …………………………………………………………………………………
…………………………………………………………………..…………………………………………………………………………………………………
……………………………………………………………………..………………………………………………………………………………………………
………………………………………………………………………..……………………………………………………………………………………………
…………………………………………………………………………..…………………………………………………………………………………………
……………………………………………………………………………..………………………………………………………………………………………
………………………………………………………………………………..……………………………………………………………………………………
…………………………………………………………………………………..…………………………………………………………………………………

Topic 2: …………………………………………………………………..……………..
……………………………………………………………………………………..………………………………………………………………………………
………………………………………………………………………………………..……………………………………………………………………………
…………………………………………………………………………………………..…………………………………………………………………………
……………………………………………………………………………………………..………………………………………………………………………
………………………………………………………………………………………………..……………………………………………………………………
…………………………………………………………………………………………………..…………………………………………………………………
……………………………………………………………………………………………………..………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………..

CHAT
FORO
TASK
CAMBRIDGE