Lengua extranjera Pro Skills – Boost your English! (Sesión 8) (AM)

Añadido: 2026-05-26

[00:00:06][music] [music] [music] you [music] [music] [music] Hello, good morning to everyone and to all the people who are connecting this Tuesday morning today. We can see that there are many people connected who are writing their names in the chat as always, the school they are connecting from, the course they are in, whether they are teachers or parents of graduates, we have had all that type of audience. So, having them write all that information to us helps us a lot to be able to identify them. So, well, welcome to all these people who write to us, to Anderson, to Aaron, I already saw Aaron online a while ago, to Sara, to Isabela, to Daniela, María José, Juan Sebastián, uh, Joalis, Lady, Diana. Well, welcome. We pay close attention to all the messages you write to us in the chat. For us it is extremely important to be able to know, to recognize where they are communicating from, and the Juan Lozano y Lozano school, which is very loyal to our strategy. So, we are very grateful. Hey Bia, well, before I tell you what today's session is about, before I introduce you to my colleagues, I'll introduce myself in case some of you have never seen me in these sessions, although I always appear in some of them doing this kind of introduction. My name is Luz Adriana Gamboa, I am part of the pedagogical team of the middle school department and today I have the pleasure of presenting our English session. But before we begin, as always, I'll give you my announcements or recommendations, and for example, the first one is that we have a language session tomorrow at 7 a.m., so please pay close attention to our weekly schedule. So, every day from Tuesday to Friday we always have disciplinary sessions in language, English, mathematics, social studies, and science at 7 in the morning. Then, the days rotate. So, pay close attention because, for example, if you 're in 11th grade, you'll soon be taking the tests. Well, that's almost here, and surely all this information that we're going to provide in our sessions will help a lot to prepare and maybe reinforce some of the learning there.

[00:03:15]Also, if you are a teacher and suddenly need supplies that are useful during the sessions, what we produce can also be of great help. And for that, I invite you to connect to our WhatsApp channel.

[00:03:31]On our WhatsApp channel, we post our daily schedule. So, we put the connection link, we put what it's going to be about, what the session is going to be about, we put some general information and a teaser so that you say, "This is extremely interesting, I'm going to connect." You can also access the toolbox in the group description. What is a toolbox? The toolbox consists of all those inputs that we produce or that are derived from the sessions. For example, the PowerPoint presentation that Alexandra and Laura will use today. So, that's an input. The recording that results from this session is another input. If you are a teacher and you find what was developed in this session very interesting, we have also uploaded the lesson plan that was used to develop this session and also an empathy map that logically structures how I can incorporate the resources or the content of the session into a classroom. So, these are really valuable resources that can be useful for students, teachers, and maybe parents too. So, stay very alert. For example, for parents and the entire community, we always have rotating talks on Mondays. Not yesterday because it was a holiday, but next Monday we will have our rotating chat which is at 3:30 in the afternoon. So, please pay close attention to all the information that we are always posting on the WhatsApp channel. Oh, and well, you can also access it on the academic network page. Well, without further ado, I'll give space to my colleagues who are listening intently to what I 'm telling them. Uh, I want to welcome Laura and Alexandra. They are also colleagues who are part of the District Bilingualism Plan's Education Secretariat, and today they are going to present a very interesting topic that deals with how this grammar not only appears in exams or tests that we sometimes face, but is lived in every text, in every daily dialogue, in every moment.

[00:05:44]So, we can experience that grammatical information, that is, like breathing it always in any environment. So, Laura and Alexa, welcome. It's so nice to have you here today. It is a pleasure for us to always be able to count on you in these English sessions.

[00:06:05]Thank you, Father. Thank you so much for this space and thank you to Lau for being here with me in this masterclass, which we're doing with a lot of love.

[00:06:17]The idea is precisely to learn a little more about things that can help us learn English, and also for the Saber test and for life, right? [laughs] Then excellent, Adri, thank you very much.

[00:06:33]Okay, so I'm going to go right over here to introduce the presentation so we can get started, and well, Lau, good morning, how are you today?

[00:06:47]Wait for me, check the sound. You are not being heard.

[00:07:00]It's the sound.

[00:07:06]I can hear you very well.

[00:07:10]Alex, I'm doing so well. You know, we just had our holiday yesterday. I feel so rested and ready to start this week.

[00:07:18]What about fine to start our master class and today we are going to talk about part four that is grammar. You know that sometimes very difficult but sometimes it is very useful in order to learn [laughs] sometimes so those are rules of the love we need to use grammar follow the rules yes to follow the rules and to learn today we have our outline our agenda by the way so first of all we are going to have a welcome activity after that we are going to talk about the classic master class in order to see part four and then we are going to start with an activity that is grammar bubbles then we have let's explore grammar then we are going to see like to watch as a glimpse a test that is for part number four then we are going to practice and we are going to have some strategies so let's start with our presentation And in this part you know that we are going to let's activate so this we are going to start with some tips to know what grammar is us to do in this master class. So we have the welcome activity.

[00:08:46]In the welcome activity we have something that is a tricky question.

[00:08:51]What is this about?

[00:08:53]Well guys there on YouTube we need to be so activated buuse this is a question this is an activity and a question that we're going to have in this moment of the session but then at the end of the session you will need to help us to solve it you know to have a solution for it so the question is to choose one of the three options that you can see there we have option A B or C and as you can see we have a sentence that has a gap It has a huequito, a space to have the complete sentence. So the sentence everybody blah blah blah their ticket ready. And there we have option A has, B have or C having sorry. [laughs] Remember that grammar is a rule. Okay. So, perhaps exle need to be used in sentence.

[00:09:56]And as you say, Lao, then at the end of our session the answer will be given, right? But we want everyone to start thinking about what it could be. So, and I take this opportunity to say hello to Luis, Sara, Lisveda, María Fernanda, [laughs] to everyone, everyone, to Dylan, it's so nice to have you here. So, start thinking about that answer and as Laura says, there is a rule that must be followed in terms of grammar. Yes.

[00:10:29]So, we do this Spanglish.

[00:10:32]You know that the session is in Spanish and English, precisely because we have different levels, from the most basic to the most advanced. So, we're going to use code switching sometimes.

[00:10:47][laughs] Excellent la excellent. Ready. So there we have the tricky question. And obviously the idea is for everyone to think of a possible answer, right?

[00:11:01]That's how it is.

[00:11:02]And in fact, everything we're going to see in the session will lead us to that correct answer.

[00:11:08]Okay, write in the chat what you think the answer is. Let me check. So here we have letter A, and greetings from letter A. We also have Ledis. Well, let's see if that could be the possible answer.

[00:11:28]So, we will check it later. [laughs] Okay. So, well, guys, I have a question for you. What do you think about grammar? So, let's talk about what you think about grammar. We consider, for example, there are some phrases, that is, in the box above you will see some graphs and some phrases, but below, at the bottom it says action switch, then it says meaning changer and life belt.

[00:12:00]Based on what you see there, write in the chat if you consider that grammar can be a life belt, a meaning changer, or an action swift switch. But if you think it's three, write three. Yes, that is, if they consider it to be a mining changer, then write mining changer. If they consider it a life belt, then it's a life belt. But you might ask, what do "action switch," " meaning changer," and "life belt" mean? Yes or no?

[00:12:35]Okay. So, I am going to give you an example. For example, in a life belt, which is precisely like that little circle above, which they throw to us when we are drowning. Then, that life belt says, "Let's eat grandpa." Or rather, "Let's eat grandpa."

[00:12:53]Something's missing there, isn't it? O let's eat grampa. That's a matter of grammar with the comma. So, the What do you think about the first sentence? Let's eat grampa. It sounds cruel, doesn't it?

[00:13:11][laughs] [laughs] Exactly. So, that's a lifeline, I mean, it's a lifeline for grandpa, right? in the next one which is meaning changer. So, let's see how things change precisely because of what we were talking about last time regarding adjectives and adverbs. For example, I didn't do good in the test. That means one thing, but if I say I did n't do well on the test, the two are practically the same, but the first implies one thing and the second implies another, that is, it's a meaning changer.

[00:14:01]How does this work? For example, if I say "I didn't do good in the test," what could that mean? What does that sound like to you?

[00:14:11]Ah, to how I did the action, that is, to how I developed the text, the exam.

[00:14:21]Well, look how the action was done, the adverb qualifies it. [snort] In that case it's "well," but for example when I say "I didn't do good," "I didn't do good on the test," it's like, "I didn't do well on the test." In other words, since I didn't do the test properly, like I damaged it, it changes completely. It's like when I say, "I'm good" or "I'm well." Yes. So, how are you? I'm good. "I'm good" is like, "Wow, I'm hot. [laughs] Good, but "I'm well" is "I'm fine." Do you see? So, what does that have to do with it? It's the adjective that is, uh, precisely the good and the well, it's the adverb of how you did it. I mean, I did it right, I mean, both are good, but in one I'm rating something and in the other I'm rating the action.

[00:15:16]So that makes a meaning changer. If you see. And the first one that says "action switch" is "I stop to drink water." And the second one is I stop drinking water. What do you think? The second one is very particular. [laughs] Drinking water one.

[00:15:40]Okay. So it seems I see Alexa as two verbs. Stop and dream kin, it seems my sentence has two verbs, right? But is it really as literal as in Spanish, like saying " I stopped drinking water"? You do the translation like that, right? But look, look how the two change meaning, that is, it's an action switch because in one it implies stop to smoke and it's very similar to smoking, let's say, for example, I stop to smoke a cigarette. And in the other one it could be I stop smoking cigarettes.

[00:16:28]If it's the difference, that is, in one, that is, in the first one I stop for what I'm doing in order to do the action. I mean, for example, I stop the master class drinking water [laughs] literally.

[00:16:46]But stop drinking not drink water drink water.

[00:17:01]So, in the first one I stop to drink water and in the second one I stop drinking water. You see the action switch, how to change the action.

[00:17:11]So, well guys, over here in the chat we have mining changer mining changer, right? Whichever one you identify with the most, or all three, right? It could be all three. Do you think grammar is an action switch, a meaning changer, or a life belt? What do you think? What do you think? What do you think? Which grammar do you prefer? Which one could it be of those three?

[00:17:39][laughs] We saved grandpa from being eaten. I saved my grandfather's life.

[00:17:48]Oh my terrible. Exactly. In fact, for example, we don't use "I didn't do good on the test". In other words, I did well on the test. No, I did him a favor, I didn't do the test any favors. No, it doesn't work. TRUE? All good. Yes.

[00:18:06]Every three ones here tell us that everyone agrees, well, everyone, absolutely everyone. And obviously, for example, one doesn't say let grand, I mean, no, I mean, never literally do that. In other words, that's not how it's used, and the comma is a lifesaver. Yes. So, even in Spanish relevant very important sometimes. And sometimes we forget we keep the comma and of course it ends up being like we're going to eat such and such and it's not we're going to eat and then let's let's eat. Yes. Then, and that's where you add one to the person. Well, this exercise is meant to show you some of the functions that grammar could have. Okay, so let's continue with the next part. This is the classic master class for this is the English section and grammar.

[00:19:07]Things, then, even with climbers, we have already seen vocabulary, we have seen sign questions, which are the percentages in which the test moves, conversations. And today we're going to look at one in particular, which is the grammar level.

[00:19:25]That grammar level has 18%.

[00:19:28]What do I mean? The first three parts are parts that we have to try to do very fast, very quickly, that is, like ting. When we get to the grammar section, this is one of the most important. Part four requires a little time; that is, the time we saved in the first three parts, the idea is to dedicate it to this fourth part because it is one of the most demanding in the entire test. So, with that, how much have we completed, Lau? I can recall. Let me check.

[00:20:02]33 our mathematics. [laughs] 50.

[00:20:30]Yes, yes, because look, the promos are 30, 40, 8, 2, 10. So there you have 50 and 1%, 51% of the test.

[00:20:41]That part is already being tested. So, that grammar part is super important.

[00:20:50][laughs] [laughs] Well, Alexa, you made a perfect transition and we need a little time for this part four. In other words, part four needs analysis. But before we begin, let's see over there in the chat, Alexa, if you can help me check, because I can't check my YouTube due to something very strange happening with the microphone. [laughs] So, uh, guys, what's part four?

[00:21:20]Yes, we know it's about grammar, but what's it about, what are they going to ask me, what can they infer from the chat that they think it's part four or how much do you know about part four of test 11 in English.

[00:21:38]And look they are doing like for example prev master with the climb the green one with Javier aspects of pramar part one that I can rec that may are going to comparatives and superlatives What do you think is in this part four of grammar? What are they going to ask us about the conversations we've had so far with Alexa, what we've seen in the PowerPoint?

[00:22:22]What is this part four about?

[00:22:25][laughs] Well, we're all there thinking. You know that in the chat it takes a little longer, but I don't know if you want us to, well, for example, let's start a little bit. For example, they're telling us about Action Switch, uh, specifically about the one from last time.

[00:22:43]So, the grammatical part will probably bring some feeling of gaps where if you add one word or another, the meaning will change.

[00:23:08]We have to fill in, we have to complete a sentence, but the options turn out to be tricky possibilities, they are not as easy as what we saw at the beginning, are they? It's like, "Ah, I have three types of verb, it's not the same verb, but conjugated in different tenses."

[00:23:26]Okay. So, we're very close to what part four is, uh, what we're going to talk about. If you want to have my hair that I have my hair cut [laughs] my hair that's [laughs] so if you want. Okay, perfect.

[00:24:06]Alex English Batman comics for Batman and I think Robin and Batman has something related with this. So [clears throat] they finish an action and Robin says you can't get away from Batman that easy.

[00:24:28]And Batman says it easily. Good grammar is essential. Robin. So, what happened? Robin said, "You can't get away from Batman that easy." And Batman corrects it as easy.

[00:24:45]Grammar is essential, Robin, it's not the same as saying "easy" easily. So, that's what we're going to talk about: how to use grammar properly so that our actions don't lead to misunderstandings or don't actually have the intended meaning. And that's what this fourth part is about. Okay.

[00:25:05]And it's very easy to confuse adjectives that describe a person or object with an adverb that already describes an action. For example, one says something like "I wrote that easily," but sometimes it's said "I wrote that easily, we'll mix it up."

[00:25:30]Okay. What about this?

[00:25:32]Well, it turns out that to avoid being too easy and easily correct, here are three very important tips and it is, first, read the entire sentence before looking at the options. It's important that we see what the instruction is about and also if it's a feeling of a gap. If I have to complete an action, then I have to read the whole sentence before simply saying, "Ah, well, yes, it's a verb, but I have to see the intention: is the action in the past, present, or future? Are they expecting an adverbial because I'm talking about an action, or are they expecting an adjective because I'm talking about someone?"

[00:26:19]Let's say the first thing is not to jump straight to choosing an option, but rather to first understand the general idea of ​​the text or the sentence in order to complete it. So, pay attention there; first, number two is to identify the function of the missing word. If it's a " feeling the gap," I have to analyze what I'm looking for. Is it a connector? And I don't know, however, neverthdess.

[00:26:47]Is it a connector I'm missing, or is it a verb? That's why I said I have to analyze if my sentence is talking about a past, present, or future context, or if I'm talking about an action or a person. And finally, if it's a relative pronoun—in fact, let's zoom in on what a relative pronoun is. relative because occasionally these can also make connections within sentences. That is, a relative pronoun is, I'm talking about the action that someone is doing, that is being done, or where it is being done. So, we're going to talk about who, which, and where and how to use them appropriately in case we need to use them in these sentences. And number three, it's also very important to know—and I'm counting three with my little fingers too—what is the formula of a sentence? What does a sentence have? A sentence has a subject, a verb, and a complement. And I have three fingers. So if I don't have the three fingers, I have an incomplete sentence. If I don't use the three little fingers, well, I have an incomplete sentence. Either I'm missing a subject, or I'm missing a verb, or I'm missing a complement where I could put or articulate nouns, adjectives, or adverbs to then have a complete sentence.

[00:28:04]I can start this part. Tell me. Wow. And something that's suddenly important to clarify is that, for example, those words that are who, which, "Where" is often used as a question, right? But here, for example, when it's a relative pronoun, often, or a clause, then it can be disconnecting someone, right? For example, uh, if you see the guy in the green t-shirt, then I can say "the guy with a green t-shirt, who is running is my boyfriend." Yes, something like that. I'm connecting you, Ju. Uh, not asking, but precisely. Exactly.

[00:28:53]So, I speak. Exactly.

[00:28:56]Words change functions. It's tremendous. Okay, guys. And so here we're going to talk about giving intention to the step-by-step process we should follow, even to analyze a single sentence. That is, you're not going to spend all the time we're spending right now explaining it, but as Alexa mentioned, here we do need to breathe, pause, and analyze what the sentence wants from me, or what it's missing, or how I can help the sentence to be complete. Avoid repeating yourself for writers.

[00:29:35]Juan, Juan from Industrial tells us, "Okay, that's... Ah, very good." Repeating common factors. Avoiding repetition is an action. I lost it. Okay, but okay. Exact. Yes, I agree with you.

[00:29:52]Okay, so first we have to find a "find the pattern", that is, there is a pattern.

[00:29:58]Following that pattern of the sentence, I must then [clears throat] learn to recognize those patterns quickly again, what the instruction is, what I must do to help the sentence to be completed. So, you learn faster when you know repeated patterns. Exactly, what our colleague was telling us. Let's talk then about relative pronouns.

[00:30:22]As Alexa mentioned, these wh words are not always questions, but they do help us identify whether I'm talking about the who, the place, or the thing or action. Let's look at the following examples, and I need you all super active there on Zoom.

[00:30:41]The first one is an example, it 's literally a feeling of gam. We need something, but then let's analyze whether what we need is a person, a place, or a thing. The first one says, "The animal geser.

[00:31:00]So, the animal, I have it there in green. Animal is which, it's a thing, a situation. Animalize who or person, place, thing, which, which can also be a thing or an animal in this case.

[00:31:17]Who is a person and where is a place. If I have the sentence the animal bla bla bla lives in Africa is rare. I'm talking about what guys? Which, who, or where? Who am I talking about?

[00:31:33]Which, who, or where? I'm talking about a person, place, or thing.

[00:31:38]Well, no, I start to kind of chime in while the chat helps us [laughs] to see if it's witch, if it's or or. Well, I think that if we're definitely talking about a little animal, I wouldn't say where, I'm going with Juan, uh, who's saying witch. I, I also, well, I don't know, the animal, well, maybe if it's animated [laughs], it's a person, burned, maybe, [ laughs], but well, it's like witch. I'm going with Juan, something with Juan.

[00:32:17]Exactly, Alexa. When we talk about animals Not animated, uh, we were just talking about W, which is a... we can talk about things, but also about animals.

[00:32:27]So, if I go to the intention of the sentence, "The animal which lives in Africa is..." that lives there in Africa, that's rare.

[00:32:39]Okay. So, when I have in the subject, remember the three fingers: subject, verb, and complement. My subject is involved with an animal or a thing.

[00:32:48]When my subject is related to an animal or a thing, it means that if I have to use which, where, or who, the following is related to my subject, which is animal.

[00:32:59]The second one, thank you so much, Miranda. It also says that it's following that pattern, Alexa, the second one is scientific.

[00:33:14]So, which, who, or where, guys? I'm talking about a person, a place?

[00:33:31]Well, if it's scientist, definitely, with what you explained to us, it's not going to be wish, no, because [laughs] then I'm talking about a very... subject is involved with an action, which is discovers, famous. Juan, very good. He says Ju. Very good. When I talk about professions, but also about people, right? You can say the scientist, but you can also say Alexandra, but you can also say my neighbor or you can say my teacher. So, I'm talking about a person. The scientist who discovered it is famous. Okay. The scientist who discovered that thing is famous.

[00:34:48]Is it who or where?

[00:35:03]Here I literally have the word. It should be accompanied by the relative pronoun. Which one, Alexa? I consider that to be the one that is there.

[00:35:16]For example, LED where Juan is where, correct?

[00:35:22]And also, it shows that relative pronouns not only work as questions but also as relative pronouns. They connect exactly. Very good. Check, we find. We follow a pattern. I didn't analyze my sentence, and there I found the one that's right, Alexa, and there I found the one that's similar, or that I should use, or what I pay attention to.

[00:35:51]Now, show your thinking. Amen. I should also take a second to really show that the answer I'm looking for makes sense, but also that my answer is—let's call it— coherent. For example, once again I have a sentence, and in that sentence, I have to feel the gap. Uh, and in it [Clears throat] So, because of what you were saying about the beginning of switching, can you remind me of the name switching mining?

[00:36:25]Ah, yes. Switcher. The mining switcher. Minion switcher. So, we also need to look at this because, as I said, this is an exam, of course, it's not going to be super easy. I have to analyze. In this case, we have a sentence that continues talking about scientists and says, "Some scientists have a gap, it is not a real wolf." Okay. And I have three options. It says s, set, and say, which actually have the same meaning in Spanish. All three are the same verb, okay? But they are conjugated differently. And that's where I have to analyze the sentence, but also see if the meaning changes when using any of them, or if the whole sentence is coherent. That's why I have to show how I'm thinking. While it's the verb say, I have to indicate if it's saying, said, or say.

[00:37:27]First, I have to analyze that my sentence already has a verb there. It says some scientists tough, and then it says the el The complement, or its second clause, is "it is not a real wolf." That "it is not a real wolf." There it's talking about the present, right? It's already in the present tense. But before the space, I have "have," which, if I analyze it carefully, stops being a verb and becomes an auxiliary.

[00:37:55]Okay. So, therefore, I should use it with a verb in the past participle. I need a verb and the past tense because it also talks about some, ah, some scientific studies. What is a clause? Alexa asks us, Juan. What's a clause?

[00:38:15]Wow, I don't know. [laughs] And look, look, Juan, that's a very good question. When I have the sentence " some scientists," remember, subject, verb, complement, my first sentence is almost finished. "Some scientists have said, said, or said," something. What have they said? And there I need three more words to connect this sentence with this one. So, a clause can be like a complete sentence that needs another to have a combined meaning. Good. It's complex grammar, but in here It's like three little fingers, I mean, one sentence plus another that need each other.

[00:38:57]More or less. Okay. So, my first sentence, let's change the word "clause." My first sentence says, "Some scientists have, which would be in Spanish, like 'some scientists have said,' decided." It's like in Spanish, you say 'said,' 'decided,' or ' said.' [laughs] No, 'some scientists have decided, oh my goodness.' Or 'some scientists have said,' or 'some scientists, uh, said.'

[00:39:28]That's the thing when we analyze here.

[00:39:31]Let's look at the first option, 'saying,' ' hello,' 'test,' 'test.' Not the correct one. Actually, guys, to have this participation. According to what you can analyze of the three options, 'say,' 'said,' or 'say,' it sounds familiar. If you were taking the exam today, at this moment you have one second to answer. What do you answer?

[00:39:58]Alexa, no, I can't watch YouTube by chance.

[00:40:04]Well, precisely, for example, Diana tells us that it's 'if,' I mean, in relation to this question you ask, and the other thing, obviously, since it's a relative clause A clause, uh, a phrase is relatively related to something else. So they're telling us that yes, a close can be, for example, "wish," "who," I mean, those connectors are what indicate that there's a relative clause, and uh, " some scientists have said it's not a real wolf. So some scientists have saved."

[00:40:43]So there, obviously, the present perfect also takes precedence, and this is a gap that comes up very often, I mean, they put "saying," "say," and "say," and many times it's, for example, the progressive, other times it's the participle, and other times it's the base form or the present tense. So it's important. So then I have to show what the sentence is about, right? [snort] Uh, uh, if we rule out that the option of ruling out is also important, guys, well, I have the three verbs, I rule out which one isn't working for me. Having " have," and let's say following some grammatical rules, "have" is always followed by another verb, and it's not always its base form or its present tense. Therefore, the first one we would rule out would be "se" because I'm not talking about what they've said or it was said, right? Some scientists said such and such, so I'll discard that. Because it doesn't fit the clause, right? And look, another aspect to consider in these types of sentences is that English almost always uses the verb "to be," right? So, for example, if you say "have been saying," I mean, if that "been" were there, it would be a very, very advanced form of English. Because that is B2.2, more or less, "have been saying," but it's not going to appear here. So you always analyze whether there's any use of the verb "to be" or a base form of "to be" before "being," right? I mean, it's important to see it, but since it's not there, then it's the participle.

[00:42:29]That's right. So it's the participle.

[00:42:31]When we talk about the participle, Alexa, what are we referring to?

[00:42:36]That might be a question we could be asked.

[00:42:39]Yes, very good question. In verb tenses, for example, when you say, "I have eaten that ese comido, es una combina de I have eaten eh cui, for example, al pasto. I have eaten guinea pig on pasture. So, ese have eaten ese is a participle precisely because, that is, it is not like I eat or I will eat or I ate, but rather it is I have eaten. And the other thing, the difference with the present is, well, usually it's like the past, is that the half implies an action that has lasted, has started in time and can continue to happen. Yes. I mean, it's not that I'm going to stop eating cubi in the future, although I think that there I say, I say that I wouldn't use the perfect presum anymore, but I put it away there in the past and I don't plan to repeat it. Thank you so much. repeat.

[00:43:37]Thank you so much. So, [laughs] it's not going to be part of my future or my present anymore, so it turns out that these scientists have been doing this for years, I mean, it started quite a while ago, and even now they are still doing these studies.

[00:43:59]So, that relationship from that point in the past to this point in the present that can continue into the future is when we use that grammatical tense.

[00:44:09]Therefore, my auxiliary verb "have" needs a participle verb, that is, the verb is "say," but conjugated it should be "say it." Okay. So, those of us who wrote to you in the chat did a great job.

[00:44:22]And one thing we forget, and it's very important, when one is studying, like the list of verbs, it's almost always in present, past, and participle forms. That participle is part of these expressions. Yes. It's like a list of verbs to keep in mind. That's right, there are some English teachers, I remember at my school, they also told me, "It's the verb from the third list." Then we ran out of the super long list. He thus counted the first verb, the verb, the verb in the present tense, the second past tense, and the last participle.

[00:45:00]Ah, exactly. So, if we look at the list of verbs in a more graphic way, it is that verb we are talking about. Okay? But here we think a little more about being in the exam, I can't pull out the long list of verbs. What I do? So then I analyze the sentence, I see what it's asking me for, what's missing, whether it's asking me for a verb, an adjective, a noun, right? And if it gives me the verb, then I start to rule things out. This verb doesn't fit here because I'm not talking about the present.

[00:45:31]This verb doesn't fit with -ing because I 'm not really talking about the present continuous either. And finally, the verb that accompanies the auxiliary verb "have" is always the participle. Okay.

[00:45:43]So that 's the second one. And the next tip is prove your answer. Okay. If I suddenly have doubts. If I'm very sure, we continue because remember we're racing against time, but if I need to confirm, then let's go for the one I can really explain why I chose this answer or why I ruled out the others and this is the most viable one.

[00:46:09]So, you learn more when you explain the reason for the answer. Once again, I have a Y here we are going to use the pronouns again Alexa, I forgot the relative pronoun in Spanish, in English and I didn't know relative.

[00:46:28]So, I've recently gotten back into it, I have something with African animals.

[00:46:33][laughs] African gap called the seon jacket.

[00:46:44]So I have all three options. Which were in whom. I need to be able to explain, that's my answer. So, quickly, guys, we're in the middle of the exam right now. I have one second to answer.

[00:46:59]Which is the correct answer. Which one?

[00:47:06]Okay.

[00:47:09]Alexa, what would you start analyzing? You say, I think, let's say I do n't have like the bottom part. Yes. And I only have the options. So, I know that, for example, in this case it would be witch, right? But what would the explanation be? So, why witch and not who?

[00:47:27]So, let's say paying close attention to what you said before. So, for example, we already know that who is for people. Yes. So, I have to use it. And it's not logical. It is an African animal. Who?

[00:47:42]A person, right? So, then, for example, if I start with "where," where is for places? So, it is I don't know skip it.

[00:47:52]And the only option I'm left with is practically it is an African animal.

[00:48:10]So, well, thank you for this explanation, it 's very helpful.

[00:48:17]Yes, I hope it will be very helpful when you're in that microsecond of, oh my God, which one should I choose? First, breathe, let it go, and let's analyze what it needs and how I can help it with prayer, okay? How do you feel about Diana and Fiana obviously going for the Wish option? Do you see?

[00:48:39]So, and that's what happens in this grammar section, I mean, grammar is a matter of analyzing categories and words very quickly, but if you have this kind of prior knowledge, it will help you a lot to fill in the gaps when you are in the official exam. So, that's right. Thank you. Thank you so much for that explanation. And then we continue with getting prepared.

[00:49:08]In getting prepared we will have another activities that is grammar bubbles. So in grammar bubbles Laura is going to talk to us about exactly how we have for example this.

[00:49:24]Of course, this is not like the test but we find it everywhere. We could find for example comics. We could find for example advertising materials or anything that can be on television and so on and so forth. So that is why we call about grammar bubbles. But loud, let us know what this is about. Sure, Alex. mention at the beginning I do really like comics but more than because my story something that really enjoy this is because in the comics we have conversations that we need to keep alive, right? If I don't connect what they ask me with what they answer in a comic, then between the interlocutors or the protagonists of my comic, I won't be able to express what I want to express as part of the comic. So, here we have a bit of a superhero comic and the idea, guys, is that we do the instruction.

[00:50:24]Finish the cambi using the correct grammar structure. Okay, here we're going to zoom in really hard on the grammar we need to do a competition or1 to really get a good answer out of what we have here.

[00:50:38]So, I have my first superhero who says today is not the end. Imagine if the superhero actually said that sentence, today is not the end. Does anyone actually understand him? Do his colleagues actually identify with the message he's trying to express? Well, and therefore, very good David, I must use one of the three options. Today may not be the end. Today is not the end or today are not the end. Very good. Let's analyze that today is a day, that is, it is singular. And I have three options for the verb to be.

[00:51:17]Therefore, are would be the first thing I would rule out, right? Today are not. Okay.

[00:51:22]Very good. There we have quite a few answers with the answer is, so the superhero should say today is not the end. And so he does a, let's say, "ah" that motivates his teammates so that the others then say "second option". Ah, this is the beginning of from or in power.

[00:51:53]Alexa, what sounds better?

[00:51:55]Well, I'm going with Bueno, it's there like off, it says off. I'm going to go with her and Diana. [laughs] Power. Okay. Differences between these. What are these, Alexa? How do we classify them?

[00:52:12]Of course, they are not verbs. Hm.

[00:52:15]adjectives. Hmm, they're describing some kind of superhero, aren't they? What would they be then?

[00:52:21]Off, from or in.

[00:52:25]Very good question. What are they? Let's help those guys on YouTube, what are they?

[00:52:32]Well, usually those are known as prepositions and there are almost always prepositions of place, there are prepositions of position, and prepositions are those that precede something. That's why they're called prepositions.

[00:52:51]However, for example, here this is the beginning. So one doesn't know if The beginning in power is not the beginning from power; the doubt would be between from and off. Uh-huh. Look, Diana tells us "from" is from the origin. This is the beginning of power.

[00:53:11]From the power of the power.

[00:53:18]Power. Very good analysis.

[00:53:22]The peels.

[00:53:23]Here, we close up and leave.

[00:53:25]Lie. [laughs] The correct preposition that the superhero should use is up the power. Okay.

[00:53:34]This, although it is indeed the origin, because we are not really talking about the origin of the universe here, but rather the beginning of this moment that is happening, which is truly the power. Okay? So, from the power, as we use it in Spanish, in this case it would be power. Okay, we have some bubbles there.

[00:54:00]Thank you so much, Alexa. Next one.

[00:54:03]Okay. So, we have a talk here.

[00:54:09]Okay, Alexa, bubbles mean bubbles.

[00:54:15]Excellent.

[00:54:17]Bubbles, precisely those are those little bubbles that are used in communication. For example, in comics, these speech bubbles are used a lot to communicate, even in the process of reading with children, when you want to identify who is speaking, because the visual aspect is so difficult when you don't have the speech bubble to connect who is saying it.

[00:54:45]That's how it is. That's precisely why the action is called gram bubbles, because it's in these conversations that are usually in comics. Okay, here we have four frames, okay? Like four actions, to thank you so much, four different actions. And the action is Saturday morning, okay? These are actions that we do, or that these people, our interlocutors, or our comic book protagonists are doing on Saturday morning. So, the person, Alexa, Canada, I did n't think that distortion was. Okay, this apartment is better than the other one, she says, and, this apartment is better than the previous one. And then he says, "Tid is much." [snort] And then I have three options.

[00:55:41]Fargest, far, and farther. And Alexa, you told me that they had attended the previous session and that they had seen grammar with the teacher and that they knew what a comparative and a superlative were. So guys, if I'm talking about two apartments, she previously said, "Hey, I like this one more than the other one." And he says, "But this one that this one it is much f."

[00:56:11]Look, this is just like we saw last time, super interesting. They will help us answer the question in the chat, but generally when the superlative, which is the one that ends in n, is in a text, it has a th before it.

[00:56:29]That's key. I mean, the farthest far is, I mean, it becomes, I mean, it gets lost because it's actually far, I mean, like far away and far is a trap there because that already means something else, so it changes meaning. And here in fther, well, fther might be there, I mean, you start to analyze whether it's B or C. Why does Fardest need TH before and it's not there?

[00:57:05]And it's not there, we don't have it. So, if we use elimination, we know that "be for" has no context, it's not within what we 're talking about, which is far from it, right?

[00:57:15]Fardest or fard, but remember that eh fardest needs the th before. So, therefore, if I'm talking about comparing two apartments, which we don't see, but she's talking about the previous one to the one you're seeing. So, the answer is it is much later. Yes. Okay.

[00:57:36]Exactly. And the other thing, keep in mind that that is a, that is, it is a there would be an irregular comparative because, for example, Far, which is F, which is far, the comparative and the superlative can be with u or with a. Fer or fer, that is, but but the option So the answer is yes, Diana.

[00:58:03]Exactly.

[00:58:07]Thank you so much.

[00:58:09]So, in the same conversation, I think if you click on it we see the one that's better.

[00:58:15]Ready. [laughs] Uh, good. So, in the same conversation, remember, they are talking about two apartments, they are comparing them. He likes it. He says, "But this one is farther away."

[00:58:26]Then she says, "Oh my neighborhood also has to [laughs] how to make inferences about vocabulary.

[00:58:54][laughs] Laura, but this one has some kind of advantages, right?

[00:59:11]New changing change.

[00:59:17]Ah, lies.

[00:59:23]The neighborhood also has it eats eats per its advantages. Let's imagine that instead of perks we want to say advantages.

[00:59:33]So, it has it.

[00:59:38]Oh my goodness. It is so close. It is separated by a comma or it is separated that it does not have, sorry, a a uh a correct use. So, Diana tells us, "It's be."

[00:59:49]B.

[00:59:50]So, we should use a What? What does it ask us for? We need a subject or we need a subject and a verb or we need a possessive. Thank you so much. So, I already have my subject which is the neighborhood. The neighborhood has. Here I have my verb and then I need a complement. Therefore, a second subject I would discard.

[01:00:17]Therefore, it is not. and the neighborhood has. I already have my subject with my verb, therefore, it is, option C, I would also discard it and I would then be left with a A possessive. I'm talking about the advantages of the neighborhood, therefore the answer is its. Very good. Very good.

[01:00:45]Then he says, "The bakery down street is fantastic." Besides, it has a fantastic bakery. Okay. The option is David. The option is the possessive its.

[01:00:58]And then he says, Uh-huh. Very good. And then he says, "Breakfast is this my mind." And she responds, breakfast. What is breakfast doing to him after having this conversation?

[01:01:14]Changing, changed, or change?

[01:01:19]Breakfast is changing, change, or change my mind.

[01:01:24]And look, this is what we were just talking about. It may be that in the context I see this x and here is the space, right? And this is the verb to be, that is, almost always, almost always, if it's this way, then probably if I see that it says is change, normal, right?

[01:01:46]Uh, is change would have to go with have, has, because analyzing the context, well, the truth is we're not talking about past actions, it's an action we're taking here together. What You think about the time, what's your opinion now of the apartment? No, here now. So, uh-huh.

[01:02:08]And look, here, the "tubi" implies a state that can be progressive, and "in" goes very well with it, I mean, it's changing. So, look, everyone here writes "e e e" [laughs] and following a sentence, it's " breakfasting my mind." Okay. That's a progressive action of the present progressive, like, oh, this coffee is making me change my mind.

[01:02:46]And again, we have a conversation between friends here, and between them, then, we have, if I 'm not mistaken, four actions. One, two, four functions.

[01:03:00]My friends and here, what are we missing? Alex.

[01:03:11]My friends and I, my friends and I is the subject. Then I have a gap and I say enjoying the party. Okay, maybe we're missing a verb there, but I have the verb "to be." So, is, are, or be. And then I pay attention to who my subjects are or who my subject is. My friends and I. Is that it? Plural or singular, guys? My friends and I. That's more than one. That's why it's plural. Okay. So, I'd rule out " is my friends and I is." No, Diana says " be" or it would be "my friends and I be enjoying the party."

[01:03:57]What do you say is on fire today? She had her breakfast, she got ready. She's here ready, ready to. [laughs] But you know, I mean, usually when you say "my friends and" you tend to get confused about the subjects. But in this case, for example, I agree that since it's plural, I mean, we're talking about my friends and I. So you say, "My friends and I are, my friends and I are."

[01:04:32]My friends and I would be, well, if we had, one would say, "No, yes, the option is B one." Yes.

[01:04:44]Low. The B. Exactly. If you want, you can also click on it and I think we'll give our answer there. Very good. So, the context is my friends and I are at the party. Therefore, the next bubble comes along saying, "Mm, the food tastes really good." And suddenly something happens.

[01:05:00]Suddenly the ground to shock there. I can see shake. Suddenly the ground to shake. What's this?

[01:05:17]Suddenly suddenly the ground.

[01:05:21]Okay. The floor or ground begins to run, to start, or it started, or it begins.

[01:05:35]Guys, what would be the correct way?

[01:05:38]Start, starts. Started.

[01:05:41]Suddenly the ground to shake.

[01:05:49]What do we have?

[01:05:51]How would you start eliminating options, Alexa?

[01:05:54]Well, [snort] the first one I would rule out is because if it's sudden it means it's right now. So, the past doesn't matter. In other words, when the ground started. Oh, it could be the ground started.

[01:06:11][snort] Oh, I don't know. No, then no.

[01:06:14]So let's begin. Suddenly the ground.

[01:06:16]I'm talking about ground, like the floor, the floor of the earth, the floor starts to... So, since it's singular, singular, well, start doesn't go with the S, uh, I would rule out the A.

[01:06:35]You would rule out the A. Very good. And look, that analysis you did of the past, I think it's also perfect and fits here. Hm. probably. Sure, uh, [laughs] if it were an action from the past, but I think that explanation you're giving works for now. The ground is unique and that's perfect. The action, let's put it simply, is not in the past because I'm talking about the sly right now, therefore I need my verb to be conjugated in the present and since theound is singular, I should conjugate my verb with the s. So, the ground starts to shake.

[01:07:17]Okay, Natalia. Natalia Rivera.

[01:07:22][laughs] And then, what do the others say? Oh my goodness.

[01:07:44]Move. Oh my goodness. Adjectives or adverbs. Quicker, quickly or quick.

[01:07:52]Put your hands on your head and move.

[01:07:55]I'm talking about someone having to describe something to someone, or I'm describing the action.

[01:08:05]So, uh, guys, what do we think?

[01:08:09]Diana. Oh my goodness. Diana, you had breakfast for me. You're very flushed.

[01:08:15][laughs] Quickly. Excellent.

[01:08:19]I have the adjective quick. Okay, but let's imagine just putting the additive from there and move quick and move fast and move quickly. Well, in Spanish we say that, but [laughs] we use both "fast" and "quickly".

[01:08:36]Move quickly.

[01:08:39]You are quickly or move quickly, I would discard the first option because we know that's when I compare things and in this action I am giving an instruction, right? I 'm telling you, do this action this way, no, no, no, don't move faster than yesterday, okay? And perhaps we know that here we are talking about an action of moving quickly, therefore I'm going with the suffix -li meaning quickly. Okay, I think the rest of us are ready now.

[01:09:16]We're starting to understand.

[01:09:18]We need to see.

[01:09:20]Well, guys, thank you very much.

[01:09:22]Oh, I think there's another one.

[01:09:30]Are we going, or how are we doing on time? Alexa, I think we can continue, guys, what Lauren is practically inviting us to is precisely to learn to read. Obviously, the test is a text and you're going to see gaps.

[01:09:54]So it's precisely about deciphering whether what's needed is a verb, the category, all of that. So that helps us to let's understand and practice that is the next session.

[01:10:07]In this section, what we are going to do is the following. Well, something we're going to do, although even, well, it's like adding it to the previous exercise, but it's like to reinforce our autonomous learning, how we learn. In other words, what we need to do is develop different learning strategies. For example, there is a page called English Grammar. You search for it like this on the internet and look, when you go to English grammar, I switched to Streamyard, here you will enter this page, it is called Englishar.org exercises. What's happening? You know that we use something called the Common European Framework in English. And it goes from level pre A1, that is another level to up to C2, that is, C2 is the most advanced. What's happening?

[01:11:03]We can start practicing, for example, those from the A1.2 part of the Saber test, that is, we can practice A1 or A2. Yeah? Um, what happens if, for example, I click here on this ball? It will filter the exercises I want to do. For example, we've seen a lot about comparatives, but for example there's the simple past, there's the past continuous with exercises, actions, but since we've seen comparatives, I click here on the PDF and when I click on the PDF it automatically downloads a text with which I can practice those types of exercises at home on the computer.

[01:11:53]is then faster or fastest. So I do n't have the therativo, so here it would be faster than ta ta ta and I have the dan. As it's comparative, I'm practicing, but additionally I go into this part and in this part I'm going to find those same exercises. So, I can say, for example, here faster, uh, this bag is bigger, uh, this book is, in this case it would be more interesting. My sister is, I could be wrong right now, cheaper.

[01:12:35]Well, I mean, you guys fill in the exercises, for example, tolerating, obviously not like I'm doing it, but with more awareness of the exercise. And when you finish it, for example, let's suppose you're going to choose this, look, right there you're already telling me that it's not fardest, but fart, because it's fther, it's the comparative, that is, it's the comparative form. Here it's stronger, sadder, better. Okay, so you do the exercises and it tells you, look, I got 11 out of 12 points and I can restart and it will show me the correct phrases. This is just for comparison, but for example you can see on that page, I loved it because you can practice all kinds of exercises.

[01:13:25]Even if you, for example, are at a slightly more basic level, you can go to level one, A1, and there you can start, for example, with colors, with subjects, or if you already have a B2 level, there is very well something that you could practice. You can for example use for example connectors or for example past perfect continuous exercises or even for example sometimes we are in a C11 that is very difficult but if we need to practice we can practice for exal for example fring and inversion exercises complex with but the important thing is that even for example here in A1 Uno, there are even exercises that one says, "En so." Oh, I'm going to practice that because I need to reinforce that. That, for example, no, sometimes you learn English in a very spontaneous way, but you kind of leave grammar aside. For example, I learned it through grammar, but then I didn't want to know much about grammar anymore, but that depends on the style. However, grammar helps a lot in giving structure, in speaking in a better way. Yeah?

[01:14:43]So, that's what I wanted to bring to you all today. Remember, this is a page, I found it by chance and I said, "I love this page to work."

[01:14:54]It's a way of working on self-directed learning, and remember, level A1 is the most basic and level C2 is the native user. I even consider that in Spanish I am not at a C2 level because I lack the ability to understand my doctor, my lawyer, myself, I mean, I have to understand everything, everything, absolutely everything.

[01:15:14]No, it doesn't say a part, but all of Spanish. So, there are things I 'm still learning. So, eh, inanish and in English, you can imagine. [laughs] And well, this is to show you a few tools, because you know I love giving you tools, tools that you can use at home that you can practice, because we don't always have a teacher, we don't always have a friend who can explain things to us, even if they explain them badly, but they do explain things, we don't always have someone there to work with, and this is a way to do it with good nuances.

[01:15:55]How good [laughs] set and set and go section in the set and go section to have a test to practice. It's very similar to what Laura was doing to us, but in this case it's to show you what the real Saber test exam might look like. It's not for us to do everything, because obviously, due to time constraints, it 's very difficult to develop the entire test, but look, for example, you'll always find an example, right? But the other thing, for example, this, this is an exercise that you can do at home like this, take a screenshot right now and review it and then you will see the answers indicated there. But for example, when I get "they say that", then this can be like a "dis", a determiner. It is very and can be a complement. For example, when we sleep our brain is very, then relaxed. It could be, yes, that is, it could be a passive voice. Here too, for example, our memories and so you will always find those spaces. Yes. The first thing one does is that what I almost always do in this type of text is read from the first paragraph to the first period. Then I read it, for example, sometimes I even separate it into points and according to that I look at the options that you will have there in the Saber test. So, this one, for example, is the one from the example that says play studying eh study. So, it's already known that it's study and then in the 16th it will almost always be from 16 to 23, but as I told you at the beginning, the IFE is doing a testing in the tests and the number of questions may vary for each part.

[01:17:48]So, the important thing is to familiarize ourselves with the structure of that part, and then we'll see the questions and develop them. So, for example, if one happens to see this, one knows that this may be a comparison.

[01:18:01]Look, it says well, good, better. I already know that the comparison of "de de good" is " better". But then, for example, here it says, experts believe that dreaming is and it turns out that it's not a comparison. Yeah?

[01:18:15]Well, then I've already ruled that out, for example, oh, but look, it says, "Is better for our mental health." I ruled it out and it wasn't it. That's it. [laughs] So, well, this is just to show you guys. This is a test that you have at hand that you can practice. Okay, I'm going to show you the answer pointer so you can use it and practice later. They can be with their teachers, they can be alone. But the idea is precisely that you look at what the categories are.

[01:18:49]The idea is to put everything Laura taught us into practice. And this was to show you how even here, look, if you see that it wasn't better, it was good. It is good for our mental health. So then you start analyzing the options, and don't worry, it's normal to make mistakes. I mean, let the human being who hasn't made a mistake in this life raise their hand, because [laughs] we all make mistakes. And also keep in mind that mistakes and errors are two different things. Mistakes are when you don't know how to say or do things.

[01:19:32]Mistakes are when you know you have to add the 's' in the third person and you say 'he play'. He plays like stink. He has a song that says "he don't play". He doesn't play for respect. And he's a native and he says he doesn't play for respect. He doesn't play for respect.

[01:19:50]But obviously, those are the variations that exist. What's happening? One mistake is, for example, I used to say uh responsibilities, responsibilities and I said respons and happily saying for everyone responsa and it's responsibilities.

[01:20:09]Responsibilities.

[01:20:11]So, those are the errors, errors help us to correct the mistakes. Well, we ourselves are the ones who do that self-correction because we can self-correct.

[01:20:24]So don't worry, that's what's important. Error and trial. Error and trial. And well, this is for you to have. It's about dreams.

[01:20:33]superimposed. I love the topic of the brain, so you're going to find very similar themes in The Brain. Eh, how does it affect everything and loud? You have the tricky question.

[01:20:45][laughs] Alexa, I think we've all learned, we're ready to answer this Twaky, I need your little fingers ready to put there and and and type in on Zoom and give the correct answer. I want to see Diana's response. Lady's, of the 40 participants, there, of everyone, because we've already done it, it's not new.

[01:21:11]So, let's activate the three steps. First I read the sentence, I read the context, it says, "Everybody, something's missing, their ticket ready." Once again, if I go with a simple sentence like subject, verb, complement, everybody is subject. I don't have the verb, so I must look for my verb. And the complement is their ticket ready. I have the verb to have, have, has, oren. Alexa gave us a good example of how to use -ing if in my sentence I don't have is/ are before the verb, so I discard it, right? Then I would rule out the "no" ones.

[01:21:52]Diana, thank you for showing up. Ldos are also very attentive there.

[01:21:57]Perfect. They say it's has. If we get to the analysis of "ey," but "es que has" is the conjugation of the verb when it is in the singular and "everybody" is a lot, everyone. Why would it be has if I'm talking about a lot of people?

[01:22:14]However, when I have this subject that is everybody, when I talk about everyone, I must conjugate it as if it were really a singular.

[01:22:29]So, this is like an exception to that rule, you know. There is always an exception to the rule. Therefore, this could be one of those exceptions. When I use everybody or everyone, it must be conjugated with the verb as if it were a third person. So, very good, Natalia. Everybody has their ticket ready. And everybody was ready and participated. So, everyone has participated properly in this session. Alexa, we 've done very well. Thank you.

[01:22:59]Yes, so cute. I'm talking about you guys doing it because I haven't done it yet, but you did it very well.

[01:23:04]And well, guys, something I'm going to add to what Laura is saying is that, for example, Evarry would be taken as if it were a plural, right? She already said it, so one would say have, but it turns out that everybody is taken, it's a special category. And there are other categories called collective nouns. For example, when I say "the classroom," I mean the room, but I'm referring to everyone who makes up the room, not the physical room, but the room with children, that is, a room with people, with students. I tell him, "The classroom is ready." So, it's not used like an uh, like the classroom already. but as a collective noun, that is, a collective noun is a set of something, but like the part of fruits, that is another explanation that I made in a previous one, but of why fruits are used as a collective or as a singular.

[01:24:08]When it's a one, it's singular, but when I refer to fruits being healthy, then I say fruits, fruits could be very healthy. Yes.

[01:24:18]So, eh, fruit is healthy for your life. Okay, we'll explain it in detail later.

[01:24:30]The rule is everybody. Okay.

[01:24:34]Everybody. [laughs] Excellent. So, when the Yes, master, master, I'm going to steal 3 minutes while I put some things here. Okay, we have 4 minutes left, 3 more minutes. So let's do the three top tips. Hey, I want you to listen to Javier, he's going to give us some advice. That's the most important thing.

[01:24:58]Rivera exam tips.

[01:25:15]space [music] of what you need a verb to connect for example using the modal verb can the next verb must be in the bas can help you eliminate ronal very quickly second while you read the ask yourself is the story in the past the present or the future Works like before and yesterday in the past usually show time like today now currently show present when you know the time of the text it becomes much easier to choose the correct verb and third sometimes you [music] don't know the correct answer immediately and that's ok a very good strategy is to remove the options that truly don't work in the sentence of one Okay, guys. Okay, I'm going to zoom up your tips because I know the volume, I don't know what happened to the volume, but it went down on one side. I'll see you there. Okay, so the first thing to do is look at the words before and after the gaps. Secondly, to identify oneself, it's a preposition and that's it.

[01:26:42]There's a part that Javier mentioned that was, for example, when you discard one option, there are two left, and you say, "Start playing with those two, okay? Not with all three, but with two. And the third one has been forgotten." [laughs] Those are the three top tips. I always forget one, one of them was to see that I look at the words before and after the gap.

[01:27:06]Yes, that's it. It's the very first one, that's one of the first things that needs to be done.

[01:27:11]So, guys, I'm inviting you to take another look at this video; it's going to help you a lot. Uh, suddenly the sound isn't there, but the advantage is that it has closed captioning, but yes, usually the sound goes up later, I imagine. So, it's time to practice. Okay, this is the strategy for the next class.

[01:27:31]Remember that this is precisely what we're going to use for the Colombo scholarships. Actually, I know someone from Lozano who has a pending winner; I haven't been able to contact her yet, but I'll see how we can do it. But anyway, in this Mr. Fixer what we have to do is the following. You need to see this and correct it. In other words, in the QR format that we're about to see, you put one, for example, " I know him" and it says "good". Yeah? So you already know that it's a verb. So just like with what we saw with that "to cut my hair" thing.

[01:28:15][laughs] You're going to cut it, I mean, you're going to cut your hair. [suppressed scream] Then all this changes the meaning and they are wrong. The error is highlighted in red and the idea is to correct the sentence.

[01:28:27]Yeah? So, for example, if I say, "I'm 20 years old," it sounds wrong. Either you say, "I'm 20" or you say, "I'm 20 years old."

[01:28:34]But you never say, "I'm 20 years old." I mean, I'm 20 years old, 20 light-years, 20 years of what? Yes. I mean, that's it. So, the idea is that you can create three more and do not the correction, but rather, well, yes, like the phrase that one says incorrectly and correct it, in the way it should be said. So, here in this part is the QR code. Remember to scan it. This is one of the strategies. The master already sent us the other link through the community for you to enter. So that fixer strategy is super important. And this time to practice is an extra test that you have for testing sa. So, part four and and to practice. This one also counts, obviously Mr. Fixer counts more, but this one is also a support character. Uh, doing both would be great. And here, for example, in this part four, it's for practicing for the Saber test. Remember to scan the code in the community chat, in the live chat. We also have the link. So you can enter there. And we have also for example the attendance. Remember to enter and to scan the code or enter to the leave chat that there is also the attendance. So, the attendance data helps us a lot to track who attended and from which school. Fill in the information correctly, because that information is what we, for example, used in the previous ones to contact you, to let you know if you are the winners of the scholarship, because it is very difficult to make contact. So, that's pretty much it.

[01:30:25]Our next master class is going to be, I think, on May 27th, and this is the community chat where you all are informing us each time about when the next masterclass will be, and maybe even sending some tips, something like that. And well, and to thank Lau.

[01:30:48]You see me looking over there, which is where I have the television, the cell phone, the computer. [laughs] Yes, it was a pleasure. So guys, see you next time and good luck in your studies and thank you. Thank you so much for being with us today and goodbye. Bye bye everybody.

[01:31:22][applause] Ah.