In this first work, the main objective was to introduce the course itself, starting by creating presentations (which would then be chosen at random), from a chapter called Linguistic Forms and Functions of Brown's book Discourse Analysis, divided into subtopics. Even though I read the entire text and understood the general topic, I put special emphasis and importance on the part that was given to me (called ‘Relationship and differences between Written and Spoken Language’), with which I managed to understand the difference between speech and text, in addition to their differences and functions. As a personal opinion, I sincerely believe that even when we think that we know the similarities and differences between a written or oral language, it is essential for us as future teachers, to have the theoretical part of our training, since that way we can base our answers, being sure that what we teach is the right thing.

The second work, also part of the first unit ‘Text and Discourse’, aimed to make a comparative chart, writing each of the differences we could find about text and speech. This summary of ideas allowed me to understand in a simpler and faster way, how each one differed, which I could corroborate in the professor's chairs, and then apply in the class activities we had. For me, it is always productive to make these kinds of summaries that, in my opinion, are more visual, because as I mentioned earlier, I find it easier to learn and understand a subject in this way. In fact, this particular work was very helpful when I started studying for the evaluations and for the works that are shown on my page below. I think that the idea of ​​the teacher in charge, of always looking for new ways to show him that we study, is a very good strategy for us to force ourselves to study, learn and be prepared for the following classes.

The third work, also from the first unit and on the same text, included both previously performed works. For this particular work, we had to work in groups, creating a presentation with the different sub-themes that we had designated in the first work. To do this, we gathered all the information of each member and adapted it to then prepare a PowerPoint with keywords and important concepts that stood out from each topic. For me, being able to choose who to work with is a great advantage when creating a project, presentation, etc. I value teamwork, and I think it is a good way to maintain the concentration, concern and attention of each member of the group, therefore, of the whole class itself. Beyond the content, this work took me the strategies used by the teacher in charge of the course, to make everyone work equally, giving them the same opportunity to contribute and decide in class.

The fifth paper introduced the second unit called Introduction to Discourse Analysis. For this work, we returned to the presentations, since what better way to show that we learned but by teaching it? For this work, we were chosen in a group decided by the teacher, according to the list order. We were given a text (in our case, it was a text written in Spanish called 'Discourse Analysis'), which we analyzed and then prepared a presentation to expose its content in classes, specifically with the keywords and concepts, in addition of the main ideas. The objective of this class was to be able to explain and finish our presentations with a small quiz so that our classmates had active participation in the classroom. For me, the presentations always make a student of more than one hundred per cent, because at least for me, I do not feel comfortable unless I am really sure of what I expose. For this reason, I think it is a good way to involve students with the content that is being passed in class.

The third unit called Communicative and Discursive Competence, consisted of a single work (course number six). The main objective of this work was to create a presentation about a specific model (given by the teacher), which should include information about the author, the key concepts of the model, a diagram, main ideas and a comparison with another model (from a list given by the teacher), at the choice of each student. In my case, I had the first model of Celce-Murcia et al, from 1995, called Discursive Competence model, which I wanted to compare and contrast with the same model in its most recent version (2007). In my opinion, I think it is quite relevant to compare two versions of the same author, either in models of communication skills and in other cases. Jobs like these also give me great ideas on how to implement my future classes. I believe that the technique of comparing and contrasting is essential when learning something new.

For the fourth unit of the course called Discourse and Society, we were asked to create a job in Prezi. A Prezi is a way of making presentations very similar to a PowerPoint but in a more didactic and professional way. For this work, we had to summarize the main ideas and important concepts, without skipping each subtitle of the given text, with the exception that being something visual, we should not overload it with information, which meant memorizing the contents, and only writing keywords that They will help us to remember it and our partners, to understand it. In my personal opinion, this comes out of my comfort zone, since in general, we work with applications such as word, powerpoint, etc., but being forced to do this work, I managed to learn how to use it and in the future be able to innovate with it.

To finish the course, we had to make a video in groups of three people. In this video, we had to explain four types of texts, two recurring rules and a progression rule. In our video, (which was edited by Fabian), Sofia and I explain the narrative, instructional, informative and persuasive texts, trying to teach it in our own words and with clear and fun examples. This work made us all put more of ourselves, because to appear on a screen you must show a personality, something that neither Sofia nor I handle so well, in addition to speaking in a target language and with the pressure that each part of the What we say or do will be evaluated. It also served as an instance to learn the contents in a didactic and dynamic way, which makes them not easy to forget.