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During this unit we have acquired the ability to visualize in the texts the stylistic divisions were at the beginning it was more difficult to understand them in the texts but as we read more it becomes easier, also as this helps us to answer the initial question of the unit, seeing that if we read more short stories we will get used to identify the main themes making the Chilean children become more motivated to see that they can do it themselves without any help from others.Also In  this short period my learning was based on identifying main ideas in the short stories, where we had to identify the stylized devices that would also help us in the future to write and tell our own short story. As a group we felt confused at first because we didn't understand the material very well but as we read more and more we began to understand, we also felt very comfortable in the group and organized since we didn't know each other and we know how we can work, saving time.We sincerely believe that a Chilean child would have a chance to read our short story because we made it creative where fictitious characters appear and it does not have a very complicated language that makes it easier to read, because if a child is going to read it, he/she would not understand it with a more advanced language. finaly, With the "stylistic devices" we were able to learn different techniques and linguistic devices that we use to embellish our language, improving the texts by making them more interesting and persuasive. Some of the most common stylistic resources were metaphors, similes, hyperbole, personification, etc. We also learned about plot diagrams to help us better distribute and construct our short stories. If we had time to do it differently this process I would have done more like recording a video encouraging the children than making a short story because the video is more informed and entertaining and the story just entertains.

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While doing the Tex commentary we learned many things, we acquired new skills such as writing in a more professional way allowing us to write the text in a more legible way.  

This evidence allows us to write in a more professional way, so throughout this unit we have seen an improvement in the way we write. 

The text commentary that we did about cantel Ville ghost we had some difficulties to develop this activity, one of them was the organization because we were very dispersed and also made it difficult for us to understand the short story because it was very convoluted. 

Ultimately what I learned was the ability to write in a more orderly fashion and also to understand more of the structure and identify the stylistic divice of the short story. 

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1.How   am   I   progressing   in   my   learning   process?
We progressed in the writing of a story and the pronunciation in english. We had to speak in english so we had to learn each word and know the meaning of each.
2.How   does   this   evidence   show   my   progress   in   this   unit?
It shows how we could write a short story all together and get creative so that we could make a good story.
3.What   difficulties   have   I   encounter while doing this activity?
A difficulty was to be al together in the same room to record de audio book, and to divide the characters and each one of us learn the dialogue of the character we chose.
4. What have I learnt of myselft
We learned that we were quite capable of creating and redacting a story, and that our english was not so bad itself.

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First we analyzed a short story called “the selfish giant” and we learned how to identify stylistic devices that were in the story. Then we wrote a text commentary, and learned how to do it and what was it, and finally we created a short story, so we had to learn how to include stylistic devices and how to redact well the story.
1.  While we read the story of the selfish gigant, we learn about literary divices, about of what they are and how to use them.
2. Our process is presented in our habilities for writting the literary divices and how to use them.
3. We didn’t have any big problem, we only have a problem to memorice all the literary divices.
4. We have learn that we are able to use literary divices

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The purpose of this work is to carry out the purpose of engaging Chilean children to learn and read English through a fun way, as in this case is to introduce them to English by giving them shorts stories learning to read since they are short and easy stories, also to learn since if we add stylistic divices they can identify them, for example a personification, a child can identify it clearly because they will doubt how an object or something non-human acquires human habits. Also our question or challenge to solve is to discover what kids like nowadays and how to make them like literature according to their likes, so that we can motivate them to enjoy reading. Since kids nowadays like such different things that we liked, or even older people, we think that it may be a challenge for us to find something that is enjoyable for them and motivates them to like reading. Following the question for the unit is very relevant since it is key to be aware of how important it is to implement the language or reading in English in basic education since the children are younger and are capturing more information, have more capacity to learn faster and to understand. English is a universal language for which learning it from a very young age is a better idea and raising awareness.In this unit we learned how to write a short story, learning about this was not difficult, what was difficult was to write one because it required a lot of creativity, however we did it. We also learned about literary devices, we learned about this in order to be able to apply it to our own writing.Moreover we believe that the best way to gather information is to find out what current children like and with that information we can create something and contribute to our problem that children do not like literature. We would start by asking the current tastes of our close circles, like children of smaller grades in our school and in a more massive way we could create a survey so that it reaches the parents of the smaller grades of other schools.Ending, Our hypothesis to solve this dilemma is based on different points, one of the points to improve this is to improve the attraction of the titles and topics based on a questionnaire that we would do, obviously putting topics that entertain them or that they recommend us or is of fame.the other point is to modify the books, whether they are shorter with more drawings making them more attractive but you have to read more, but however we believe that this would remove the essence of reading good books, but as they go through the course is adding difficulty or rather more extensive books.