# data[].attributes.body
El propósito de esta unidad es que los y las estudiantes comprendan las ideas principales e información explícita en monólogos y diálogos simples relacionados con sueños y anhelos. Además, se busca que identifiquen en ellos el segundo condicional y expresiones como modales para dar consejo, vocabulario temático y relaciones entre ideas para apoyar la comprensión. Se pretende, también, que discriminen sonidos del nivel y utilicen estrategias variadas. Por último, se espera que demuestren comprensión por medio de la expresión oral y escrita.

# data[].attributes.body
1. What do you remember from the last class?

2. How do you give advices?

3. Which modal verbs do you remember?

4. Do the following activity

# data[].attributes.body
Look at the following book covers and reflect. Are you familiar with any of these books? (The Ss will write their answers in a piece of paper and then they will put then in a plastic bag. Finally, the teacher will choose 5 random answers and read them aloud.)

What do you think they are about?

What kind of advices do they give?

Would you follow those advices?

# data[].attributes.body
https://docs.google.com/document/d/1ZBNEAuFEKV3sg-YryF1uSsq-LZ6lO0UmsMsPUJoeZag/edit

# data[].attributes.headline
Second part of the Pre Listening (from the older book): (5 minutes)

# data[].attributes.subject
Second part of the Pre Listening (from the older book): (5 minutes)

# data[].attributes.body
1) Which serious pieces of advice were useful/ not very useful? Which joke/advice did you like best?

2) Now, in groups, choose a bad piece of advice from the Pre-Listening activity and create a situation in which the joke makes sense.

# data[].attributes.headline
1) Take into consideration the different levels of proficiency. 2)Turn the activities more communicative for students to engage in deeper discussion.                   3) Create activities in which students can work collaboratively.                          4) Design activities in which the learner can express his/her thoughts or opinions regarding the aural input. Allow them to do this orally or written.          5) Create optional tasks for further practise.

# data[].attributes.subject
1) Take into consideration the different levels of proficiency. 2)Turn the activities more communicative for students to engage in deeper discussion.                   3) Create activities in which students can work collaboratively.                          4) Design activities in which the learner can express his/her thoughts or opinions regarding the aural input. Allow them to do this orally or written.          5) Create optional tasks for further practise.

# data[].attributes.body
Constanza Carvajal: 14.3%
Alejandra Toledo: 14.3%
María Angélica Álvarez: 14.3%
Javiera Figueroa: 14.3%
Claudia Bravo: 14.3%
Ana Espinoza: 14.3%
Saray Márquez: 14.3%

# data[].attributes.body
By doing this activity I was able to realize the many considerations that we have to take when using /recycling material. I was also able to see that old material is not as useless as I thought since we ended up coming up with very interesting activities that align with our current national curriculum and also with what we've been taught through the semester.
We were able to apply our knowledge on differentiation, TBLT, our knowledge of the language and some strategies that were first used on us, and also our knowledge on how to plan lessons.
The experience of working with a larger group was quite enriching since apart from assigning different tasks for each members, we were able to engage in discussion when making decisions.