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A DAY WITHOUT TECHNOLOGY · Inglés 8°

A DAY WITHOUT TECHNOLOGY · Inglés 8°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Show comprehension of extended instructions on familiar topics. Interactive: Interpret peer feedback in collaborative projects.
  • Comprensión lectora (Reading): Reading: Comprehend descriptions in simple texts. Reading: Analyze informational texts for specific purposes. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by pronouncing the past tense verbs ending "-ed."
  • Expresión oral (Speaking): Productive: Explain a routine task. Interactive: Negotiate solutions to challenges in group work.
  • Expresión escrita (Writing): Productive: Write a diary entry about a significant event. Interactive: Collaborate in writing, with guidance, on a shared text for a group project.
  • Mediación (Mediation): Text: Simplify complex text for peers. Communication: Mediate between peers in conflict.

Comprensión auditiva · Listening

Conceptuales

  • Pros and Cons
  • Tech-Free or Tech Bound?

Procedimentales

  • Receptive: Show comprehension of extended instructions on familiar topics. Interactive: Interpret peer feedback in collaborative projects.

Indicadores de logro

  • Can follow extended instructions on tech-free routines by organizing a sequence of steps during group work (e.g., "Turn off your phone after school, then do a puzzle, read a chapter from a book, and write in your journal.").
  • Can respond to instructions on how to reduce screen time (e.g., "What should we do?" "Read a book instead.").
  • Can show comprehension of peer feedback by interpreting key points about technology use (e.g., "What did Anna say about her tech-free day?" "She read a lot.").

Comprensión lectora · Reading

Conceptuales

  • Pros and Cons
  • Tech-Free or Tech Bound?

Procedimentales

  • Reading: Comprehend descriptions in simple texts. Reading: Analyze informational texts for specific purposes. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by pronouncing the past tense verbs ending "-ed."

Indicadores de logro

  • Can comprehend descriptions in simple texts about technology use (e.g., "How does technology help us in school?").
  • Can analyze informational texts to understand the pros and cons of technology (e.g., "Digital technology makes communication faster and easier, but it can be distracting." "List two benefits of using technology.").
  • Can identify and pronounce past tense verbs in short texts, distinguishing between /d/, /ɪd/, and /t/ sounds (e.g., /d/ in "played," /ɪd/ in "started," and /t/ in "worked").

Expresión oral · Speaking

Conceptuales

  • Pros and Cons
  • Tech-Free or Tech Bound?

Procedimentales

  • Productive: Explain a routine task. Interactive: Negotiate solutions to challenges in group work.

Indicadores de logro

  • Can explain routine tech-free activities by responding to peer questions (e.g., "I like to read when I'm not using my phone.").
  • Can ask and answer questions about daily tech-free habits (e.g., "I can read more when I am not using my computer.").
  • Can negotiate solutions to group challenges related to technology use by asking and responding to questions (e.g., "How can we reduce screen time?" "We could set tech-free hours.").

Expresión escrita · Writing

Conceptuales

  • Pros and Cons
  • Tech-Free or Tech Bound?

Procedimentales

  • Productive: Write a diary entry about a significant event. Interactive: Collaborate in writing, with guidance, on a shared text for a group project.

Indicadores de logro

  • Can write a diary entry describing a day without using a phone (e.g., "Today, I did not use my phone.").
  • Can collaborate with classmates to write a list of activities for a tech-free day (e.g., "I can read a book and play outside.").
  • Can write a short paragraph reflecting on an experience without technology (e.g., "I have spent more time with my friends since I stopped using my computer all day long.").

Mediación · Mediation

Conceptuales

  • Pros and Cons
  • Tech-Free or Tech Bound?

Procedimentales

  • Text: Simplify complex text for peers. Communication: Mediate between peers in conflict.

Indicadores de logro

  • Can mediate simple conflicts about technology use by using gestures to indicate "balance" (e.g., hands moving like a scale to show "balance" between tech and no-tech activities).
  • Can simplify explanations about the impact of technology by using images (e.g., pointing to a "no phone" sign when discussing screen time limits).
  • Can use gestures and simple language to mediate discussions about the role of technology (e.g., motioning a "cut-off" hand for reducing screen time).

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic
  • Nouns: technology, cellphone, internet, device, social media, solution, benefits Competences
  • Verbs: use, reduce, disconnect, interact, save
  • Adjectives: helpful, meaningful, connected, relaxed, distracted, focused
  • Adverbs: often, usually, actively Pronunciation & Phonemic Awareness
  • Pronunciation: Practice production of minimal pairs related to common vocabulary and actions (e.g., "mouth" (n.) versus "mouth" (v.), "teeth" versus "teethe," and "thigh" versus "thy") to enhance awareness of distinct /θ/ and /ð/ sounds during speaking activities Phonemic awareness: Continue practicing identification of sounds and pronunciation of past tense verbs ending "-ed" (e.g., /d/ in "saved," /ɪd/ in "disconnected," and /t/ in "liked") Giving opinions: "I think technology is useful because it helps me learn." Pragmatic Discussing pros and cons: "Digital technology makes communication faster and easier, but it Competences can be distracting." Offering suggestions: "You could try using less screen time." Sociolinguistic Discuss the positive and negative aspects of technology in a guided classroom debate, proposing Competences solutions for overuse. Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Technology Use Debate
  • Overview: Students engage in a classroom debate about the pros and cons of technology, using modals ("can" Critical Thinking: Using modals and comparatives to and "should") and comparatives ("easier" and "more discuss technology use. difficult"). Time Management: Reflecting on personal technology habits using expressions of time. Project 2: Technology-Free Day Challenge
  • Overview: Students participate in a day without technology and document their experiences in a reflective diary, using expressions of time (e.g., "I have been without my phone for five hours."). Technology Integration: Use debate tools, reflective journaling apps, and app Project 3: Tech Use Tracking App development platforms.
  • Overview: Students design an app that tracks daily technology usage. The app uses modals and expressions of time to suggest healthier habits (e.g., "You should reduce your screen time."). Nature and Wellness 42 High Beginner - A2.3

Procedimentales

  • 1. Modals ("can," "could," and "should") for ability and suggestions (e.g., "You can read a book or spend time with friends.")
  • 2. Comparatives such as "easier" and "more difficult" (e.g., "Digital technology makes communication faster and easier.")
  • 3. Present perfect using "since" and "for" (e.g., "I have spent more time with my friends since I stopped using my computer all day long.")

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