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SUSTAINABLE LIVING · Inglés 8°

SUSTAINABLE LIVING · Inglés 8°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Infer implicit information when listening to current events. Interactive: Respond to questions in class discussions.
  • Comprensión lectora (Reading): Reading: Analyze informational texts for specific purposes. Reading: Interpret characters' motives in short stories. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by pronouncing the past tense verbs ending "-ed."
  • Expresión oral (Speaking): Productive: Present findings from a group discussion. Interactive: Engage in problem-solving conversations.
  • Expresión escrita (Writing): Productive: Write a short report on a class activity. Interactive: Edit classmates' narratives for clarity and coherence.
  • Mediación (Mediation): Concept: Explain abstract concepts, using simple analogies and native language when necessary. Concept: Interpret graphical data for class discussions.

Comprensión auditiva · Listening

Conceptuales

  • You Can Save Water By...
  • In the Past, People Didn't Recycle as Much as They Do Now.

Procedimentales

  • Receptive: Infer implicit information when listening to current events. Interactive: Respond to questions in class discussions.

Indicadores de logro

  • Can infer simple details from short talks about sustainable living by recognizing key cause-effect relationships (e.g., "What happens if we waste water?" "We have less to drink.").
  • Can respond to questions about recycling during class discussions, demonstrating understanding of main ideas (e.g., "What should we recycle?" "Cans, paper, cardboard, batteries, and plastic containers.").
  • Can listen to peers discussing water conservation, showing comprehension by recognizing specific suggestions (e.g., "Use less water when washing dishes.").

Comprensión lectora · Reading

Conceptuales

  • You Can Save Water By...
  • In the Past, People Didn't Recycle as Much as They Do Now.

Procedimentales

  • Reading: Analyze informational texts for specific purposes. Reading: Interpret characters' motives in short stories. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by pronouncing the past tense verbs ending "-ed."

Indicadores de logro

  • Can analyze informational texts for specific purposes, such as recycling tips (e.g., "Identify two ways to save water from the text.").
  • Can interpret motives behind actions in short texts about sustainability (e.g., "Why should we recycle?").
  • Can pronounce past tense verbs ending in "-ed" (e.g., produces the appropriate sounds /d/, /ɪd/, and /t/ in words like "saved," "wasted," and "watched").

Expresión oral · Speaking

Conceptuales

  • You Can Save Water By...
  • In the Past, People Didn't Recycle as Much as They Do Now.

Procedimentales

  • Productive: Present findings from a group discussion. Interactive: Engage in problem-solving conversations.

Indicadores de logro

  • Can present findings from a group discussion on sustainable living, comparing past and current practices through examples of daily habits (e.g., "Before, people threw everything away, but now they sort items for recycling and composting.").
  • Can engage in problem-solving conversations about sustainability by asking and responding to questions (e.g., "How can we save water?" "We can turn off the tap.").
  • Can ask and answer questions about sustainable practices, showing recognition of key discussion points (e.g., "What happens if we don't recycle?" "If we don't recycle, there will be more waste, and the water, soil, and atmosphere will be more polluted.").

Expresión escrita · Writing

Conceptuales

  • You Can Save Water By...
  • In the Past, People Didn't Recycle as Much as They Do Now.

Procedimentales

  • Productive: Write a short report on a class activity. Interactive: Edit classmates' narratives for clarity and coherence.

Indicadores de logro

  • Can write a short report about a class recycling activity, describing how practices have changed over time (e.g., "Before, people didn't recycle as much, but now we separate items for recycling.").
  • Can edit for clarity a peer's story about recycling (e.g., "Add more details about the report on the class activity.").
  • Can compose a short description of actions to help the environment (e.g., "We should recycle paper and plastic.").

Mediación · Mediation

Conceptuales

  • You Can Save Water By...
  • In the Past, People Didn't Recycle as Much as They Do Now.

Procedimentales

  • Concept: Explain abstract concepts, using simple analogies and native language when necessary. Concept: Interpret graphical data for class discussions.

Indicadores de logro

  • Can explain the concept of recycling, using simple analogies, gestures, and brief phrases in the native language when necessary (e.g., showing circular hand motions to represent recycling as a "cycle" and saying "reciclo" to reinforce understanding).
  • Can interpret recycling data from visual aids, such as charts or graphs, by explaining key sections (e.g., pointing to a pie chart segment and saying, "This part shows how much plastic we recycle compared to paper.").
  • Can use visual aids, such as flow charts, diagrams, and gestures to clarify abstract environmental concepts (e.g., using a flow chart to show the steps in the recycling process and gestures to emphasize the "cycle" of reuse).

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: recycle, waste, environment, pollution, energy, landfill, planet, resource Linguistic
  • Verbs: recycle, reduce, reuse, clean, save, protect Competences Adjectives: environmental, clean, renewable, important
  • Prepositions: in, on, for
  • Adverbs: carefully, often Pronunciation & Phonemic Awareness
  • Pronunciation: Stress contrasts between present and past tense statements, focusing on verb endings to highlight the change in tense (e.g., "We practice." "We practiced."). Phonemic awareness: Practice the pronunciation of past tense "-ed" endings, distinguishing between /d/ in "saved," /ɪd/ in "wanted," and /t/ in "watched". Reinforce these with contrasting present and past examples (e.g., "We watch." "We watched.") Expressing cause-effect: "If we waste water, there will be less for everyone." Pragmatic Giving advice: "You should turn off the tap when brushing your teeth." Competences Contrasting past and present practices: "In the past, people didn't recycle that much." "Today, people are more aware of the importance of recycling." Collaborate in problem-solving group sessions to propose solutions to environmental issues (e.g., Sociolinguistic "Students discuss ways to reduce plastic waste in their community by proposing recycling Competences programs."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration Project 1: Environmental Action Plan Skills:
  • Overview: Students develop an action plan to promote sustainable living. They use quantifiers and the present Environmental Awareness: Using quantifiers and the past simple to describe changes in habits (e.g., "People are simple tense to describe changes in sustainable practices. more environmentally aware."). In addition, they use the first conditional to predict the impact of these actions Problem-Solving: Describing past and present habits with (e.g., "If more people start recycling, we will reduce waste the simple past tense. significantly."). Project 2: Eco-Friendly Tutorials
  • Overview: Students create a tutorial on eco-friendly practices in video or with pictures and photos. They use the past simple tense to describe how past practices differ from today's actions (e.g., "In the past, people didn't Technology Integration: recycle..."). Project 3: Waste Reduction App Wireframe Design Use video recording/editing tools, app design software, and
  • Overview: Students design an app wireframe prototype to digital project management platforms. track and reduce waste, using quantifiers to describe problems (e.g., "We have too much waste and not enough recycling."). Wireframing includes drawing the panels of an application to build without writing code. Nature and Wellness 36 High Beginner - A2.3

Procedimentales

  • 1. Past simple versus present practices (e.g., "In the past, people didn't recycle that much." "Today people are more aware of the importance of recycling.")
  • 2. First conditional (e.g., "If we waste water, there will be less for everyone.")
  • 3. Modal should (e.g., "You should turn off the tap when brushing your teeth.")

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