Institución Educativa Luis Carlos Galán Sarmiento Academic Management Page 1 de 23

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INSTITUCIÓN EDUCATIVA
ACADEMIC MANAGEMENT VERSION 2
LUIS CARLOS GALÁN SARMIENTO DATE 20 JANUARY TO 27 MARCH
BY ESP. SANDRA MILENA RAMÍREZ CUENCA
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM COMPONENTS OF THE SYLLABUS
CLASSROOM MANAGEMENT
Grade 801-2 Discipline English

GENERALITIES
GOAL Evaluate the impact of human actions on the environment in the country.
Required materials
SUGGESTED TIME 24-27 HOURS FOR TEACHING AND ASSESSMENT CEFR LEVEL: A2.2
REFERENTES
NATIONAL REFERENTS
BASIC
Basic standards of competences PERFORMANCE INDICATORS
LEARNING RIGHTS
KNOWING
1. Requests and provides information about
• Recognizes vocabulary related to the environment.
experiences and plans in a clear and brief
Unit 1 • Identifies basic descriptive structures.
Demonstrate an understanding manner.
Environmental • Identifies the structure of information questions.
of short, clear messages about 2. Explains in written form different
Concerns! • Recognizes expressions of opinion.
environmental situations and facts in a coherent and
• Identifies stages of the writing process.
problems. simple manner.
• Identifies the sections of a descriptive text.
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Identify general and

specific information in a
Unit 2 Think short text about
DOING
Green! ecological footprints
• Presents, orally and rehearsed, the impact of diverse
written in simple
human actions in the environment with pertinent vocabulary.
language.
• Requests information from classmates about human actions in the
environment through information questions previously rehearsed.
Understand the general
• Identifies basic arguments in brief written texts
idea in a narrative or
• Expresses opinions or gives information orally, spontaneously and
descriptive text.
with simple vocabulary.
Identify general and
• Prepares a written descriptive text about human actions in the
specific information in a
environment with information related to facts, details and
short text written in
Unit 3 Caring references based on the writing process.
simple language.
for the
Describe or narrate in a
Environment BEING
simple way familiar
• Shows respect for the environment through the promotion of
activities and situations.
responsible practices.
Use the right
• Recognizes his own environmental practices and those of others.
vocabulary to give
coherence to texts,
especially a letter.
Transversality SUSTAINABILITY: HUMAN ACTIONS

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Lexical Grammar Pronunciation Discourse Sociolinguistic/Intercultural

Human Actions
• Plant trees
• Throw garbage
• Mining
• Agriculture
Environmental practices • Adverbs of
• Reducing carbon print frequency and
• Recycle sequence
• Waste • Possessive
• Skills to analyze, interpret
Expressions to describe adjectives: her, his,
/d/ v /t/ v /Id/ and relate
human my, their, your • Sequence
SUGGESTED CONTENTS Played walked information
actions in the environment • Wh-questions connectors
wanted • Cognitive flexibility
• Save the whales. • Present tense
• Learning through
• Recycling paper saves the • Infinitive/gerund
interaction
trees Pronunciation
in forest. • Recognition of
• Using plastic bottles as expressions such as
planters is
a good idea.
Expressions to give an
opinion
• I (really) think that …
• I believe (that) …
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• I’m sure that …

• In my opinion / My opinion
is …
• I agree with …
• I guess/imagine …
• I have no doubt that /
I’m certain that …
• I strongly believe that …
Expressions to quote in a
text:
• According to …
EXPLORATION- ASSESSMENT PATHS

(Activation of previous knowledge, objectives, evaluation criteria)
For Learning Of Learning
• Provide respectful and objective feedback of my peers’ poster.
• Receive feedback from peers in a thoughtful way.
• Confirm that the poster has the necessary outline and information. • Assessment rubrics for poster presentation.
• Evaluate that the sources used are pertinent and true. • Writing a summary text.
• Perform practice exercises of grammar and vocabulary orally • Modular test.
and in writing.
• Integrate vocabulary and structures in my oral and written products.
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LANGUAGE FUNCTIONS SUGGESTED OBJECTIVES

• Describes situations related to daily topics of general interest orally
• Presents self to a group and in writing.
• Describes human actions • Prepares a simple narrative written text about daily topics of general
• Requests information about human actions interest.
• Gives suggestions to improve practices • Exchanges information about daily topics of general interest through
• Expresses opinions about actions dialogue.
• Discusses good and bad practices • Identifies information about daily topics of general interest in short
narrative oral and written texts.
STRUCTURE
(Development of challenges, challenges, activities)
1. Complete a work sheet using an audiovisual text that describes a community, the persons that comprise it, their activities
and their impact on the environment.
2. Design an outline of what information is necessary to learn about a community, their actions; how it will be obtained and
organized.
Task
3. Investigate about the activities of persons, business, industries of the community assigned and their impact or footprint in
the environment.
4. Represent graphically the information obtained on the subject.
5. Present his community to the class with help from a poster.
6. Interact with peers to complete a form that gathers information on other communities presented.
7. Summarize the positive and negative human actions for the environment in an atlas of the human footprint in the community.
8. Create a list of actions to reduce the human footprint.
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Module 1: Human Actions and the Environment

Unit 1: Environmental Concerns!
Page 9
Introduction
• Objectives
Session 1 Page 10
• Activity 1: read. Environmental concerns
• Activity 2: speak. Human actions impacting the environment
Page 11
• Activity 3: re read and listen. Environmental issues
Session 2
• Activity 4: speak. Human initiatives to protect the environment
• Activity 5: Grammar Box – I want to / I would like to
Page 12
• Activity 9: read. Correcting verb tenses
Session 3
• Activity 10: read. Positive and negative human actions
• Activity 11: Extra Activity – Mind map
Unit 1: Environmental Concerns! Lesson 2
Page 13-14
• Activity 1: read. Working for a cause
Session 1
• Activity 2: Pronunciation. /d/ and /ed/
• Activity 3: speak. Profile chart
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Page 13-14
• Activity 4: listen. Verbs in Simple past tense
Session 2
• Activity 5: read. Making connections
• Activity 6: write. Completing a crossword puzzle
Page 15
Session 3 • Activity 9: speak. Environmental actions and consequences
• Activity 10: Extra Idea - Illustrating
Unit 1: Environmental Concerns! Lesson 3
Page 16
• Activity 1: speak. Positive and negative environmental actions
Session 1
• Activity 2: read. Endangered species
• Activity 3: write. My country’s environmental issues Time
Page 17-18
• Activity 4: listen. Local environmental issues
Session 2
• Activity 5: read. Local environmental issues
• Activity 6: Creating a poster Time
Page 19
Check your progress
Session 3
• Activity 7: listen. Barranquilla
• Activity 8: write. Actions
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• Activity 9: read and write. Completing the missing information

Unit 2: Think Green! Lesson 1
Page 20
Introduction
• Objectives
Session 1
Page 20
• Activity 1: listen. Ecological Footprint
• Activity 2: listen. Eco-friendly actions
Page 21-22
• Activity 3: Extra Idea - Daily eco-friendly
activities
Session 2
• Activity 4: read. Describing my own ecofootprint
• Activity 5: Grammar Box – How + ______
• Activity 6: Grammar Box - Suggestions
Page 22-23
• Activity 7: read. Reduce, reuse, recycle
Session 3
• Activity 8: speak. Eco-footprint test
• Activity 9: speak. Other actions impacting the environment
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Page 24
• Activity 1: write. Label pictures
Session 1
• Activity 2: listen. Water consumption
• Activity 3: write. “FAQ”
Session 2
Page 24-25
Session 2 • Activity 4: Grammar Box – Start/ stop + verb + ing
• Activity 5: read. Travelling. Eco- footprint
• Activity 6: read. Classifying waste
Session 3
Page 25
Session 3 • Activity 7: Grammar Box – by + verb + ing
• Activity 8: read. Understanding facts
• Activity 9:speak – Improving people’s travelling footprint
Page 26
• Activity 1: write. Eco-footprints aspects
Session 1
• Activity 2: speak. Interviewing
• Activity 3: listen. Facts about recycling
Page 27-28
• Activity 4: speak. Eco-promises
Session 2
• Activity 5: read. Magazines
• Activity 6: write. Magazine articles
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Page 29
Check your progress
Session 3 • Activity 7: read. 3Rs
• Activity 8: read. Asking questions
• Activity 9: listen. Eco-footprint
Unit 3: Caring for the Environment Lesson 1
Page 30
Introduction
• Objectives
Session 1
Page 30
• Activity 1: listen. Environmental values
• Activity 2: read. Eco-news
Page 31-32
• Activity 3: read. Eco-contest
Session 2
• Activity 4: read. Understanding the forest
• Activity 5: read. Forest: issues and solutions
Page 32
Session 3 • Activity 6: write. Mind map
• Activity 7: write. What is your opinión about……?
Unit 3: Caring for the Environment Lesson 2
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Page 33
• Activity 1: read. Talking about actions
Session 1
• Activity 2: Grammar Box – Infinitives
• Activity 3: read. Ecologically committed people
Page 34
• Activity 4: listen. Eastern Island
Session 2
• Activity 5: speak. Resources at the Eastern Islands
• Activity 6: read. Debate
Page 34-35
• Activity 7: speak. Eco-values
Session 3
• Activity 8: speak. Giving opinions on a dilemma.
• Activity 9: Extra Activity – Proposing a dilemma
Unit 3: Caring for the Environment
Ninth week: Lesson 3
Page 36
• Activity 1: read. Local problems are global
Session 1 problems
• Activity 2: listen. Island of rubbish
• Activity 3: read. Discussing about Ocean environmental issues
Session 2 Session 2
Page 36-37
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• Activity 4: read. Understanding an article

• Activity 5: read. Analysing a letter
• Activity 6: write. Letters on environmental concerns
Page 39-40
Module 1 Chant
Session 3 • Activity 7: pre-listening.
• Activity 8: listening.
• Activity 9: post-listening.

Unit 3: Caring for the Environment Final Project
Page 41
Check your progress
• Activity 10: write.
Session 1
• Activity 11: read. Choosing the best
expression
• Activity 12: listen. Ocean pollution
Page 44-45
Module 1 – Final Project
• Activity 1: An Eco-Newsletter explanation
Session 2
• Activity 2: organize groups and read the
checklist
• Activity 3: Organize the presentation
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Page 44-45
Session 3
• Activity 4: Formal presentation Feedback
TRANSFERENCIA
(Preguntas SABER)
Do you recognize the photos?
• Which things are good for the environment and which are bad?
• Which of the good things do you do?
• Which of the bad things do you do or contribute to?
• How can you do more to help the environment?
Ask students to consider which of the photos are good for the environment and which are bad. Encourage them to give reasons for their answers.
• Once students have divided the list into ‘good’ and ‘bad’, they should reflect on how they contribute to some of the bad things. For example, when we use energy
to turn on our lights or when we put water in a plastic bottle we are contributing to mining and pollution.
• The last question makes students reflect on change. Remind them that the first step in changing a society is to examine our own actions and start by changing
ourselves. Education is extremely important when trying to bring about change.
• Remind students that they need to perform a final project for each module, but that they will work towards achieving it during the whole module by accomplishing
mini-tasks.
REINFORCEMENT
(Supplementary activities and analysis of student responses)
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An eco-newsletter to evaluate the impact of human

actions on the Colombian environment
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2. Decide which information you want to include in your newsletter.

3. Look at the two options for presenting the newsletter. Discuss the advantages and disadvantages of each option: an online newsletter or a poster presentation.
4. Read the suggestions for what to do before, during and after the launch of the newsletter. Can you think of other ideas?
Explain to students that they are

going to create an eco-newsletter.
The newsletter will have different
sections with informative texts on
environmental and ecological issues.
Students will carry out research
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and produce posters, collages, trivia

questions, surveys and interviews.
Tell students they will be publishing
this newsletter in an eco-friendly
way, either publishing online or using
recycled paper.
Remind students that they’ve been
working on the project throughout
the module. Direct them to the Unit
overview pages so they can see the
Module tasks and elements which
will contribute to the project. Remind
them of the different activities they
carried out earlier in the module.
It is important to use this checklist
to enable teachers and students to
clearly see where they’re going, how
much progress they have made, and
how much is missing. Tell students the
mind maps, outlines and posters will
help them decorate the classroom or
noticeboards and will help them in
their oral presentations of the topics.
2. Students discuss which information
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they want to include.

3. Students decide the format they’d
like to use for their newsletter. Direct
their attention to the chart. Go over
the two options, and discuss the
advantages and disadvantages of each.
4. Clarify that in an online publication
students should promote the website,
the launch event and share some
content previews to create curiosity
about the newsletter. For the wallposter
newsletter, students should
invite the audience to present their
products. If students want to make
copies of their news articles or
contents of the newsletter, they should
use recycled paper.
21st Century Skills
Ask students to discuss why it’s
important not to waste paper. Remind
them not to use unnecessary paper
and cardboard as they produce their
materials, and also to be aware of the
need to use school resources wisely.
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5. Here are some suggestions for how to organize the information in your online newsletter or poster.
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5. Invite students to reflect on how a newsletter is put together. Bring some examples to class and invite students to browse the different sections: local news,
feature stories, surveys, contests, etc. Direct their attention to the suggested sections. Tell students they can use these ideas to organize their newsletter, but
that they needn’t bebound by them and can decide on alternative ways to organize their chosen content. Have students reflect on the importance of obtaining the
corresponding feedback after the event. Explain that the audience or readers should provide feedback on the students’ presentations and also on the newsletter as
a whole. Make sure students devise a form to ask the audience for feedback. They might want to use recycled paper to make copies of the feedback form and
hand it out before the audience leaves. Encourage students to reflect on the results of the presentations. They should congratulate themselves on things that went
well and discuss how to improve things that did not work.
BIBLIOGRAPHY
AUTHORS TITLES DESCRIPTION
Dubin, F., &
Olshta, E.
(1986)
Course Design: Developing Programs and Materials for Language Learning Examples of different types of materials and the creation process of the same are
discussed. Ends with a study of practical aspects involved in the organization and implementation of projects. Intended for teachers (and teachers in training) that
may be involved in the planning and design of course materials.
Cant, A., &
Superfine, W.
(1997)
Developingo Resources for Primary A very practical series of methodological guides, written by teachers for teachers. Contains practical and real suggestions for the
classroom, activity worksheets that may be photocopied, development tasks for the teacher and brief explanations.
Nunan, D.
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(1988) Syllabus Design

Shows in a practical way the principles involved and the design of an effective program. Examines important concepts such as needs analysis, objectives
establishment, and contents specification and Works as an excellent introduction for teachers that want to obtain better comprehension of the lesson plan design in
order to assess, modify and adapt the lesson plans they work with.
Johnson, R.
(1989)
The Second Language Curriculum
The stages developed by the book are: curriculum planning, specifications of goals and means, program design and application in the classroom. Assessment is also
fundamentally important in each stage.
http://www.eslkidslab.com/ index.html Presents videos of great help to prepare lessons.
Flashcards to practice in class.
Worksheets to practice in class or as homework.
http://www.eslkidslab.com/ phonics/index.html Page on phonetics: Sounds and word building.
They can be printed and can also be used for
writing with the youngest children.
http://www.eslkidslab.com/ teaching/index.html Methodology tips, class management and learning styles, among others. Articles written by teachers for
teachers.
http://learnenglishkids. britishcouncil.org Contains material that may be printed for extra help in class or as practice material at home
http://learnenglishkids. britishcouncil.org Practice listening through games
http://www.colombiaaprende. edu.co/html/productos/1685/ propertyvalue-39245.html This page of the Ministry of Education– Colombia Aprende inglés para todos contains a series of specialty resources for
the different levels of learning and the type of user
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Grade 801-2 Discipline English

Identify general and

Transversality SUSTAINABILITY: HUMAN ACTIONS

Lexical Grammar Pronunciation Discourse Sociolinguistic/Intercultural

• I’m sure that …

EXPLORATION- ASSESSMENT PATHS

LANGUAGE FUNCTIONS SUGGESTED OBJECTIVES

Module 1: Human Actions and the Environment

• Activity 9: read and write. Completing the missing information

• Activity 4: read. Understanding an article

Module 1: Human Actions and the Environment

An eco-newsletter to evaluate the impact of human

2. Decide which information you want to include in your newsletter.

Explain to students that they are

and produce posters, collages, trivia

they want to include.

(1988) Syllabus Design

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