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INSTITUCIÓN EDUCATIVA VERSION 2

ACADEMIC MANAGEMENT
LUIS CARLOS GALÁN SARMIENTO DATE 14 SEPTEMBER TO 30 NOVEMBER

BY ESP. SANDRA MILENA RAMÍREZ CUENCA

PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM COMPONENTS OF THE SYLLABUS

CLASSROOM MANAGEMENT

GRADE 801-2 SUBJECT ENGLISH

OVERVIEW
NATIONAL REFERENTS
BASIC BASIC STANDARDS OF COMPETENCES PERFORMANCE INDICATORS
LEARNING RIGHTS KNOWING DOING BEING
1. Expresses emotions and Identify relevant information on Unit 1 Sensible • Recognizes vocabulary on • Prepares a • Shows respect for the
feelings about a situation consumption needs and practices in Shopping Consumption and classification chart opinions expressed by
or specific topic related to medium-length consumerism, fashion, with the his peers.
his/her family or school spoken and written narrative texts. technology, needs. consumption needs •Recognizes
and presents supporting Write a short, self-reflective text about
• Identifies the structure of a of adolescents characteristics
reasons in a clear and simple consumption practices. through a of responsible
survey.
manner. previously consumption.
2. Briefly narrates current Prepare short written and spoken narrative Unit 2 Controlling • Recognizes expressions of established format. • Actively participates
facts, daily situations or texts on spending habits, travel and Expenses! opinion, points of view. • Prepares, with in
personal experiences orally memorable experiences. help, a survey planned activities.
and in written form. Express opinions and ideas about Unit 3 Extreme related to
consumerism, money issues, fashion, use of Consumption consumption
technology, and entertainment in spoken through
and written interaction. information
questions
(Whquestions).
• Prepares and
presents the
classification chart
based on the
categories of
consumption
needs.
• Produces a simple
and structured
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INSTITUCIÓN EDUCATIVA VERSION 2
ACADEMIC MANAGEMENT
LUIS CARLOS GALÁN SARMIENTO DATE 14 SEPTEMBER TO 30 NOVEMBER

BY ESP. SANDRA MILENA RAMÍREZ CUENCA

PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM COMPONENTS OF THE SYLLABUS

CLASSROOM MANAGEMENT

argumentative
text based on
previously
consulted
bibliographical
references.
TRANSVERSALITY GLOBALIZATION: GLOBALIZATION: CONSUMERISM
Sociolinguistic/Inter
Lexical Grammar Pronunciation Discourse
cultural
Consumerism • Present • Recognition of expressions • • Connectors of • Learning through
• Buy and sell perfect, present such as addition, interaction
• Over packaging perfect pronunciation and blendings contrast, cause • Valuation of
• Disposable income continuous tense Whether or not— and effect. cultural diversity
• Fashion • Modals of whetherornot • Self-awareness
• Technology possibility Put forward a—put
Words in favor and against • Future perfect forwarda
• Like, similar as, same in the same tense
way, the same as similarly • Adjectives
• As well as • Adverbs of
• Although, yet, while, instead, manner,
unless, unlike, on the contrary, sequence, place
contrary to… • Imperatives
Expressions to propose/present • Third
a solution conditional
• If …then
• Whether or not…..
• I have a proposal (to make)
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INSTITUCIÓN EDUCATIVA VERSION 2
ACADEMIC MANAGEMENT
LUIS CARLOS GALÁN SARMIENTO DATE 14 SEPTEMBER TO 30 NOVEMBER

BY ESP. SANDRA MILENA RAMÍREZ CUENCA

PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM COMPONENTS OF THE SYLLABUS

CLASSROOM MANAGEMENT

• I would like to put forward a

proposal (formal)
• You should …
• You must/ mustn´t
• This is the result
• I´d like to…
Required materials Computer, Projector, Markers, Boards, Videos, Cellphones, Tablets, Cameras, Worksheets (Copies)

DEVELOPMENT CLASS
ASSESSMENT PATHS
1. LEARNING GOAL: Determine the impact of consumerism in adolescents.
PREVIOUS KNOWLEDGE:
Which of these are items that
you can buy?
• Which items do you have and
which would you like to buy?
• Which pictures show
experiences?
• Which experiences have you
tried?
• Are there any experiences you
would like to try?
• Is it better to spend your money
on items or experiences? Why?

STRUCTURE
(Development of challenges, challenges, activities)
For the teacher: • Identify oral or written texts related to consumerism in adolescents (videos/ commercials) and advertisement’s role in
the creation of these needs.
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INSTITUCIÓN EDUCATIVA VERSION 2
ACADEMIC MANAGEMENT
LUIS CARLOS GALÁN SARMIENTO DATE 14 SEPTEMBER TO 30 NOVEMBER

BY ESP. SANDRA MILENA RAMÍREZ CUENCA

PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM COMPONENTS OF THE SYLLABUS

CLASSROOM MANAGEMENT

• Design activities of analysis of texts that lead students to the creation of a list of their own consumption needs.
• Guide the students in the comparison of their actual consumption needs vs those created by society.
• Provide and model an oral text related to a presentation on the comparative analysis and corresponding analysis of
consumption needs.
• Monitor the presentations prepared regarding contents and language needs to provide support.
• Support students in the definition of advertisement and in the identification of strategies used to lead adolescents to
unnecessary consumption.
• Accompany students in the construction of an argumentative text titled Do´s and Don´ts related to unnecessary
consumerism.
• Evaluate the work presented following rubrics and evaluation criteria previously shared with the students.
Problem Students organize in groups of 4 to:
• Identify, compare and assess the real and created consumption needs.
• Prepare an oral presentation comparing and assessing the needs discussed and identifying sources where needs are
created.
• Produce a written text proposing strategies on how to avoid the influence of advertisement in the creation of needs:
Do´s &
Don´ts.
TRANSFER
(Questions KNOW)

• Analyze the pertinence and accuracy of the information obtained from bibliographical sources and from my classmates.
• Analyze the quality of my justification on the list of suggested actions for the adequate exercise of the right to choose.
• Prepare drafts of the written text as part of the writing process.
• Take notes to give my opinion on the actions presented by my classmates.

ASSESSMENT PATHS
• Oral presentation rubric.
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INSTITUCIÓN EDUCATIVA VERSION 2
ACADEMIC MANAGEMENT
LUIS CARLOS GALÁN SARMIENTO DATE 14 SEPTEMBER TO 30 NOVEMBER

BY ESP. SANDRA MILENA RAMÍREZ CUENCA

PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM COMPONENTS OF THE SYLLABUS

CLASSROOM MANAGEMENT

• Argumentative text rubric.

• Modular test.