Self-Study Guide #14 for 10th grade

El trabajo autónomo es la capacidad de realizar tareas por nosotros mismos, sin necesidad de que nuestros/as docentes estén
presentes.

School Name: CTP SAN PEDRO BARVA

Teacher: Flory Ortiz Garcia.
Level: 10th
Group: 10-4
Student’s name: Ian Cascante Valverde
Subject: Academic English

1. Getting ready to do my self-study guide. Aspects to verify before I start working:

Materials needed Suggested materials:
 Notebook, pencil, pen, eraser, highlighters, etc.
 Self- study guide #14 for 10th grade
 Computer & Internet access if possible
 Unit 4 Theme: What makes something sustainable.
 Teams and WhatsApp
Conditions of the place to work  Work in a place where you do your assignments and
homework daily.
Expected time to work this self-  This self-study guide will take you 80 minutes to be
study guide completed.
Schedule  From October 11th to 22nd.
Established period for the
development of the self-study
guide:

1. Recalling what I learned in class.

Red the instructions carefully.
 Instructions
See and analyze the following pictures:

Activity

Questions to How would you define sustainability?

Reflect on and - Refers to the satisfaction of current needs without compromising the ability of future
generations to meet theirs, ensuring the balance between economic growth, care for the
answer. environment and social welfare.
How do you know if something is sustainable?
- Something that can be self-sustaining because economic, social or environmental conditions
allow it, can be sustained without affecting resources
Which of the practices can be considered sustainable practices?

2. Putting into practice what I learned in class.

Instructions Oral Comprehension
Pre-listening (connection)
Activation of schema. Teacher presents a picture of a sustainable practice (or acts it out).

 What makes this practice sustainable?

 What other practices do you know about?

Listening for the first time (clarification)

Choose the right answer. https://youtu.be/SS5ov8CCgDc
1. What does the speaker talk about?
a. unsustainability versus sustainability
b. sustainability and sustainable practices
c. sustainability and the effects of plastic

Pair/Group feedback (collaboration) Learners will compare their answers.

Listening for the second time (construction) Listen again and choose the best answer.

1. What is sustainability?
A) Protecting the environment for future generations.
B) The total number of resources to exploit on Earth.
C) Actions that you can only do for a short period of time.
 2. What question can we ask ourselves to know if our actions are sustainable?
A) What is sustainability?
B) What happens with plastic after we use it?
C) Can I do this forever?

3. Which of these actions is NOT mentioned in the video?

A) Carpooling
B) Avoiding plastic bags
C) Implementing the 3 R's

4. What do you need to ask yourself before buying a product?

A) Do I really need to shop this?
B) Can I fix it if it breaks?
C) Can I recycle it when I finish using it?

Pair/Group feedback (collaboration)

Students compare their answers. Then, teacher checks them orally with the group.

Post-listening (application): complete the following sentence:

Some things that we can/should do…

Oral Comprehension Pre-listening (connection)

1. What do you see here?
2. How is it produced?
3. Have you heard of the term carbon footprint?
4. What do you think it is?

(Definition adapted from: https://youtu.be/8q7_aV8eLUE - Teacher can use this video as a personal
reference to talk to her/his students about the topic.)
This is another definition:

Teacher presents the key words by giving students a strip of paper with some questions related to the
key words.
Key words: contain, reduce, vegan, greenhouse, requires, open field, grown, halve.

Listening for the first time (clarification)

Your Carbon Footprint.
You can access the video at https://www.youtube.com/watch?v=71KviG1pacU (from 0:00 to 2:07)

1. What is the video about?

( ) Growing tomatoes in greenhouses causes a high carbon footprint.
( ) Sandwiches made with tomatoes have a high carbon footprint.
( ) Simple ways to reduce the carbon footprint of a sandwich.

2. What is the purpose of the speakers?

( ) To motivate people to grow their own tomatoes.
( ) To inform people of simple ways to reduce their carbon footprint.
( ) To persuade people to buy ingredients with a low carbon footprint.

Pair/Group feedback (collaboration) learners compare their answer.

Listening for the second (and third time) Construction. Listen to David and Adisa and
answer the questions. Teacher writes down the following questions on the board:

1. What type of sandwiches should people avoid?

2. What do most tomatoes grown in greenhouses require? What does this mean?
3. What would happen if we imported tomato from Spain?
4. What can Canadians take away from Adisa's study?

Pair/Group feedback (collaboration) In pairs, learners compare their answers, and then teacher
checks them orally.

Post-listening (application): students will look and make a list for new vocabulary in the video.
Write the list here:

Phonology Review
The teacher reads the words for students to classify them into the sounds: /eɪ/, /aɪ/,/aʊ/ and /oʊ/.
Classify the words depending on the sound of the underlined part.
Variation:
sustainability /səˌsteɪnəˈbɪlɪti/ biodegradable /ˌbaɪoʊdɪˈgreɪdəbəl/
available /əˈveɪləbəl/ maintain /meɪnˈteɪn/ environment /ɪnˈvaɪrənmənt/
greenhouse /ˈgrinˌhaʊs/ recycle /riˈsaɪkəl/ styrofoam /ˈstaɪrəˌfoʊm/ bicycle /ˈbaɪsɪkəl/
population /ˌpɑpjəˈleɪʃən/ containers /kənˈteɪnərz/ household /ˈhaʊsˌhoʊld/
Example: By the year 2025, 83 percent of the expected global population of 8.5 billion will be
living in developing countries.
EXERCISE: write 3 examples using future continuous related with sustainable practices:
1.
2.
3.

Modals

Examples: People should protect the environment. It makes good sense.

Stores must give out recyclable plastic bags.
The government ought to improve the public transportation system.
 EXERCISE: write 3 examples using modals related with sustainable practices:
1.
2.
3.

Instructions or I can…
questions for self-
Learner Self-Assessment
regulation and self-
assessment
I can… Y In No
e progress
s
paraphrase the main points of a relatively long discussion using
With the self -study guide, I´m going to learn how to learn.
standard English about experiences and sustainable practices.
I self -assess what I did when I finish the study guide.
extract the most important information in news broadcast
Mark with an X on the
(television, icon that
internet) answer
about the following
experiences and questions:
sustainable
Did I readpractices..
the instructions carefully?
discriminate key words, diagrams, and illustrations to support reading
comprehension about experiences and sustainable practices.
identify
Did I finish English task(s)
the linguistic language sounds using prior knowledge in phonics,
proposed?
syllabification and word
parts.
Did I useshow
different
howsupports to complete
I have worked the linguistic
with others tasks (dictionary, books, notes, internet access, my family?
this week.

Rúbrica de nivel de desempeño para lenguas extranjeras (Inglés)

Escribo una equis (X) en el nivel que mejor represente mi desempeño alcanzado en cada indicador
Assessment strategy Indicators of learning Performance level

1. Not achieved 2. In progress 3. Achieved

Learner cannot achieve the Learner can achieve the task Learner can achieve the
task with some difficulty and needs task without any
improvement difficulty

Recaps main ideas and important

L.1. paraphrases the main details of a relatively long
points of a relatively long discussion using standard
discussion using standard English.
English.
L.3. extracts the most Identifies topic in news
important information in news broadcasts. (Television, internet).
broadcast (television,
internet). Recognizes key words in news
broadcasts.

Gets main points in news

broadcasts (television, internet).
(Television, internet).