EIGHTH GRADE

 

🌎 Welcome to Our English Blog – Grade 8!

📚 Period 1 – Planet Earth
🌿 Theme: Sustainability and Environmental Awareness
🧠 Pedagogical Approach: Social Constructivism

📘 Book: The Way to Go 3
🎯 Level: A2 – CEFR
💡 Goal: Use English to describe environmental issues and propose sustainable solutions to protect the planet.

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🔎 What Will We Learn This Period?

💬 Communication Goals:

• Identify and describe environmental problems

• Talk about human impact on nature

• Suggest eco-friendly habits and solutions

• Express opinions and commitment to sustainability

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📌 Curricular Alignment:

Standards (MEN)	DBA (Aprendizajes Básicos)	CEFR (A2)
Describo situaciones y problemáticas ambientales.	Comprende y comunica mensajes sobre el medio ambiente.	Express facts and opinions about environmental issues.
Expreso acciones cotidianas responsables.	Sugiere soluciones para cuidar el entorno.	Use present simple and modal verbs for suggestions.
Dialogo sobre el impacto de las acciones humanas.	Participa activamente en debates y reflexiones ecológicas.	Ask and answer questions about ecological topics.

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🧱 Our Method: Learn through Discovery and Action

🌱 Enfoque constructivista social:

• Se promueve la conciencia ecológica a partir de la reflexión y la colaboración

• Se fomenta el respeto por la vida y el entorno

• Se desarrolla el inglés como herramienta para la acción social y ecológica

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📘 Module 1: Planet Earth

Main Theme: Sustainability
Let’s protect our only home – together and in English!

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🚯 Unit 1: Human Actions and the Environment (Page 10)

Topic: Environmental problems caused by human activities
Grammar Focus: Present simple – Frequency adverbs – There is/are
Vocabulary: Pollution, deforestation, overpopulation, waste

🔧 Constructivist Activity:
🗑️ "Environmental Detective" Report

• Observe your neighborhood or school

• Identify one environmental problem

• Write a report:

  • “There is a lot of trash in the park.”

  • “People don’t recycle.”

  • “I think we should…”

• Share your findings and solutions in class

💬 Discussion prompt:

“What is the biggest environmental problem in your community?”
“How can we reduce it?”

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♻️ Unit 2: Think Green! (Page 20)

Topic: Green practices and sustainable habits
Grammar Focus: Modal verbs: should / must / can – Imperatives
Vocabulary: Reduce, reuse, recycle, save, conserve, eco-friendly actions

🔧 Constructivist Activity:
💡 "Green Challenge Poster"

• In pairs, design a poster with green tips for school

• Use modals:

  • “You should turn off the lights.”

  • “You mustn’t waste water.”

  • “You can use both sides of the paper.”

• Present and place the posters around the school

🧠 Reflective question:

“What green habit do you already have? What new one can you adopt?”

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🌳 Unit 3: Caring for the Environment (Page 30)

Topic: Environmental protection projects and community actions
Grammar Focus: Present continuous – Action verbs – Let’s + base form
Vocabulary: Clean-up, plant, protect, volunteer, campaign

🔧 Constructivist Activity:
🌍 "Let’s Act Now!" Campaign

• In groups, create a mini-campaign:

  • “Let’s clean the school!”

  • “We are planting trees next Saturday.”

  • “Join us and protect nature.”

• Present your campaign as a short skit, video, or digital post

💬 Exchange of ideas:

“Why is it important to act locally?”
“How can students be agents of change?”

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🔁 Review (Page 42)

🔄 Collaborative tasks:

• Vocabulary matching: eco terms and definitions

• Grammar stations: use of modals and present continuous

• Speaking circle: mini dialogues about green habits

✍️ Self-reflection journal:

“What did I learn about my role in protecting the planet?”
“How has my thinking changed?”

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🌱 Project (Page 44): My Eco-Hero Journal

Task: Create a journal or presentation about an environmental activist or green initiative

• Include: name, actions, achievements

• Write in simple present:

  • “She organizes clean-ups.”

  • “He plants trees in the city.”

• Add your personal reflection:

  • “This inspires me because…”

  • “I want to…”

🔧 Constructivist Focus:
El estudiante se convierte en sujeto activo del cambio ecológico, reconociendo modelos a seguir y aplicando aprendizajes significativos para su contexto.

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📝 Evaluation (Page 46)

📊 Evaluación integral que considera:

• Participación en actividades orales y escritas

• Producción del proyecto “Eco-Hero Journal”

• Uso adecuado del vocabulario y estructuras gramaticales

📑 Instrumentos:

• Rúbricas de desempeño

• Autoevaluación y coevaluación

• Diario reflexivo

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🌍 Join the Green Generation!

📣 Use this blog to:

• Share your green ideas

• Publish your campaign or eco tips

• Discuss how English can help us change the world 🌱

📚 Period 2 – Health Issues
🍎 Theme: Physical and Mental Health
🧠 Pedagogical Approach: Social Constructivism

📘 Book: The Way to Go 3
🎯 Level: A2 – CEFR
💡 Goal: Discuss physical and mental health problems, healthy habits, and emotional wellbeing in English.

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🔎 What Will We Learn This Period?

💬 Communication Goals:

• Identify and talk about common health issues

• Describe symptoms and consequences of eating disorders

• Suggest healthy food choices and balanced habits

• Express feelings and talk about emotional well-being

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📌 Curricular Alignment:

Standards (MEN)	DBA (Aprendizajes Básicos)	CEFR (A2)
Expresa hábitos saludables y prácticas para el bienestar.	Comprende textos sobre salud física y mental.	Describe lifestyle habits and give advice.
Habla sobre emociones y el autocuidado.	Sugiere cambios positivos para una vida saludable.	Use modal verbs and present simple to give recommendations.
Reconoce signos de alerta en la salud.	Participa en conversaciones sobre salud personal.	Understand and give short explanations about health issues.

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🧱 Our Method: Learn through Reflection and Action

🧠 Enfoque constructivista social:

• Promueve el autoconocimiento y la empatía

• Fomenta hábitos saludables y el pensamiento crítico

• Usa el inglés como herramienta para la toma de decisiones personales y colectivas

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📘 Module 2: Health Issues

Main Theme: Health
Let’s talk about our well-being – in English and with purpose!

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⚖️ Unit 1: What is an Eating Disorder? (Page 50)

Topic: Understanding eating disorders and body image issues
Grammar Focus: Present simple – Descriptions – Wh- questions
Vocabulary: Disorder, anorexia, bulimia, symptoms, self-esteem

🔧 Constructivist Activity:
🧩 “Let’s Talk About It” Poster

• In pairs, investigate an eating disorder

• Create an awareness poster

  • Include definitions, symptoms, consequences

  • Add questions: “What causes it?” “How can we help?”

• Display posters in class to open discussion

💬 Dialogue prompt:

“Why is it important to talk about mental and physical health openly?”
“How can we support someone who is struggling?”

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🥗 Unit 2: Healthy Food Choices (Page 60)

Topic: Nutritional habits and making better food decisions
Grammar Focus: Countable/uncountable nouns – Some/any – Modal verbs (should/must)
Vocabulary: Proteins, vitamins, sugar, healthy, junk food

🔧 Constructivist Activity:
🍴 “Design Your Healthy Menu”

• In small groups, plan a healthy school lunch

• Use nutritional vocabulary and modals:

  • “You should eat more vegetables.”

  • “You must drink water.”

• Present your menu and explain why it’s healthy

🧠 Discussion question:

“What healthy food can we include in our daily life without spending too much?”

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🧘 Unit 3: Body and Mind Connection (Page 70)

Topic: Mental health and emotional well-being
Grammar Focus: Present continuous – Adjectives to describe feelings – Let’s / Can for suggestions
Vocabulary: Stress, anxiety, relax, meditate, sleep well, exercise

🔧 Constructivist Activity:
🧘 "Mindful Moments Journal"

• Keep a personal journal for one week

  • Write about your mood and activities

  • Identify what helps you feel better

  • Use structures like:

    • “I’m feeling tired today.”

    • “I am relaxing by listening to music.”

• Share insights in a class discussion circle

💬 Reflection prompt:

“How do our emotions affect our body?”
“What healthy strategies do you use to manage stress?”

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🔁 Review (Page 82)

🧩 Review activities:

• Quiz on vocabulary: food and health terms

• Grammar relay: modals and present continuous

• Role play: visit to the school counselor or doctor

📓 Self-assessment:

“What new things did I learn about taking care of myself?”
“How can I apply this knowledge in real life?”

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📌 Project (Page 84): My Healthy Life Campaign

Task: Design a campaign to promote healthy habits in school

• Choose a focus: nutrition, mental health, physical activity

• Create a slogan and set of recommendations

  • “Let’s move more and stress less!”

  • “You should eat fruits every day.”

• Present your campaign as a brochure, podcast, or mini video

🔧 Constructivist Focus:
Los estudiantes se convierten en promotores activos de bienestar, con conciencia crítica y responsabilidad frente a su salud y la de su comunidad escolar.

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📝 Evaluation (Page 86)

📊 Evaluación basada en:

• Participación oral y escrita

• Creatividad y contenido en el proyecto “Healthy Life Campaign”

• Precisión en estructuras gramaticales y vocabulario

• Reflexión personal sobre bienestar

📑 Instrumentos:

• Rúbricas por desempeño

• Autoevaluación y coevaluación

• Registro del diario de emociones

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❤️ Let’s Take Care of Our Body and Mind – in English!

🌿 Comparte tus ideas, recursos, hábitos saludables y reflexiones en este blog. Recuerda que tu bienestar comienza con tus decisiones diarias… ¡y el inglés te ayuda a expresarlas!

📚 Period 3 – A Good Citizen
🕊️ Theme: Democracy and Peace
🧠 Pedagogical Approach: Social Constructivism

📘 Book: The Way to Go 3
🎯 Level: A2 – CEFR
💡 Goal: Talk about citizenship, peaceful coexistence, and respectful dialogue using English as a tool for reflection and social action.

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🔎 What Will We Learn This Period?

💬 Communication Goals:

• Identify peaceful solutions to everyday problems

• Describe qualities of a good citizen

• Promote respect, empathy, and cooperation

• Express opinions and agreements/disagreements politely

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📌 Curricular Alignment:

Standards (MEN)	DBA (Aprendizajes Básicos)	CEFR (A2)
Participa en conversaciones sobre convivencia.	Reconoce los valores de un ciudadano ejemplar.	Express personal opinions and describe people's behavior.
Interactúa en situaciones de conflicto con respeto.	Propone soluciones pacíficas a los problemas.	Use expressions to agree/disagree and make suggestions.
Expresa puntos de vista y respeta los de otros.	Describe situaciones que afectan la convivencia.	Ask and answer about rules, duties, and roles in society.

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🧱 Our Method: Learn through Dialogue and Participation

🧠 Enfoque constructivista social:

• Promueve la formación ciudadana activa

• Fomenta el respeto y la resolución pacífica de conflictos

• Usa el inglés como medio para construir comunidad y convivencia

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📘 Module 3: A Good Citizen

Main Theme: Democracy and Peace
Let’s build a better community together – speaking English!

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🤝 Unit 1: Solving Problems with Others (Page 90)

Topic: Conflict resolution strategies
Grammar Focus: Modal verbs (can, must, should) – Imperatives
Vocabulary: Problem, solution, compromise, respect, talk it out

🔧 Constructivist Activity:
🧩 “Let’s Find a Solution” Role-play

• In pairs or small groups, create a real-life conflict situation (at home, school, or online)

• Use role cards: “You are a classmate who…”

• Use language like:

  • “You should talk to the teacher.”

  • “Can we find a compromise?”

• Reflect on: Was the solution fair? Was everyone heard?

💬 Discussion prompts:

“What is the best way to solve a disagreement?”
“Why is listening important in a conflict?”

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🌟 Unit 2: What is a Model Citizen? (Page 100)

Topic: Responsibilities and values of good citizens
Grammar Focus: Present simple – Adverbs of frequency – Have to/must
Vocabulary: Responsibility, obey rules, participate, volunteer, respectful

🔧 Constructivist Activity:
🧠 “Citizen of the Month” Poster

• Choose a person (real or imaginary) who represents good citizenship

• Create a poster with:

  • Their actions and values

  • Habits: “She always helps others.”

  • Rules they follow: “He must obey traffic rules.”

• Present the poster to the class and vote for the best role model

💬 Reflection question:

“What actions show that someone is a good citizen?”

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🕊️ Unit 3: Making Peace Through Words and Actions (Page 110)

Topic: Promoting peace in daily interactions
Grammar Focus: Present continuous – Let’s / Can – Like + verb-ing
Vocabulary: Peaceful, insult, apologize, cooperate, express feelings

🔧 Constructivist Activity:
📝 “My Peace Action Plan” Journal

• Reflect on a recent moment of tension

• Write a short entry:

  • What happened?

  • How did you feel?

  • What peaceful action can you take next time?

• Share ideas in peace circles using phrases like:

  • “I’m feeling upset because…”

  • “Let’s solve this together.”

💬 Conversation prompt:

“What small actions can build peace in our school and family?”

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🔁 Review (Page 122)

📚 Review activities:

• Vocabulary match: Peace and conflict terms

• Grammar quiz: Modals, present simple, and continuous

• Class debate: “What makes someone a good citizen?”

📓 Self-assessment:

“How do I solve conflicts in English?”
“How can I be a model citizen in my school?”

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📌 Project (Page 124): Peace Builders Campaign

Task: Design a campaign that promotes peaceful coexistence at school

• Choose a topic: bullying, teamwork, rules, empathy

• Create a slogan and 3 peaceful actions

  • “Words Build Bridges”

  • “Let’s talk, not fight”

• Present as a video, poster, or drama sketch

🔧 Constructivist Focus:
Los estudiantes se convierten en líderes de cambio al usar el inglés para proponer soluciones reales en su entorno social inmediato.

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📝 Evaluation (Page 126)

📊 Evaluación basada en:

• Participación oral y en debates

• Calidad del proyecto “Peace Builders Campaign”

• Uso de estructuras gramaticales y vocabulario sobre ciudadanía

• Reflexión sobre el rol propio como agente de paz

📑 Instrumentos:

• Rúbricas por desempeño

• Autoevaluación y coevaluación

• Diario de acción ciudadana

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🌎 Let’s Build Peace with Our Words – in English!

Este blog es tu espacio para reflexionar, aprender y actuar como ciudadano global. ¡Porque ser buen ciudadano también se aprende, se practica y se comunica en inglés!

📚 Period 4 – Wise Consumption
🌐 Theme: Globalization and Responsible Consumption
🧠 Pedagogical Approach: Social Constructivism

📘 Book: The Way to Go 3
🎯 Level: A2 – CEFR
💡 Goal: Reflect on consumption habits, spending decisions, and global impact using English as a communication and critical thinking tool.

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🔍 What Will We Learn This Period?

💬 Communication Goals:

• Talk about buying habits and preferences

• Compare prices and make smart purchases

• Reflect on needs vs. wants

• Discuss the consequences of overconsumption

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📌 Curricular Alignment

Standards (MEN)	DBA (Aprendizajes Básicos)	CEFR (A2)
Participa en conversaciones sobre decisiones de compra.	Distingue entre necesidades y deseos.	Compare prices and make simple purchase-related decisions.
Expresa opiniones sobre el consumo responsable.	Expone consecuencias del consumo extremo.	Talk about habits and give advice on spending.
Comprende textos sobre publicidad y consumo.	Identifica prácticas de consumo responsable e irracional.	Understand short texts and dialogues about shopping.

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🧱 Our Method: Learn through Reflection and Action

🧠 Enfoque constructivista social:

• Promueve el pensamiento crítico frente al consumo

• Relaciona el idioma con la vida cotidiana y el entorno económico

• Estimula el uso del inglés para tomar decisiones conscientes y responsables

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📘 Module 4: Wise Consumption

Main Theme: Globalization and Responsible Choices
Let’s think before we spend – and speak English while we do it!

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🛍️ Unit 1: Sensible Shopping (Page 130)

Topic: Making smart decisions when buying
Grammar Focus: Comparative and superlative adjectives – Quantifiers
Vocabulary: Price, quality, cheap, expensive, brand, budget, save

🔧 Constructivist Activity:
💡 “Smart Shopper Challenge”

• In groups, students receive a budget (e.g., $100) and a shopping list

• Compare prices from fictional stores

• Use language like:

  • “This one is cheaper than…”

  • “That brand is the best.”

  • “We should save money on…”

• Present and justify their choices

💬 Discussion prompts:

“Is more expensive always better?”
“How do you decide what to buy?”

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💰 Unit 2: Controlling Expenses (Page 140)

Topic: Budgeting and saving money
Grammar Focus: Should/Shouldn’t – Expressions of frequency
Vocabulary: Budget, allowance, save, waste, earn, spend wisely

🔧 Constructivist Activity:
📊 “My Monthly Budget” Diary

• Create a chart with weekly expenses (real or hypothetical)

• Reflect in a paragraph:

  • What do I spend most on?

  • What can I save?

  • “I should stop buying…”

  • “I always spend money on…”

• Share in pairs and give advice to each other

💬 Reflection question:

“What habits help you save money?”

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🛒 Unit 3: Extreme Consumption (Page 150)

Topic: The social and environmental impact of overconsumption
Grammar Focus: Present perfect – Too much/many – Zero conditional
Vocabulary: Waste, pollution, overuse, throw away, buy, recycle

🔧 Constructivist Activity:
🌱 “Consumption Awareness Campaign”

• Design an awareness poster or short video about overconsumption

• Use structures like:

  • “People have bought too many clothes.”

  • “If we waste food, we harm the planet.”

• Include actions: reduce, reuse, recycle

• Share with school community

💬 Conversation starter:

“How does extreme consumption affect the planet?”

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🔁 Review (Page 162)

📚 Review activities:

• Vocabulary puzzles: Consumption and shopping

• Grammar games: Comparatives, modals, conditionals

• Class quiz show: “Wise vs. Wasteful”

📓 Self-assessment:

“Am I a responsible consumer?”
“How can I improve my spending habits?”

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🎯 Project (Page 164): Wise Consumer Profile

Task: Create a digital profile of a “Wise Consumer”

• Include name, habits, routines, and advice

• Use:

  • “He usually compares prices.”

  • “She never wastes water.”

• Present it as a digital poster, audio, or interview-style video

🔧 Constructivist Focus:
Los estudiantes se convierten en agentes de cambio económico, reflexionando sobre sus decisiones y compartiendo hábitos sostenibles en inglés.

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📝 Evaluation (Page 166)

📊 Evaluación basada en:

• Participación activa en debates y actividades

• Calidad del proyecto “Wise Consumer Profile”

• Uso adecuado de estructuras gramaticales y vocabulario

• Reflexión personal y crítica sobre el consumo

📑 Instrumentos:

• Rúbrica de desempeño

• Autoevaluación sobre hábitos de consumo

• Registro de progreso comunicativo en inglés

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🌎 Think Smart, Buy Smart – in English!

Este blog es tu espacio para aprender a consumir con conciencia, cuidar tu entorno y tomar decisiones inteligentes… ¡en inglés!

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