SEVENTH GRADE

 

🌟 Welcome to Our English Blog – Grade 7!

📚 Period 1 – Integral Personal Care
🧠 Pedagogical Approach: Social Constructivism

📘 Book: The Way to Go 2
🎯 Level: A2 – Common European Framework
💡 Focus: Learning to take care of ourselves and others through real-life communication in English

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🔎 What Will We Learn This Period?

💬 Communication Goals:

• Talk about free time activities and personal interests

• Describe healthy habits and daily routines

• Express how to take care of oneself and help others

• Promote values like self-respect, empathy, and responsibility

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📌 Curricular Alignment:

Standards (MEN)	DBA (Aprendizajes Básicos)	CEFR (A2)
Hablo de mis gustos y actividades personales.	Expresa lo que le gusta hacer en su tiempo libre.	Talk about likes and leisure activities.
Explico hábitos saludables.	Describe rutinas de cuidado personal.	Describe daily routines and healthy practices.
Participo en conversaciones sobre el bienestar común.	Sugiere acciones para cuidar de otros.	Use simple language to give advice and show care.

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🧱 Our Method: Learning Through Collaboration

👥 Social Constructivism supports learning through interaction, reflection, and teamwork. In this blog:

• Students connect English with real topics like health and well-being

• Group activities promote communication, responsibility, and critical thinking

• The teacher is a guide, encouraging students to build knowledge together

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📘 Module 1: Integral Personal Care

Theme: Health and Well-being
Let’s talk about how to enjoy our lives, stay healthy, and help others in our community.

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🎮 Unit 1: Enjoy Your Free Time! (Page 10)

Topic: Leisure activities and hobbies
Grammar Focus: Like/love/hate + verb-ing
Vocabulary: Hobbies, sports, weekend activities

🔧 Constructivist Activity:
Make a “Free Time Wheel” in small groups. Each section shows an activity you enjoy. Then interview classmates:

“What do you like doing?”
“How often do you play video games?”

🎯 Reflection: How do free-time activities help our health and happiness?

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🧼 Unit 2: I Can Take Care of My Body (Page 20)

Topic: Healthy habits and routines
Grammar Focus: Simple present for daily habits
Vocabulary: Hygiene, food, exercise, body parts

🔧 Constructivist Activity:
In pairs, create a “Healthy Habits Chart” showing your routine. Include:

• What you eat

• When you sleep

• What exercises you do
  Present it to the class using simple sentences.

🩺 Extension: Watch a video about body care and discuss:

“What should we do to be healthy every day?”

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💙 Unit 3: Taking Care of Myself and of Others (Page 30)

Topic: Self-care and care for others
Grammar Focus: Should/shouldn’t for advice
Vocabulary: Emotions, feelings, support actions

🔧 Constructivist Activity:
Design a “Caring Poster” with your group. It should show:

• How we take care of ourselves (e.g., “I should rest when I’m tired”)

• How we help classmates (e.g., “We should listen to each other”)

🧩 Reflection: Share a moment when someone cared for you. How did it make you feel?

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🔁 Review (Page 42)

Play cooperative games to review vocabulary and grammar.
Reflection in groups:

“What healthy habits do we share?”
“What can we improve together?”

🧠 Suggested Activities: Charades, Quiz Show, Mind Map

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🎯 Project (Page 44): Our Health Guide

Task: Create a class booklet or blog post titled “Healthy Living Tips for Teens”. Each team contributes a page with:

• Free time suggestions

• Healthy body routines

• Advice to care for friends

📖 Add drawings, photos, or digital elements if possible.

🔧 Constructivist Focus:
Students collaborate to reflect on health from different perspectives, express ideas in English, and contribute to a shared final product.

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📝 Evaluation (Page 46)

We assess through:

• Interviews and group presentations

• Self-assessment and peer review

• Checklists with:

“Did I speak in English?”
“Did I share my ideas?”
“Did I support my classmates?”

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💬 Let’s Connect!

Use the comment section to:

• Say your favorite free time activity

• Share a tip to take care of your health

• Write one thing you do to help others

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📚 Period 2 – Bullying and Conflict
🧠 Pedagogical Approach: Social Constructivism

📘 Book: The Way to Go 2
🎯 Level: A2 – Common European Framework
💡 Focus: Learning to manage conflict, tell personal stories, and promote peaceful coexistence in English.

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🔎 What Will We Learn This Period?

💬 Communication Goals:

• Talk about competitions and teamwork

• Tell short personal experiences in the past

• Recognize bullying and promote respect and peace

• Practice democratic values and coexistence in school

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📌 Curricular Alignment:

Standards (MEN)	DBA (Aprendizajes Básicos)	CEFR (A2)
Relato situaciones vividas o imaginadas.	Escribe y narra hechos pasados.	Talk/write about past events using simple sentences.
Propongo soluciones pacíficas a conflictos.	Reconoce el bullying y propone alternativas.	Express rules, advice, and agreements.
Participo en actividades que promueven la convivencia.	Describe actitudes positivas frente al conflicto.	Use English to encourage peaceful interaction.

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🧱 Our Method: Learning Through Experience and Collaboration

👥 Enfoque constructivista social:

• El aprendizaje ocurre al compartir ideas, reflexionar y construir soluciones reales

• Los estudiantes exploran temas como el acoso escolar y el respeto a través del idioma

• El docente actúa como mediador, facilitando la construcción colectiva del conocimiento

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📘 Module 2: Bullying and Conflict

Theme: Democracy and Peace
Let’s use English to build a culture of respect, justice, and peaceful coexistence.

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🎮 Unit 1: Let the Games Begin! (Page 50)

Topic: Sports, fair play, and teamwork
Grammar Focus: Comparative and superlative adjectives
Vocabulary: Sports, qualities, team roles

🔧 Constructivist Activity:
In teams, create a “Mini-Olympic Poster” comparing games:

• “Basketball is more exciting than baseball.”

• “Soccer is the most popular sport in our school.”

🎯 Group Discussion:

“What values are important when we play?”
“How do we solve conflicts in a game?”

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✍️ Unit 2: Tell Your Story! (Page 60)

Topic: Past personal experiences
Grammar Focus: Simple past – regular and irregular verbs
Vocabulary: Verbs for telling stories, time expressions

🔧 Constructivist Activity:
Write a short illustrated story about a real or imaginary experience:

• Use time markers (Last year, Yesterday, One day...)

• Share with a partner and ask questions:

“What happened next?”
“How did you feel?”

🧩 Extension: Record the story as an audio or role-play it in pairs.

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🚫 Unit 3: No Bullying Allowed! (Page 70)

Topic: Bullying, respect, and peaceful behavior
Grammar Focus: Should/shouldn’t – must/mustn’t
Vocabulary: Emotions, actions, school rules

🔧 Constructivist Activity:
Create a group Anti-Bullying Campaign:

• Poster with messages: “We must respect others.” “You shouldn’t laugh at others.”

• Role-play real school situations and solutions

👂 Group Dialogue:

“What is bullying?”
“How can we support our classmates?”

✍️ Optional: Write a letter of support to someone who experienced bullying.

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🔁 Review (Page 82)

🎯 Cooperative review activities:

• “Find someone who...” bingo

• Story chain game (each student adds a sentence in past tense)

• True/false quiz about respectful behavior

💬 Reflection:

“What did I learn about conflict resolution?”
“How can I be a peace builder in my classroom?”

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🎯 Project (Page 84): Our Peace Campaign

Task: As a class, create a visual campaign called “Stop Bullying, Start Respect”, including:

• Infographics about types of bullying

• Real stories of kindness

• Posters and advice using English structures (should/must)

📢 Present it at school or post in common areas.

🔧 Constructivist Focus:
Los estudiantes aplican el idioma para resolver problemas reales, reflexionar en grupo y construir una cultura de respeto.

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📝 Evaluation (Page 86)

We assess through:

• Peer-assessed storytelling

• Anti-bullying poster presentations

• Rubrics with:

“Did I use past tense correctly?”
“Did I give ideas to solve conflicts?”
“Did I work respectfully with my classmates?”

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💬 Let’s Connect!

Use the comments section to:

• Tell a story about teamwork or helping a friend

• Share a tip to avoid bullying

• Write one sentence about what you learned this period

📚 Period 3 – A World of Wonders
🌱 Theme: Sustainability and Environmental Care
🧠 Pedagogical Approach: Social Constructivism

📘 Book: The Way to Go 2
🎯 Level: A2 – CEFR
💡 Goal: Learn how to describe nature, express concern for the planet, and propose actions to protect it using English.

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🔎 What Will We Learn This Period?

💬 Communication Goals:

• Describe natural environments

• Talk about animals, plants, and natural beauty

• Express concern and care for nature

• Suggest sustainable actions to protect the environment

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📌 Curricular Alignment:

Standards (MEN)	DBA (Aprendizajes Básicos)	CEFR (A2)
Describe entornos y situaciones de su contexto.	Describe lugares naturales y su importancia.	Describe places and give reasons for opinions.
Reconozco la importancia del cuidado del ambiente.	Identifica problemas ambientales y propone soluciones.	Talk about problems and give simple advice.
Participo en campañas de conservación.	Propone acciones para conservar el ambiente.	Express obligation and suggestion.

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🧱 Our Method: Learn by Doing and Sharing

👥 Enfoque constructivista social:

• Los estudiantes aprenden al observar, reflexionar y actuar en su entorno

• Se fomenta el trabajo colaborativo y la conexión con problemas reales

• El inglés se usa como herramienta para comunicar, proponer y transformar

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📘 Module 3: A World of Wonders

Main Theme: Sustainability
Let’s explore the beauty of nature and learn how to take care of it in English!

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🍃 Unit 1: Our Beautiful Natural World (Page 90)

Topic: Natural places, animals, and wonders
Grammar Focus: There is / There are – Prepositions of place
Vocabulary: Natural landscapes, animals, environmental features

🔧 Constructivist Activity:
Create a Nature Gallery:

• Bring photos or drawings of local landscapes

• Describe them: “There is a river. There are many trees.”

• Add labels with prepositions: “The mountain is behind the forest.”

🌍 Group discussion:

“Why is nature important in our lives?”
“What is your favorite natural place and why?”

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🌱 Unit 2: Nature is Life (Page 100)

Topic: Plants, animals, ecosystems
Grammar Focus: Present simple for facts – Can/can’t
Vocabulary: Animals, plants, ecosystems, abilities

🔧 Constructivist Activity:
Prepare a Mini-documentary about a Colombian ecosystem:

• “The Amazon is home to thousands of species.”

• “Jaguars can run fast. Trees can clean the air.”

• Present in class or record a voice-over video

🌿 Group activity:

Make a biodiversity map of your region and present it in English.

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♻️ Unit 3: Conservation is a Must (Page 110)

Topic: Environmental problems and solutions
Grammar Focus: Must / mustn’t – Should / shouldn’t
Vocabulary: Pollution, conservation, actions to protect the Earth

🔧 Constructivist Activity:
Create an Eco-Campaign Poster with slogans:

• “We must recycle.”

• “You shouldn’t waste water.”

• “Protect nature before it’s too late!”

💬 Class Forum:

“What can we do to protect our planet?”
“How can our school be more eco-friendly?”

🌱 Optional task: Write a letter to the school principal with suggestions to reduce waste or promote green spaces.

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🔁 Review (Page 122)

🎯 Collaborative review stations:

• Memory game with vocabulary

• Quiz race using “there is / there are”

• Advice card game using “should / must”

✍️ Reflection writing:

“What did I learn about nature and conservation?”
“What is one thing I will change to protect the environment?”

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🌍 Project (Page 124): My Eco-Friendly Community

Task: In groups, create a model or poster of a sustainable neighborhood:

• Use vocabulary and grammar: “There are solar panels.” “We must save water.”

• Include real eco-friendly habits students use at home

📢 Present to the class or post in school hallways

🔧 Constructivist Focus:
Los estudiantes aplican el inglés para representar una comunidad sostenible, reflexionan sobre sus propios hábitos y proponen cambios reales.

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📝 Evaluation (Page 126)

Evaluación formativa y sumativa basada en:

• Presentaciones orales de campañas o documentales

• Posters con gramática y vocabulario correcto

• Rubricas que valoran:

  “¿Usé bien ‘there is/are’, ‘must’, ‘should’?”
  “¿Propuese acciones reales para cuidar el ambiente?”
  “¿Trabajé de forma colaborativa y responsable?”

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💬 Let’s Connect!

Use the comments section to:

• Share your eco-tips

• Describe your favorite natural place

• Say one thing you learned this period

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📚 Period 4 – International Cultures
🌏 Theme: Globalization and Cultural Diversity
🧠 Pedagogical Approach: Social Constructivism

📘 Book: The Way to Go 2
🎯 Level: A2 – CEFR
💡 Goal: Discover and talk about countries, customs, and traditions around the world using English as a tool for communication and intercultural understanding.

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🔎 What Will We Learn This Period?

💬 Communication Goals:

• Describe countries, cities, and famous places

• Talk about travel plans and personal experiences

• Identify and describe cultural celebrations and traditions

• Compare Colombian and international customs

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📌 Curricular Alignment:

Standards (MEN)	DBA (Aprendizajes Básicos)	CEFR (A2)
Identifico y comparo costumbres culturales.	Reconoce y respeta las diferencias culturales.	Talk about travel and cultural traditions.
Uso el inglés para describir lugares y celebraciones.	Describe lugares y eventos de interés.	Use simple sentences to describe past experiences.
Expreso ideas sobre mi cultura y otras.	Compara su cultura con otras del mundo.	Express preferences and give basic opinions.

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🧱 Our Method: Learn through Discovery and Exchange

👥 Enfoque constructivista social:

• Aprendizaje a través de la experiencia directa, la reflexión y el diálogo

• Enfoque en el respeto por la diversidad cultural

• Uso del inglés para expresar, compartir y valorar costumbres de todo el mundo

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📘 Module 4: International Cultures

Main Theme: Globalization and Cultural Exchange
Let’s open our minds and travel with English!

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✈️ Unit 1: Let’s See the World! (Page 130)

Topic: Countries, cities, and famous places
Grammar Focus: Present simple and past simple – Wh- questions
Vocabulary: Countries, nationalities, landmarks, travel actions

🔧 Constructivist Activity:
🌍 "Passport to the World" Project

• Choose a country and prepare a “passport” including:

  • Flag

  • Capital

  • 3 tourist attractions

  • A short paragraph: “I want to visit Japan because…”

• Role-play as a tour guide and present it to the class

💬 Discussion prompt:

“Which country would you like to visit? Why?”
“What is the most interesting place in the world for you?”

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🇨🇴 Unit 2: Travelling Around Colombia (Page 140)

Topic: Colombian geography and culture
Grammar Focus: Past simple – Was/Were – Regular/Irregular verbs
Vocabulary: Departments, food, traditional clothing, crafts

🔧 Constructivist Activity:
🎒 Virtual Trip Around Colombia

• In small groups, create a travel brochure or digital presentation

• Include: “We visited Boyacá. The weather was cold. We ate arepas.”

• Present using past tense and local expressions

🧠 Comparative thinking:

“How is your region similar or different from other Colombian places?”
“What makes Colombia unique?”

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🎉 Unit 3: Wonderful Cultures (Page 150)

Topic: Celebrations, traditions, and customs
Grammar Focus: Simple past – Used to – Describing customs
Vocabulary: Celebrations, customs, clothes, music, food

🔧 Constructivist Activity:
🎭 International Culture Festival

• Choose a country or region

• Prepare a display or mini-presentation about a tradition (e.g., Diwali, Carnival, Hanami)

• Include: “People used to wear…”, “They dance and eat…”

• Use music, images, or even food samples (optional)

🤝 Class debate:

“Why is it important to learn about other cultures?”
“Which celebration did you like the most and why?”

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🔁 Review (Page 162)

🎯 Collaborative learning stations:

• Map quiz: Identify countries and flags

• Grammar review: Past tense memory game

• Culture board: Match traditions with countries

✍️ Self-reflection journal:

“What culture surprised me the most?”
“What did I learn about my own culture through this module?”

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🌍 Project (Page 164): My Cultural Exchange Scrapbook

Task: Create a physical or digital scrapbook about one international and one Colombian tradition

• Include photos, drawings, vocabulary, short texts

• Use sentences like:

  • “In Brazil, people celebrate Carnival in February.”

  • “In Colombia, we eat natilla in December.”

• Compare and express opinions

🔧 Constructivist Focus:
Los estudiantes comprenden la diversidad cultural a través de la comparación, el respeto y la creatividad, usando el inglés como vehículo de expresión intercultural.

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📝 Evaluation (Page 166)

Evaluación integral que incluye:

• Presentación oral de su cultura o país elegido

• Uso correcto del pasado simple y vocabulario temático

• Reflexión crítica sobre su aprendizaje intercultural

📊 Instrumentos:

• Rúbricas de evaluación de proyectos

• Autoevaluación y coevaluación

• Diario reflexivo

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🌐 Let's Celebrate Cultural Diversity!

📣 Use the blog to:

• Share your scrapbook or travel poster

• Tell about a festival you’ve attended

• Say how learning about other cultures has changed your view of the world

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