Planeacion Ingles Interchange 8°

INSTITUCIÓN EDUCATIVE SAN MIGUEL ABAJO
SAN CARLOS-CÓRDOBA
THEMATIC CONTENTS ENGLISH SCHOOL YEAR 2023
TEACHER: NUBIA PADILLA ESPITIA
GRADE: 6, 7,8 BASIC SECONDARY
COURSE PROGRAM (PROGRAMA DEL CURSO)
COURSE IDENTIFICATION (IDENTIFICACIÓN DEL CURSO): EIGHTH GRADE (8°)
Academic hours: 39 hours
Level CEFR: A2
GOAL (OBJETIVO)
Students will demonstrate communicative competency and progress from the Complete Elementary (A2) level in reading, writing, listening, and speaking.
Students will demonstrate an ability to deal with simple, straightforward information and begin to express oneself in familiar contexts. use simple everyday polite
forms of greeting and address; greet people, ask how they are and react to news; handle very short social exchanges; ask and answer questions about what they
do at work and in free time; make and respond to invitations; discuss what to do, where to go and make arrangements to meet; make and accept offers.
COMPETENCES (COMPETENCIAS)
1. Linguistic Component
-Identify and use reading and listening strategies to make texts and new structures comprehensible and meaningful.
-To identify main ideas and details.
-Compare and contrast information and objects and identify complexities in information.
-Formulate, ask and respond to various question forms to obtain, clarify and extend information and meaning.
-Understand sentences and frequently used expressions related to the areas of experience most immediately relevant to him/her (e.g. very basic personal and
family information, shopping, places of interest, employment, etc.).
-Communicate in simple, everyday tasks requiring no more than a simple and direct exchange of information on familiar and routine matters.
-Describe in simple terms, aspects of his/her past, environment and matters related to his/her immediate needs.
2. Sociolinguistic Component
-Take part in-group activities with respect and interest and share opinions.
-Show respect for your classmates and wait for your turn to speak.
-Understand and value the use of English for communicating with other people and find out about other cultures.
-Identify habits from countries in which foreign languages are spoken.
-Accept suggestions and recommendations of others.
-Respect differences.
-Values the opinions of his peers.
3. Pragmatic Component
-Recognize, explain, evaluate, and analyses how structural features affect readers’ and listeners’ understanding and appreciation of text
-Can use simple everyday polite forms of greeting and address; greet people, ask how they are and react to news.
-Can handle very short social exchanges; ask and answer questions about what they do at work and in free time.
-Can make and respond to invitations; discuss what to do, where to go and make arrangements to meet; make and accept offers.
SAN CARLOS-CÓRDOBA
LEARNING OUTCOMES (LOS RESULTADOS DEL APRENDIZAJE)
By the end of the course students will be better able to:
LISTENING READING SPOKEN INTERACTION SPOKEN PRODUCTION WRITING
-Understand the main points of -Can understand short, simple -Can communicate in simple -Can give a simple -Write simply about
clear speech on work, school and texts containing the most and routine tasks requiring a description or familiar topics.
leisure. common words, including some simple and direct exchange of presentation of people,
shared international words. information on familiar and living or working -Write personal
-Understand the main point on letters describing
many radio or TV programmes on routine matters to do with work conditions, daily
-Can find specific information in and free time. routines, likes/dislikes, experiences and
current affairs or familiar topics,
simple everyday material such as etc. as a short series of impressions.
when the speaker speaks slowly
advertisements, brochures, -Deal with most situations when simple phrases and
and clearly. -To describe plans and
menus and timetables. you travel in an area where sentences linked into a
people speak English arrangements.
list.
-Understand common, basic or
job-related language. -To describe my
-Talk about family,
family, living
hobbies, work, travel and
-Understand the description of conditions, schooling,
current events.
events, feelings and wishes in present or most
personal letters. -Talk about experiences recent job.
and events, dreams,
-To express thanks
hopes and ambitions.
and apology.
-Give reasons and
explanations for opinions
and plans.
-Tell the story of a book

or film.
SAN CARLOS-CÓRDOBA
COURSE CONTENT: EIGHTH GRADE (CONTENIDO DEL CURSO 8°)
Content: Unit 1 Word Power Discuss school subjects
Where are you from?
VOCABULARY LANGUAGE FOCUS (GRAMMAR)
-Introductions and greetings; -Wh-questions and statements with be;
-Names, countries, and nationalities -Questions with what, where, who, and how;
-Yes/no questions and short answers with
be; subject pronouns;
-Possessive adjectives.
LEARNING OBJECTIVE (OBJETIVO DE APRENDIZAJE): ASSESSMENT ACTIVITY
-Use be and possessive adjectives in a conversation about people meeting for the first time. These are the suggested activities that
-Introduce oneself and Check information about others. students can perform as evidence of
-Use be in a conversation between three people who have just met. achievement:
-Sound more natural by linking words.
“Getting to know you”
-Make statements/contractions with be;
Add one more question to the chart. Go
-Use possessive adjectives to describe oneself and others; around the class and interview three
-Ask and answer Wh-questions with be. classmates. Complete the chart.
SKILLS
(HABILIDADES) -Ask yes/no questions and give short answers with be.
-Say hello and good-bye in various ways.
-Listen for detail in conversations of people giving information about themselves.
-In Unit 1, students introduce oneself and others, and talk about oneself and learn about others.
-By the end of unit, students will be able to introduce themselves and others using be and
possessive adjectives, and ask and answer Wh-questions to find out information about others
and to state information about themselves.
-By the end of unit too, students will be able to ask and answer yes/no questions to find out
information about others and to state information about themselves.
SPEAKING -Introducing oneself; introducing someone; -Checking information; -Exchanging personal
information; -Saying hello and good-bye; -Talking about school subjects.
PRONUNCIATION -Linked sounds.
LISTENING -Listening for names, countries, and school subjects.
WRITING/ -Writing questions requesting personal information.
READING - “Is Your Name Trendy?”: Reading about popular names.
INTERCHANGE “Getting to know you”: Collecting personal information about classmates. PAGE 114.
ACTIVITY
SAN CARLOS-CÓRDOBA
Content: Unit 2 Word Power Discuss popular part-time jobs
What do you do?
-Jobs, workplaces, and school; -Simple present Wh-questions and statements;
-Daily schedules; -Question: when;
-Clock time -Time expressions: at, in, on, around, early, late,
until, before, and after.
-Prepositions of time: at/in/on + time
These are the suggested activities that
-Categorize types of jobs.
students can perform as evidence of
-Describe common occupations and workplaces. achievement:
-Use simple present Wh-questions and statements in a conversation about jobs.
-Ask and answer simple present Wh-questions “What we have in common”
-Write a biography. Add one more question to the chart. Answer
-Use time expressions in a conversation about daily routines. these questions about yourself. Then interview
SKILLS -Use correct syllable stress with two- and three-syllable words. two classmates.
(HABILIDADES) Write their names and the times they do each
-Use time expressions with prepositions and adverbs to describe routines and schedules.
thing.
- listen for specific information in a conversation about routines.
-In Unit 2, students ask and answer questions about jobs, and describe routines and daily
schedules.
-By the end of Cycle 1, students will be able to ask and answer questions about
occupations using the simple present.
-By the end of unit too, students will be able to describe routines and daily schedules
using time expressions.
SPEAKING -Describing work and school;
-Asking for and giving opinions;
-Describing daily schedules.
PRONUNCIATION/ -Syllable stress
LISTENING -Listening to descriptions of jobs and daily routines.
WRITING/READING -Writing a biography of a classmate.

- “My Parents Don’t Understand My Job!”:
-Reading about four jobs
INTERCHANGE “What we have in common”:
ACTIVITY - Finding similarities in classmates’ daily schedules. PAGE 115
SAN CARLOS-CÓRDOBA
Content: Unit 3 Word Power Describe the meaning of colors
How much are these?
-Shopping and prices; -Demonstratives: this, that, these, those;
-Clothing and personal items; -One and ones;
-Colors and materials -Questions: how much and which; comparisons
with adjectives.
-Describe the meaning of colors These are the suggested activities that students
-Use demonstratives, one, and ones in a conversation about asking about prices can perform as evidence of achievement:
while shopping.
-Use demonstratives, one, and ones to ask about and describe prices. “Flea market”
-Sound more natural by using correct sentence stress. -You want to sell these things. Write your “asking
-Ask about prices of items for sale. price” for each item.
-Listen for details in conversations about shopping. -Now choose three things you want to buy. Get the
SKILLS best price for each one. Then write what each item
- Identify common clothing items and materials.
(HABILIDADES) “sold for” on the price tag.
-Use comparisons with adjectives in a conversation about preferences.
-Use adjectives to state preferences and make comparisons.
-Write a paragraph about favorite clothes.
In Unit 3, students ask about and describe prices and discuss preferences. By the end
of unit 1, students will be able to use demonstratives, one, and ones to ask about and
describe prices.
-By the end of unit too, students will be able to discuss preferences using comparisons
with adjectives.
SPEAKING -Talking about prices; -Giving opinions; -Discussing preferences; -Making
comparisons; buying and selling things
PRONUNCIATION/ - Sentence stress
LISTENING -Listening to people shopping;
-Listening for items, colors, and prices
WRITING/READING -Writing about favorite clothes.
- “Online Shopping: The Crazy Things
-People Buy”: Reading about unusual online items
INTERCHANGE “Flea market”: Buying and selling things. PAGES 116–117
ACTIVITY
SAN CARLOS-CÓRDOBA
Content: Unit 4 Word Power Discuss popular types of music
Do you play the guitar?
-Music, movies, and TV programs; - Yes/no and Wh-questions with do;
-Entertainers; -Question: what kind; object pronouns;
-Invitations and excuses; -Modal verb would; verb + to + verb
-Dates and times.
. Categorize types of movies, TV shows, and music. These are the suggested activities that students
-Use yes/no and Wh-questions with do in a conversation about entertainment likes can perform as evidence of achievement:
and dislikes.
-Ask and answer yes/no and Wh-questions with do to discuss entertainment likes and “Are you free this weekend?”
-Write three things you need to do and three things
dislikes.
you want to do this weekend. - Include the days of
-Sound more natural by using intonation when asking questions.
the week and the times.
-Discuss entertainment likes and dislikes.
SKILLS -Listen for details about people’s likes and dislikes.
(HABILIDADES) -Use would and verb + to + verb in a conversation about making, accepting, and
declining invitations.
-Use would and verb + to + verb to make, accept, and decline invitations.
-Write and respond to text messages.
-In Unit 4, students discuss entertainment likes and dislikes and make, accept, and
decline invitations.
-By the end of unit 4, students will be able to discuss entertainment likes and dislikes
using yes/no and Wh-questions with do.
-By the end of unit 4 too, students will be able to make, accept, and decline
invitations using would and verb + to + verb.
SPEAKING -Talking about likes and dislikes;
-Giving opinions; making invitations and excuses.
PRONUNCIATION/ -Intonation in questions.
LISTENING -Listening for likes and dislikes.
WRITING/READING -Writing text messages.
- “The World’s Most Powerful Female
Musician”: Reading about a famous musician.
INTERCHANGE -“Are you free this weekend?”:
ACTIVITY Making plans; inviting and giving excuses. PAGE 118
SAN CARLOS-CÓRDOBA
Content: Unit 5 Word Power Discuss facts about different countries.
What an interesting family!
- Family members; -Present continuous yes/no and Wh-questions,
-Typical families statements, and short answers;
-Quantifiers: all, nearly all, most, many, a lot of, some,
not many, and few;
-Pronoun: no one.
-Identify and discuss family relationships. These are the suggested activities that students
-Listen for specific information on how people are related. can perform as evidence of achievement:
-Use the present continuous in a conversation about families.
-Sound more natural when using intonation in statements. “Is that true?”
Go around the class telling your classmates three
-Ask and answer questions using the present continuous.
activities that members of your family are doing
SKILLS -Ask and answer questions about current activities using the present continuous.
these days. Two activities have to be true, but one
(HABILIDADES) -Use quantifiers in a conversation about families. needs to be false! Can your classmates guess which
-Use quantifiers to state facts. activity is false with only two questions?
-Write an email describing one’s family.
In Unit 5, students describe families and talk about habitual and current activities.
-By the end of unit 5, students will be able to describe families and ask and answer
questions using the present continuous.
-By the end of Cycle 2, students will be able to use quantifiers to describe families.
SPEAKING -Talking about families and family members;
-Exchanging information about the present;
-Describing family life
PRONUNCIATION/ -Intonation in statements.
LISTENING -Listening for family relationships.
WRITING/READING -Writing an email about family.
-“Do Families Spend a Lot of Time Together?”: Reading about four families.
INTERCHANGE -“Is that true?”: Finding out information about classmates’ families. PAGE 119
ACTIVITY
SAN CARLOS-CÓRDOBA
Content: Unit 6 Word Power Discuss Olympic sports and athletes.

How often do you run?
- Sports, fitness activities, and exercise; - Adverbs of frequency: always, almost always,
-Routines usually, often, sometimes, hardly ever, almost
never, and never;
-Questions: how often, how long, how well, and
how good; -Short answers.
. Identify and discuss common sports and fitness activities. These are the suggested activities that
-Describe sports and fitness activities using collocations with do, go, and play. students can perform as evidence of
-Use adverbs of frequency in a conversation about exercise. achievement:
-Ask and answer questions about how frequently one engages in various free-time
Activities. “What’s your talent?”
-Sound more natural when using direct address. Add two items to the chart. Does anyone in your
class do these things?
-Ask and answer questions about how frequently one exercises.
How often and how well? Go around the class and
-Listen for key words and specific information in a conversation about exercise. find one person for each activity.
SKILLS
(HABILIDADES) -Write about weekly activities.
-Ask and answer questions with how in a conversation about exercise.
-Ask and answer questions with how.
-Listen for details in a conversation about exercise.
-Skim and make inferences about items in a health and fitness quiz.
In Unit 6, students discuss sports and exercise habits, and ask and answer questions
about frequency of free-time activities.
-By the end of unit 6, students will be able to discuss sports and exercise habits.
-By the end of unit too, students will be able to ask and answer questions about
frequency of free-time activities.
SPEAKING -Asking about and describing routines and exercise;
-Talking about frequency; -Discussing sports and athletes; -Talking about abilities.
PRONUNCIATION/ -Intonation with direct address. -Listening to people talking about free-time activities; -
LISTENING Listening to descriptions of sports participation.
WRITING/READING -Writing about weekly activities.
“Fit and Healthy? Take the Quiz!”:
Reading about health and taking a quiz.
INTERCHANGE “What’s your talent?”: Finding out about classmates’ abilities. PAGE 120
ACTIVITY
SAN CARLOS-CÓRDOBA
Content: Unit 7 Word Power Discuss free-time activities in Simple past.

We went dancing!
- Free-time and weekend activities. - Simple past yes/no and
-Wh-questions, statements, and short answers with regular and
irregular verbs; -Past of be
ASSESSMENT ACTIVITY
LEARNING OBJECTIVE (OBJETIVO DE APRENDIZAJE): These are the suggested activities that students can perform
-Use the simple past in a conversation about past events. as evidence of achievement:
-Ask and answer simple past questions; use simple past regular and
irregular verbs. “Memories”
-Use the reduction of did you to sound more natural when asking past- Play the board game. Follow these instructions:
tense questions. 1-Write your initials on small pieces of paper. These are your
-Discuss daily chores and activities using do, go, have, make, and take. game pieces.
-Discuss past activities and ask follow-up questions. 2-Take turns by tossing a coin: If the coin lands face up, move two
-Listen for details about past activities. spaces. If the coin lands face down, move one space.
-Use the simple past of be in a conversation about vacations. 3-When you land on a space, answer the question. Answer any
SKILLS -Use the past of be in questions and short answers. follow-up questions.
(HABILIDADES) -Discuss past vacations and retell a story using the simple past. 4-If you land on “Free question,” another player asks you any
-Write a post about a past vacation.
question.
-Listen for main ideas and details about vacations discussed using the
simple past of be. A: I’ll go first. OK, one space. Last night, I met my best friend.
B: Oh, yeah? Where did you go?
A: We went to the movies.
-In Unit 7, students describe past daily and free-time activities, and
describe past vacations.
-By the end of unit, students will be able to discuss daily and free-time
activities using the simple past with regular and irregular verbs.
-By the end of unit too, students will be able to discuss vacations using
the past tense of be.
SPEAKING -Talking about past events; giving opinions about past experiences;
-Talking about vacations.
PRONUNCIATION/ -Reduction of did you.
LISTENING -Listening to descriptions and opinions of past events and vacations
WRITING/READING - Writing a blog post “Awesome Vacations”: Reading about different
kinds of vacations.
INTERCHANGE -“Memories”: Playing a board game. PAGE 121
ACTIVITY
SAN CARLOS-CÓRDOBA
Content: Unit 8 Word Power Describe what you do at places in a neighborhood.
How’s the neighborhood?
- Stores and places in a city; - There is/there are; one, any, and some;
-Neighborhoods; -Prepositions of place; - Quantifiers;
-Houses and apartments -Questions: how many and how much; count and noncount
nouns.
These are the suggested activities that students can perform
-Use there is/there are and one/any/some in a conversation about
as evidence of achievement:
places in a neighborhood.
“Where are we?”
-Ask and answer questions with there is/there are; answer questions Play a guessing game. Follow these instructions.
with one/any/some/ prepositions of place. 1-Get into two teams, A and B.
-Sound more natural by reducing there is/there are in long answers. 2-Each team chooses one of the locations below. Keep it a secret!
-Ask and answer questions with there is/there are and 3-Each team chooses a teammate to guess the other team’s
one/any/some/prepositions of place. location. He or she is the guesser.
-Listen for details about places. 4-Show your location to all the students on the other team, except
-Describe different neighborhoods. their guesser.
SKILL
-Ask and answer questions and use quantifiers in a conversation about a 5-Take turns giving your guessers one clue at a time until they
(HABILIDAD)
neighborhood. guess the location. Use There is/There are plus a quantifier. You
cannot give more than 10 clues. Your team can get 1 to 10 points,
-Ask and answer questions with count and noncount nouns and
depending on how many clues you need to give your guesser (1
quantifiers.
clue = 1 point) before he or she guesses the right location.
-Write a paragraph about one’s neighborhood. Remember: you don’t want to get many points!
-Read for details in an article about three neighborhoods. 6-At the end of the game, the team with fewer points wins.
-In Unit 8, students ask about and describe places, and describe a
neighborhood. -By the end of unit 8, students will be able to ask about
and describe places using there is/there are and prepositions of place.
By the end of unit too, students will be able to describe features of a
neighborhood using quantifiers.
SPEAKING - Asking about and describing locations of places;
-Asking about and describing neighborhoods; -Asking about quantities.
PRONUNCIATION/ -Reduction of there is/there are
LISTENING -Listening for locations and descriptions of places.
WRITING/READING -Writing about neighborhoods -“Hip Neighborhoods of the World”:
Reading about popular neighborhoods.
INTERCHANGE -“Where are we?”: describing and guessing locations. PAGE 122.
ACTIVITY
SAN CARLOS-CÓRDOBA

Planeacion Ingles Interchange 8°

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INSTITUCIÓN EDUCATIVE SAN MIGUEL ABAJO

-Tell the story of a book

WRITING/READING -Writing a biography of a classmate.

Content: Unit 6 Word Power Discuss Olympic sports and athletes.

Content: Unit 7 Word Power Discuss free-time activities in Simple past.

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