“BEYOND THE CLASSROOM”

ENGLISH SELF-STUDY GUIDE

School City

Teacher’s name

Student’s name

Grade 8th Level A2

ORIENTACIONES PARA LOS PADRES DE FAMILIA

Apreciados padres de familia y/o acudientes:

Esta guía de aprendizaje de Inglés para el trabajo en casa se preparó con el fin de ayudar a su hijo(a) a
reconocer el vocabulario relacionado con el medio ambiente y expresar deseos para tomar acciones de
solución de manera oral y escrita. Su hijo(a) deberá dedicar 2 horas para desarrollar toda la guía. El
trabajo aquí descrito se relaciona con las páginas 10, 11 y 12 del libro del estudiante Way to Go 8, que
está disponible en la plataforma de Colombia Aprende.

Vocabulary. Deben relacionar las imágenes de problemas ambientales, con las expresiones en el banco
de palabras. En el ejercicio b, deben elegir la opción correcta.

Reading: Su hijo(a) encontrará dos ejercicios de comprensión sobre la conversación entre Belkis y
Yuranny. En el ejercicio a, bebe responder verdadero o falso y en el b, racer un dibujo que represente
cada oración

Language awareness: En esta actividad su hijo(a) analizará unas oraciones tomadas de la conversación
del ejercicio de lectura y responderá las preguntas o elegirá la respuesta correcta.

Listening: El ejercicio se basa en la pista 2. En el primer ejercicio se marcan las imágenes con las
expresiones en el cuadro. En el segundo, se relaciona las imágenes con las conversaciones.

Speaking: Con esta actividad su hijo(a) practicará las habilidades comunicativas de manera oral. Deben
completar las acciones humanas con las expresiones del recuadro. Luego, con un compañero, crean una
conversación abordando los problemas ambientales que elijan y lo que les gustaría o no hacer para
ayudar a solucionarlos. Deben enviar la conversación al docente por WhatsApp. Se pueden basar en los
ejemplos allí descritos.

Writing: Deben escribir un párrafo sobre un problema ambiental que observe en su comunidad y las
acciones que les gustaría tomar para solucionarlo. Utilice el mapa mental para anotar ideas y organizar
su texto.

Esperamos que su hija(o) a través del desarrollo de las actividades propuestas adquiera y mejore el uso
del vocabulario relacionado con el medio ambiente presentado de manera oral y escrita en esta guía;
esperamos su buena disposición y colaboración al momento en que su hija(o) desarrolle las actividades
propuestas, recuerden que es de suma importancia su ayuda en el proceso académico de su hija(o) y que
estamos muy alegres de que se involucren tanto como nosotros en este viaje de saber, aprender y
conocer, gracias.

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 WELCOME TO THIS SELF-STUDY GUIDE

This self-study guide helps you to practise vocabulary about the environment in written and oral form. All
the activities are related to the topic Human actions and the environment, presented in Way to Go 8
Module 1 Unit 1 lesson 1. It starts with some vocabulary revision activities. Then, you have to fill in some
gaps, then answer will analyze the structure and it ends up with speaking and writing activities.

Topic Skill(s) Grammar Vocabulary Function(s)

Expressing desire,
Speaking, listening, Would like / Environmental
describing human actions
Eco -life reading and writing present simple problems
and environmental impact

GET READY

Study Resources: Textbooks Links:

time English dictionary, notebook, pencil, - Way To Go students book 8, pages 10,,
needed: eraser, mobile phone, PDF file of Way to 11 and 12
2 hours Go Students Book 8. - WTG_SB_8.pdf

LEARNING OBJECTIVES LEARNING STRATEGIES

What will you learn/practise/reinforce with What can you do to achieve the objectives?
these activities? ● Read the instructions for each activity.
 Use a dictionary only if it is absolutely necessary.
 To use vocabulary related to  Use your prior knowledge and try to infer the
environment and environmental issues meaning. You should not translate word by word.
 To express desire and interest in local ● Look at the examples given in each activity
environmental issues. ● Write on your notebook any “new” learning points
 To describe human actions that affect discovered.
the environment. ● Use the models given to do your own task.
● Use the expressions and vocabulary learnt to
recognize human actions in the environment.

ACTIVITIES

1.Vocabulary (10’)
A. Match the photos of environmental problems with expressions from the Word Bank.

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 B. Choose the correct answer:

1 The word “pollution” means: a Contamination b. Purity c. clean

2. The word “deforestation” refers to: a. Plant trees b. Erosion c. water plants

3. The vocabulary above refers to environmental problems caused by:

a. The Earth b. Human beings c. animals

2. READING TASKS. (20’) Read the conversation between Belkis and Yuranny.

READING COMPREHENSION Write True or False:

1. Belkis and her classmates want to do a project to

protect the environment.
TRUE ____ FALSE _____

2. Belkis would like to pick up garbage in public places.

TRUE ____ FALSE _____

3. Yuranny would like to use less water.

TRUE ____ FALSE _____

4. Teacher and students are working together.

TRUE ____ FALSE _____

5. Maths teacher would like to do a project with

students.
TRUE ____ FALSE _____
6. Reduce, reuse and recycle are good ways to protect the environment.
TRUE ____ FALSE _____
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 B. In your notebook, draw a picture for each statement:

1. I would like to reduce, reuse and recycle

2. I would like to help others understand the importance and value of natural resources.
3. There are some things I wouldn't like to do, for example pick up rubbish in a public place.

LANGUAGE AWARENESS (20’)

A Look at the sentences from the conversation between Belkis and Yurany and choose the correct option.

1 Do the sentences in red express?

a. Wishes and desire b. Invitation c. Offers
2 I would like to is a less formal way to say:
a. I want to b. I wanted to
3 How do we form sentences using “would like to”?

a. Subject + Would like + Verb

b. Subject + would like + to + verb
c. Subject + Would + likes + to

B. Choose the correct answer:

1. I would like ______ the rivers.

a. to clean b. Cleaning c. clean
2. What ______ you like to do to help saving the environment?
a. Does b. Would c. can
3. I _____ like to organize a petition, I think it's not useful.
a. Would b. Do c. wouldn´t

2 Circle the mistake in each sentence:

1 My sister wouldn´t to like save abandoned animal.
2 I would like design a website.
3 My teacher would likes to do a project.

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Listening (15’)
a. Label the photos with the expressions in the box. (your teacher will send you an audio with the
conversations. Track 2)

b. Listen again and match the photos with the conversations.

Conversation 1 ___ Conversation 2 ___ Conversation 3__ Conversation 4 ___

SPEAKING (30’)

NOTE: Work with a partner. Discuss the environmental issues and the things you would like to do
and the things you would not like to do. Record the conversation, and send it to your teacher through
WhatsApp.

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 - Follow the example as in the conversation below (this is an example, yours can be shorter)

A: hello, Juan
B: hello Paola
A: I would like to ask you about environmental problems?
B: sure, what would you like to know?
A: I’m worried about waste; in my town many people dump
waste in the streets.
B: oh, that’s terrible! Would you like to do something?
A: Yes, I would like to talk to them and show them how to
throw garbage appropriately. 4

B: That is a good idea, but I think people wouldn’t like to have

a speech about it, what if we create some posters showing how to throw garbage around the town.
A: nice! Bring your materials and meet me at home
B: ok, see you in a moment.
A: bye

Writing (25’)

a. Create a mind map to show how some human actions affect the environment negatively in your
community or school. You can use C-map tools to create your mind map or follow the example in
the photo.

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b. Write a short paragraph using the mind map in exercise A and the prompts;

- See the example given: Topic: water pollution

I would like to talk about water pollution in my town. I'm concerned about the Sumapaz River. There are a lot of
issues related to it; first mining, it implies that many fish die, second dump waste, many people throw garbage
around and into the river, and third …..
Due to the previous reasons I would like to……(give solutions to the problems)

1. ASSESSMENT TASKS (10’ )

Tick the box according to your level of achievement.

VERY WELL QUITE WELL WITH DIFFICULTY

Check your progresss 7 8 9

I can use vocabulary related to environment

and environmental issues.

I can express desire and interest in local

environmental issues.

I can describe human actions that affect the

environment.
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 THIS IS THE END

Congratulations, you can do amazing things. Continue practicing the vocabulary about environment and
expressing human actions and environmental issues. You can check the useful resources as well.

USEFUL RESOURCES

- Way to go 8 students’ book WTG_SB_8.pdf

- https://www.englishexercises.org/makeagame/viewgame.asp?id=1569
- https://www.examenglish.com/grammar/A2_would_like.htm
- https://oceanservice.noaa.gov/ocean/earthday.html

ANSWER KEY
LANGUAGE TASK
Vocabulary:
A. a. Air pollution, b. Water pollution, c. soil pollution, d. Deforestation, e. Illegal mining
B. 1. a 2. b 3. b

SKILLS TASKS

Reading:
a. 1. True, 2. False, 3. False, 4. True, 5. False, 6. True
b. The students should draw each statement.

Language awareness
a. 1. A 2.a 3. b
b. 1. A 2 b 3. C 4.

Listening:
a. A. go on a demonstration b. volunteer to plant trees c. organize and sign a petition d. create an
environmental newsletter
- Conversation 1 – c, Conversation 2 – b, Conversation 3 – d, Conversation 4 – a

Speaking:
a. a. cut down trees b. use pesticides c. produce fumes d. dump waste e .extract metals and
minerals
b. Follow the example in the conversation:

A: hello, _________
B: hello, _________
A: I would like to a_______________?
B: sure, what would you like to _____________?
A: I’m worried about waste, in my town many people dump waste in the streets.
B: oh, that’s terrible! Would you like to ________________ ?

Writing: Students’ own answers.

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 ORIENTACIONES FINALES PARA LOS PADRES DE FAMILIA

Una vez su hijo o hija haya terminado las actividades de esta guía, por favor hágale las siguientes
preguntas que le permiten verificar el proceso de aprendizaje

- ¿Cuál fue la actividad que más te gustó y cuál fue la actividad que te pareció más difícil?
- Enséñame cómo se dicen en inglés algunas de las palabras que aprendiste.
- Enséñame cómo se habla del medio ambiente en inglés.
- Enséñame cómo se responden esas preguntas sobre el medio ambiente en inglés.
- ¿Cuánto tiempo te tomó desarrollar toda la guía?
- ¿Qué recursos utilizas?
- ¿Qué actividad te gustaría encontrar en la siguiente guía?

AUTHOR(S)

Name Jorge Eliecer Reyes

Belkis Viviana Amaya Reina Yuranny Rubiano Liberato
Echeverry

Email
belviamare21@gmail.com
yuranny.rubiano@gmail.com georgereyes3@gmail.com

School I.E San Francisco - Ibagué I.E. R. Luis Antonio Duque

I.E.Técnica Sumapaz
Peña

LINKS OF IMAGES

1. Ministerio de Educación Nacional (2016). Way to go! 8th Grade. Bogotá D.C. – Colombia.
P. 10. Retrieved from www.colombiaaprende.edu.co/colombiabilingue.
2. Ministerio de Educación Nacional (2016). Way to go! 8th Grade. Bogotá D.C. – Colombia.
P. 11. Retrieved from www.colombiaaprende.edu.co/colombiabilingue.
3. Ministerio de Educación Nacional (2016). Way to go! 8th Grade. Bogotá D.C. – Colombia.
P. 10. Retrieved from www.colombiaaprende.edu.co/colombiabilingue.
4. Ministerio de Educación Nacional (2016). Way to go! 8th Grade. Bogotá D.C. – Colombia.
P. 12. Retrieved from www.colombiaaprende.edu.co/colombiabilingue.
5. Ministerio de Educación Nacional (2016). Way to go! 8th Grade. Bogotá D.C. – Colombia.
P. 12. Retrieved from www.colombiaaprende.edu.co/colombiabilingue.
6. Image retrieved from https://pixabay.com/es/vectors/pixelchen-pixel-mapa-mental-3704048/ with a
free for commercial use license.
7. Image retrieved from https://pixabay.com/vectors/smiley-face-grin-smile-happy-icon-
304270/ with a free for commercial use license.
8. Image retrieved from https://pixabay.com/vectors/smiley-emoticon-happy-face-icon-
1635449/ with a free for commercial use license.
9. Image retrieved from https://pixabay.com/vectors/smiley-emoticon-undecided-unsure-
1635455/ with a free for commercial use license.