English Explorers: Globalization and Responsible Consumption

This project-based learning plan invites secondary students aged 12 to 15 to explore the complex themes of globalization and responsible consumption through the English language. Students will develop their vocabulary, grammar, and communication skills by engaging in real-world scenarios that challenge their critical thinking and social awareness.

Over six rich sessions, learners will identify and use key English expressions related to consumerism, compare global and local consumption patterns, and formulate possible solutions to reduce negative impacts of overconsumption.

The relevance of this theme lies in its direct connection to students' daily lives, as they navigate a globalized world filled with diverse products and cultural influences. By learning grammatical structures like the present perfect, present continuous, and descriptive language, students will be able to articulate their opinions and ideas clearly and confidently both orally and in writing.

This approach empowers students to become thoughtful global citizens who understand the consequences of their choices and actively participate in creating sustainable futures.

• Recognize and use English vocabulary, expressions, and grammatical structures related to globalization and responsible consumption.
• Compare different consumption situations and express opinions for and against using appropriate English language forms.
• Describe ongoing actions and propose solutions to consumption-related problems orally and in writing.
• Demonstrate critical thinking, social responsibility, and active collaboration in discussions and group activities.
• Apply present perfect, present continuous, verb tenses review, adjectives, and adverbs of manner, time, and place in communicative contexts.

• Printed vocabulary lists and grammar reference sheets (6 copies each)
• Projector and screen for videos and presentations
• Access to internet for short videos and online articles
• Large sheets of paper and markers for group brainstorming
• Notebooks or digital devices for writing drafts and final texts
• Flashcards with vocabulary and grammar examples
• Audio recordings of dialogues or interviews about consumption habits
• Rubrics and checklists for self-assessment and peer feedback

• Basic knowledge of English verb tenses: present simple and past simple
• Familiarity with expressing opinions and preferences in English
• Experience working collaboratively in pairs or small groups
• Previous exposure to common adjectives and adverbs
• Basic reading comprehension skills in English

Sesión 1: Introduction to Globalization and Responsible Consumption

Fase de Inicio

Tiempo estimado:

30 minutos

Propósito de la sesión:

Docente: Present the theme and objectives; activate prior knowledge about consumer habits and globalization.

Estudiantes: Engage actively to connect personal experiences with the topics.

Activación de conocimientos previos:

• Docente dice: "Think about the last three things you bought. Where did they come from? Let's share!"
• Estudiantes: Share answers with a partner briefly.

Motivación y enganche:

• Show a short, engaging video (3 minutes) about how products from different countries reach consumers worldwide.
• Docente pregunta: "Did you know that a T-shirt you wear might have parts made in different countries? How does that make you feel?"

Contextualización:

• Docente explica: "Today, we'll learn how globalization affects what we buy and how we can make better choices to protect our planet."
• Estudiantes: Listen and relate to their daily consumption habits.

Fase de Desarrollo

Tiempo estimado:

190 minutos

Presentación del contenido:

Docente: Introduce key vocabulary and grammatical structures through interactive activities aligned with the project goal: creating a campaign for responsible consumption.

Actividad 1: Vocabulary Discovery – Globalization and Consumerism

• Objetivo: Recognize and understand essential terms.
• Instrucciones:
  • Distribute vocabulary flashcards with words such as "consumer," "local product," "import," "responsible," "environment," "waste," "sustainable."
  • Students work in groups of 3 to match words with definitions and create sentences.
  • Groups share two sentences aloud.
• Organización: Grupos de 3
• Producto: Sentences using new vocabulary
• Tiempo: 40 minutos
• Rol docente: Circula, corrige pronunciación, hace preguntas para profundizar comprensión.

Actividad 2: Grammar Focus – Present Perfect and Present Continuous

• Objetivo: Identify and use present perfect and present continuous to describe actions and experiences related to consumption.
• Instrucciones:
  • Show example sentences on screen: "I have bought eco-friendly products recently." / "People are recycling more today."
  • Explain usage briefly and elicit more examples from students.
  • In pairs, students write 5 sentences about their consumption habits using these tenses.
  • Voluntarios comparten sus oraciones.
• Organización: Parejas
• Producto: List of sentences
• Tiempo: 50 minutos
• Rol docente: Facilita, corrige errores y motiva participación.

Actividad 3: Comparing Consumption – Group Discussion

• Objetivo: Use comparison structures and adjectives/adverbs to discuss pros and cons of local vs. imported products.
• Instrucciones:
  • Present a chart with pros and cons of local and imported goods.
  • Groups discuss and complete the chart adding their ideas using comparative language.
  • Each group presents one argument for and one against.
• Organización: Grupos de 4
• Producto: Completed chart and oral presentation
• Tiempo: 60 minutos
• Rol docente: Apoya con vocabulario, promueve respeto y escucha activa.

Diferenciación:

• Estudiantes adelantados: Crean oraciones complejas usando adverbs of manner, time and place.
• Estudiantes con dificultades: Reciben apoyo visual con imágenes para vocabulario y estructuras, y trabajan con el docente en mini sesiones.

Transición:

El docente conecta la comparación con la próxima sesión indicando que continuarán profundizando en las soluciones responsables.

Fase de Cierre

Tiempo estimado:

20 minutos

Síntesis:

• Realizar un “ticket de salida”: cada estudiante escribe 3 palabras nuevas que aprendió y una pregunta que tiene.

Reflexión metacognitiva:

• ¿Qué aprendí hoy sobre la globalización y el consumo?
• ¿Cómo puedo usar el inglés para hablar de estos temas?
• ¿Qué me gustaría investigar o saber más?

Retroalimentación:

Docente: Revisa algunos tickets, responde preguntas y ofrece comentarios motivadores.

Transferencia:

Se anticipa que en la siguiente sesión se trabajará en propuestas para un consumo responsable.

Tarea:

• Investigar un producto que usen frecuentemente: su origen y cómo afecta al medio ambiente. Preparar para compartir en la próxima sesión.

Sesión 2: Exploring Solutions and Language for Proposals

Sesión 3: Debating Consumerism Perspectives

Sesión 4: Designing Campaigns for Responsible Consumption

Sesión 5: Preparing Presentations and Written Proposals

Sesión 6: Presentations and Reflection

Tipo de Evaluación:

• Diagnóstica: Al inicio de la sesión 1 para valorar conocimientos previos sobre vocabulario y expresiones.
• Formativa: Durante todas las sesiones mediante observación directa, actividades escritas y orales, autoevaluación y coevaluación.
• Sumativa: Al final de la sesión 6 a través de la presentación del proyecto grupal y la reflexión escrita individual.

Criterios de Evaluación:

• Usa correctamente vocabulario y estructuras gramaticales relacionadas con consumo y globalización (Objetivo 1).
• Expresa opiniones y compara situaciones usando inglés oral y escrito (Objetivo 2).
• Describe acciones y propone soluciones con coherencia y claridad (Objetivo 3).
• Participa activamente y con respeto en actividades colaborativas, demostrando pensamiento crítico (Objetivo 4).
• Aplica adecuadamente los tiempos verbales, adjetivos y adverbios en contextos comunicativos (Objetivo 5).

Instrumentos sugeridos:

• Rúbrica para presentaciones orales y escritas
• Lista de cotejo para participación y uso del lenguaje
• Portafolio con evidencias de actividades escritas
• Autoevaluación y coevaluación guiadas

Evidencias de aprendizaje:

• Listas de vocabulario y oraciones creadas
• Debates y discusiones grabadas o evaluadas
• Campaña diseñada y presentada en grupo
• Reflexiones escritas y tickets de salida
• Auto y coevaluaciones documentadas