Tema da Aula Digital The relationship with your body is never as easy as it should be!...

Tema da Aula DigitalThe relationship with your body is never as easy as it should be!

Disciplina Ano Aula númeroInglês 8° 09

AULA DIGITAL AULA DIGITAL E E

PLANO DE AULAPLANO DE AULA

Equipe responsável pela produçãoProdutor: Mario Sérgio Mangabeira Junior

Revisor: Edwiges RegoCoordenador: Dayse Alves Barbosa

Competências e Habilidades envolvidas

1. To improve the pronunciation of words, phrases and sentences according to the phonological patterns of English.2. To understand and use vocabulary related to the topics of the lesson.3. To recognize structures used to express wishes and preferences.4. To infer the meaning of words and expressions.5. To develop reading and other comprehension strategies.3. To understand the use of “why" and "because" to ask and answer about cause/reason.

Referencial Teórico

http://strange-lands.com/2010/08/english-esl-powerpoint-teaching-why-because.html

PARÂMETROS DIDÁTICOSPARÂMETROS DIDÁTICOS

http://strange-lands.com/2010/08/english-esl-powerpoint-teaching-why-because.html

Orientações práticas de aplicação dessa atividadeThe activity intends to recollect the previous lesson. The pictures are presented to

make students remember the topics and structures studied in lesson 8.

Orientações sobre a utilização dos objetos de aprendizagem

Activity 1: Connecting

Tempo de duração da atividade: 3 minutes.Organização da sala de aula: Individually or in pairs

Activity 1: Connecting

Let’s see what you learned last lesson.

You can talk about Human Rights, using specific

vocabulary related to the topic.

You can use some discourse markers and

indefinite pronouns.

Orientações práticas de aplicação dessa atividadeThe activity introduces the theme of the lesson. Focus on the visual input to raise

hypothesis about the context which underlies the whole lesson. Students can start

describing what people are doing in the pictures and what these pictures have in

common.


Activity 2: Presentation

Tempo de duração da atividade: 03 minutesOrganização da sala de aula: Whole class interaction

Activity 2: Presentation

In this lesson, we are going to talk about the relationship with our body, our wishes and preferences.

Orientações práticas de aplicação dessa atividadeFirst, let students think about the questions. Then they share ideas with a partner and

finally you can open the discussion. Always try to make them develop and justify their

answers with questions such as: “Why do you think so?" Also, teach some specific

language and encourage students to use it to express interest and/or surprise, to

agree or disagree, to interrupt and make a point etc.

Activity 3: Challenge Question

Tempo de duração da atividade: 02 minutesOrganização da sala de aula: Pairs / whole-class interaction

Activity 3: Challenge question

Which part of your body do you appreciate the most?

Is there any part of your body you don’t like?

Click on the image and learn.

https://docs.google.com/file/d/0B03FBECoT4BsMWMyY2NkNGItNDgxYi00Njc4LThlMjMtYmU2YzM5ZTM4ZWFm/edit?pli=1

Orientações práticas de aplicação dessa atividade

The activity introduces one of the key structures of the lesson. First check

the students’ background knowledge of the lexis – healthy, fattening, body

shape. You can elicit and give some examples of each kind of food and ask

sts to draw different body shapes. Also, help them with the pronunciation of

new items. Finally, have them answer the questions and check their

answers.

Activity 4: Why is this important?

Tempo de duração da atividade: 02 minutosOrganização da sala de aula: pairs

Activity 4: Why is this important?

Why should we eat healthy food?

Why should we avoid fattening food?

How about learning how to justify your answers? Let’s go?!

Read the questions and match:

[ A ][ A ]

[ B ][ B ]

Because it can help having a good body shape.

Because it can bring problems to our body shape. [ ][ ]

[ ][ ]

https://docs.google.com/file/d/0B03FBECoT4BsNGIwM2U4MWEtZjcyZi00MjlhLWEzMzQtYzcwM2RkNDdhM2My/edit?pli=1


Students should answer the quiz to check what they already know about the

topic of the lesson.


Activity 5: Educoquiz 1 – What do you already know?

Tempo de duração da atividade: 05 minutesOrganização da sala de aula: Individual work.

Activity 5: Educoquiz 1 – What do you already know?

1) The way we feel about our body is usually associated with our

a)appearance.

b)studies.

c)money.

d)intelligence.

a) Yes, that is correct!

b) No, we may have studied a lot but we still may not like the way we look.

c) No, we may have a lot of money but we may not like the way we look.

d) No, we may be intelligent but we may not like the way we look.

Activity 5.2: Educoquiz 1 – What do you already know?

2) Your body image is formed based on...

a) what you eat.

b) how other people see their bodies.

c) how you see your body.

d) different diets.

a) No, what you eat affects your appearance but your body

image only depends on how you feel about how you look.

b) No, how your friends see their bodies is their problem.

c) Yes, that is correct!

d) No, diets can help you to be healthy and fit, but your

body image only depends on how you feel about how you

look.

Activity 5.3: Educoquiz 1 – What do you already know?

3) In order to have a nice body shape it’s a good idea to

a)sit the whole day watching TV.

b)eat a lot of fast food.

c)spend the entire day in front of the computer.

d)eat healthy food and exercise.

a) Not really. You shouldn’t do that. Turn it off and get some

exercises!

b) No way! That would be very bad. This kind of food is

usually too greasy.

c) Definitely not. Come on, disconnect for a while and have a

real life!

d) Yes, way to go!

Orientações práticas de aplicação dessa atividadeThe video defines body image and presents young people’s point of view and feelings

related to the topic. But first, try to engage students in the activity by telling them to

ask and answer the questions in pairs, as they may not feel like talking about such a

personal issue to the whole class. You might as well have another pre-viewing

activity: turn off the sound and ask the students to watch up to 00:30. Based on the

written support and on the images, they can try to guess what the video is about and

what people are saying. Finally, let them watch the whole video. Remember to point

out the fact that they are not supposed to understand every single word.

Activity 6.: Moment of Reflection

Tempo de duração da atividade: 8 minutesOrganização da sala de aula: In pairs

Activity 6: Moment of Reflection

Have you ever thought about your body shape?

Let’s think about our “body image” by watching the video.

http://www.youtube.com/watch?feature=player_embedded&v=1wbRTYTvP0I


This activity presents some comments from the video. Encourage the students to

read and listen to the sentences. If necessary, tell them to look up unknown words in

a dictionary.


Activity 7: Talking about the video

Tempo de duração da atividade: 07 minutes.Organização da sala de aula: Individual work

Activity 7: Talking about the video

What do you think about the video? Let’s read what some people said:

“I’m so unhappy with myself.”

“It makes us lose focus on other things.”

“It just makes you feel worse about yourself.”

Are those comments positive or negative? Why?

Do you agree with them? Why? / Why not?

Did the people in the video look happy? Why?/Why not?

Talk to your classmates and answer:

“You become obssessed with what everyone is saying about you.”

“It’s on health magazines. Its’s way to make money.”


This activity highlights another comment from the video. You can start focusing on

the magazine cover (“What kind of magazine is it?” “Is it a magazine for

children/businessmen/sports people/teenagers/mothers?” What typical

information/topics does it give/discuss?”). Then ask the students to relate the

pictures to the statement/the question in the activity.


Activity 8: Thinking

Tempo de duração da atividade: 05 minutesOrganização da sala de aula: In pairs

Activity 8: Thinking

“The world is so shallow that it’s taught me that my body is who I am”

Do you think that your appearance defines you?

Why is appearance so important in our society?

How do you relate these pictures to the question?

Orientações práticas de aplicação dessa atividadeThe activity presents an argumentative text on body image. You can use the visual

aid (click on the link) for a pre-reading task. Have students in pairs and encourage

them to read the information in the picture and relate these ideas to the topic

presented by the text. Remind them that cognates may be a useful resource to help

them get an overall understanding of the text. Besides, the use of an online dictionary

can be helpful. Finally, there is a link to an exercise which focus on the main ideas of

the text.

Activity 9.1: Reading about body image

Tempo de duração da atividade: 15 minutesOrganização da sala de aula: In pairs or groups

Activity 9.1: Reading about body image

Click on the link to answer some questions about the text.

With a classmate, click here to read a picture. What’s the main idea?

Think about the image and the text:

Do they have something in commom?

What kind of relation can you establish between them?

Now, read the following text:

Orientações práticas de aplicação dessa atividadeThe activity presents the vocabulary related to the main theme of the lesson: body

parts. It’s important to check the student's prior knowledge by asking if they

can read /understand the information given. Cognate words are supports that

facilitate understanding. Students should be encouraged to read /listen /repeat the

information presented.


Activity 9.2: My body / My face

Tempo de duração da atividade: 03 minutesOrganização da sala de aula: Individual

Activity 9.2: My body/ My face

You might know that the relatioship to our boy is not so easy!

By the way, let’s learn some important parts of our body?


The activity presents vocabulary related to the description of the appearance,

expanding the students’ knowledge beyond the use of fat / thin and discussing if

some terms are politically correct or offensive. The student should check the

answers on a site that will present question of the use of adjectives. Thus, students

are supposed to think of the best adjective to be used in each case.

Activity 9.3: Fat or Bunny?

Tempo de duração da atividade: 15 minutesOrganização da sala de aula: In pairs or groups

Activity 9.3: Fat or Bonny?How would you describe the women according to the appearance in a polite way?

Match the words

Check your answers here and learn more!

skinny

fatslim

overweight

Orientações práticas de aplicação dessa atividadeThe questions in the following quiz check sts’ knowledge of specific lexis (parts of the

body) and their understanding of the concept discussed in the lesson (body image).


Activity 10: Educoquiz 2 – What have you learned so far?

Tempo de duração da atividade: 05 minutesOrganização da sala de aula: Individual work

Activity 10.1: Educoquiz 2 – What have you learned so far?

1) The adjective ___________is considered offensive or politically incorrect.

a) skinny

b) slim

c) slender

d) stocky

a) Yes, that’s the right alternative!

b) Incorrect. Try again.

c) No, it’s a neutral adjective.

d) No, it’s not negative.


2) According to the discussions so far, which one is a true statement?

a)Looks are not important in our society.

b)Nobody cares about their body image.

c)The world is not shallow.

d)The media makes people feel bad about their appearance.

a) Incorrect. You bet they are.

b) Incorrect. Most people do.

c) Incorrect. You bet it is.

d) Yes! That is correct.


3) What is the message that the media send?

a)You are beautiful no matter how you look.

b)You have to be as good-looking as the people on TV.

c)It’s OK to be fat.

d)You don’t have to go on a diet.

a) No. This is not the idea.

b) Exactly! That is correct.

c) No, absolutely not.

d) Incorrect. Try again.


4) These are all parts of the body, except for

a)a napkin.

b)a shoulder.

c)an arm.

d)a leg.

a) Yes! Correct!

b) Incorrect. A shoulder is a part of the human body.

c) Incorrect. An arm is a part of the human body.

d) Incorrect. A leg is a part of the human body.


Just let students play the games but monitor the activity and be available to answer

any questions.


Activity 11: Play and Learn

Tempo de duração da atividade: 5 minutesOrganização da sala de aula: Individual or pair work

Activity 11: Play & Learn

Orientações práticas de aplicação dessa atividadeThe purpose of the activity is to show students some structures used in English

to express wishes. They are supposed to read, listen and repeat the examples in the

slide and in the video.

In addition to the "would like", work with the structures "I wish I ________" or "I Wish I

had______." treating them as "chunks" to express dissatisfaction with some physical

feature, and therefore a desire to be different, equivalent to "I wanted to be ... / I

wanted to ... ".

Activity 12: Wishes & Preferences

Tempo de duração da atividade: 05 minutesOrganização da sala de aula: Whole class.

Activity 12: Wishes and preferencesWould you like to change anything about yourself?

.

Click here and see how to talk about it.

Then, practice with your classmates.

I’d like to + verb + complement

I wish I had brown eyes.I’d like to be

stronger.

I wish I had + complement

I wish I were+ complement

Orientações práticas de aplicação dessa atividadeThe purpose of the activity is to show students some structures used in English

to express preferences. They are supposed to read, listen and repeat the examples.

To contextualize, you can bring in pictures of famous people and ask the students to

talk about their appearance, expressing their preferences. Then you can move on to

personalization: encourage them to talk about themselves – their wishes and

preferences.

Activity 13.1: Let’s talk!

Tempo de duração da atividade: 05 minutes.Organização da sala de aula: In pairs.

Activity 13.1: Let’s talk!

I prefer + complement

preference

And I prefer long hair.

I prefer short hair

Orientações práticas de aplicação dessa atividadeThe purpose of the activity is to show students some structures used in English to ask

and answer questions with WHY and BECAUSE . They are supposed to read, listen

and repeat the examples in the slide and in the video.

Activity 13.2: Wishes & Preferences

Tempo de duração da atividade: 05 minutes.Organização da sala de aula: Whole class

Activity 13.2 Why and becauseClick here to see other dialogues.

Now practice! Let’s talk!

EX

AM

PLE

S

WHY - QUESTIONS

BECAUSE - ANSWERS

To expressREASON

Because I think it’s nice.Why do you prefer black hair?

Orientações práticas de aplicação dessa atividadeTo enhance the students’ oral skills encourage them to ask other questions about the

same topic (preferences) and to keep the conversation by expressing interest,

agreeing or disagreeing, asking for explanation etc.

Activity 13.3: Keep talking

Tempo de duração da atividade: 05 minutes.Organização da sala de aula: In pairs

Activity 13.3 Keep talking

Because I think they are more beautiful.

Why do you like tall girls?

EX

AM

PLE

S

Orientações práticas de aplicação dessa atividadeThe questions in the following quiz focus on vocabulary (parts of the body), the use of

“why” and “because” as well as the language used to express wishes and

preferences.


Activity 14: Educoquiz 3 – What else have you learned?

Tempo de duração da atividade: 08 minutesOrganização da sala de aula: Individual work

Activity 14.1: Educoquiz 3 – What else have you learned?

1) Which of the statements below express preference?

a) I have long hair.

b) I prefer short hair.

c) My friend is tall

d) I like to be tall.

a) Sorry, “have” doesn’t indicate preference.

b) That’s it! Correct!

c) Sorry, “have” doesn’t indicate preference.

d) Wrong answer. It doesn’t indicate preference.


2) The sentence that indicates wish or desire is:

a)I would like to have blue eyes.

b)I don’t like blue eyes very much.

c)I love my sister’s blue eyes.

d)I think blue eyes are beautiful.

a) That’s it! Correct!

b) Wrong answer. It doesn’t indicate wish or desire.

c) Wrong answer. It doesn’t indicate wish or desire.

d) Wrong answer. It doesn’t indicate wish or desire.


3) Choose the incorrect sentence.

a)I like salad because it’s healthy.

b)I prefer healthy food.

c)I’d like be thin.

d)I love exercises.

a) Sorry, this sentence is perfectly correct.

b) Wrong answer. The sentence is correct.

c) Way to go! Right answer!

d) Wrong answer. The sentence is correct.


4) “Why don’t you like your nose?” The right answer is:

a)“It’s too pointed, because.”

b)“Why it’s too pointed.”

c)“It’s too pointed, why.”

d)“Because it’s too pointed.”

a) No, wrong order of words.

b) No, wrong order of words.

c) No, wrong order of words.

d) Yes! That is correct.


5) Which of the questions below is correct?

a)Why do you prefer short boys?

b)Why are you prefer short boys?

c)Why you prefer short boys?

d)Why to prefer short boys?

Because I’m short too.

a) Yes! That is correct!

b) No, you need to use an auxiliary verb (do) in this question.

c) No, you need to use an auxiliary verb (do) in this question

d) No, pay attention to the form of the verb.


First check if the students know what an awareness campaign is. Elicit/Give

examples. The most important thing here is to understand the purpose of the posters

bearing in mind the target readers (other teenagers from school) and the place where

the posters will be displayed. This will determine the content, the format, the

language used etc.

.

Activity 15: You are being challenged

Tempo de duração da atividade:Organização da sala de aula: In groups

Activity 15: You are being challengedShare your knowledge and opinion about body image!


Tell sts to recall some words/expressions/examples related to the lesson and write

them down in their notebook. Then let them answer the questions and assess their

development/knowledge/performance. Finally, if necessary, elicit or give examples to

clarify/reinforce the target language/functions and provide a remedial task (sts may as

well redo some activities of this lesson or review some parts from the previous

lessons).

.

Activity 16: Building up a summary

Tempo de duração da atividade:Organização da sala de aula: In groups

Activity 16: Building a summary

What have you learned in this lesson?

In your notebook, jot down some words/expressions related to the lesson.

Now check the things you’ve learned or not in the table below.

I’ve learned or revised yes not yet no

Parts of the body.

How to express wishes.

How to express preferences.

Talking about appearance and body image.

Questions using “why”.

Answering questions justifying my point of view

or preference.


At the end of the lesson, try to foster students’ feelings of achievement. As a round-

up of the contents of the lesson, highlight what students can now do with the

language.

Activity 17: Educosynthesis

Tempo de duração da atividade:Organização da sala de aula:

Activity 17: Educosynthesis

Now you know some parts of the body in

English. You also know how to give

reasons for your answers, express

whishes and preferences.


Try to raise your students’ interest/curiousity about the topic that will be discussed

next class. You can focus on the picture and ask students to name some famous

people who have special needs. Or let students talk about other disabled people they

know.

Activity 18: Next class

Tempo de duração da atividade:Organização da sala de aula:

Activity 18: Next class...

Do you know

someone who has

special needs?

Next class, you’ll learn

a lot about this issue.

In addition, you’ll learn

how to express abilities

in English.

GOING FURTHERSugestões de jogos ou de outras atividades que extrapolem o

conteúdo digitalhttp://www.learningchocolate.com/content/body?st_lang=enhttp%3A%2F

%2Fwww.learningchocolate.com%2Fnode%2F52%3Fst_lang%3Den

HOMEWORKSugestões de exercícios ou atividades práticas que complementem o

entendimento do temahttp://illustmaker.abi-station.com/index_en.shtml

Tema da Aula Digital The relationship with your body is never as easy as it should be!...

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