Tema da Aula Digital The relationship with your body is never as easy as it should be! DisciplinaAnoAula número Inglês8°09 AULA DIGITAL E PLANO DE AULA.

Apresentação em tema: "Tema da Aula Digital The relationship with your body is never as easy as it should be! DisciplinaAnoAula número Inglês8°09 AULA DIGITAL E PLANO DE AULA."— Transcrição da apresentação:

1 Tema da Aula Digital The relationship with your body is never as easy as it should be! DisciplinaAnoAula número Inglês8°09 AULA DIGITAL E PLANO DE AULA Equipe responsável pela produção Produtor: Mario Sérgio Mangabeira Junior Revisor: Edwiges Rego Coordenador: Dayse Alves Barbosa

2 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 DIDÁTICOS

3 Orientações práticas de aplicação dessa atividade The 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

4 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.

5 Orientações práticas de aplicação dessa atividade The 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. Orientações sobre a utilização dos objetos de aprendizagem Activity 2: Presentation Tempo de duração da atividade:03 minutes Organização da sala de aula:Whole class interaction

6 Activity 2: Presentation In this lesson, we are going to talk about the relationship with our body, our wishes and preferences.

7 Orientações práticas de aplicação dessa atividade First, 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 minutes Organização da sala de aula:Pairs / whole-class interaction

8 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.

9 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 minutos Organização da sala de aula:pairs

10 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 ] [ B ] Because it can help having a good body shape. Because it can bring problems to our body shape. [ ]

11 Orientações práticas de aplicação dessa atividade Students should answer the quiz to check what they already know about the topic of the lesson. Orientações sobre a utilização dos objetos de aprendizagem Activity 5: Educoquiz 1 – What do you already know? Tempo de duração da atividade:05 minutes Organização da sala de aula:Individual work.

12 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.

13 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.

14 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.

15 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.

16 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.

17 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!

18 Orientações práticas de aplicação dessa atividade The 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 minutes Organização da sala de aula:In pairs

19 Activity 6: Moment of Reflection Have you ever thought about your body shape? Let’s think about our “body image” by watching the video.

20 Orientações práticas de aplicação dessa atividade 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. Orientações sobre a utilização dos objetos de aprendizagem Activity 7: Talking about the video Tempo de duração da atividade:07 minutes. Organização da sala de aula:Individual work

21 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.”

22 Orientações práticas de aplicação dessa atividade 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. Orientações sobre a utilização dos objetos de aprendizagem Activity 8: Thinking Tempo de duração da atividade:05 minutes Organização da sala de aula:In pairs

23 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?

24 Orientações práticas de aplicação dessa atividade The 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 minutes Organização da sala de aula: In pairs or groups

25 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?here Think about the image and the text: Do they have something in commom? What kind of relation can you establish between them? 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:

26 Orientações práticas de aplicação dessa atividade The 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. Orientações sobre a utilização dos objetos de aprendizagem Activity 9.2: My body / My face Tempo de duração da atividade:03 minutes Organização da sala de aula:Individual

27 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?

28 Orientações práticas de aplicação dessa atividade 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 minutes Organização da sala de aula: In pairs or groups

29 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!here skinny fat slim overweight

30 Orientações práticas de aplicação dessa atividade The 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). Orientações sobre a utilização dos objetos de aprendizagem Activity 10: Educoquiz 2 – What have you learned so far? Tempo de duração da atividade:05 minutes Organização da sala de aula:Individual work

31 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

32 a)Yes, that’s the right alternative! b)Incorrect. Try again. c)No, it’s a neutral adjective. d)No, it’s not negative.

33 Activity 10.2: Educoquiz 2 – What have you learned so far? 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.

34 a)Incorrect. You bet they are. b)Incorrect. Most people do. c)Incorrect. You bet it is. d)Yes! That is correct.

35 Activity 10.3: Educoquiz 2 – What have you learned so far? 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.

36 a)No. This is not the idea. b)Exactly! That is correct. c)No, absolutely not. d)Incorrect. Try again.

37 Activity 10.4: Educoquiz 2 – What have you learned so far? 4) These are all parts of the body, except for a)a napkin. b)a shoulder. c)an arm. d)a leg.

38 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.

39 Orientações práticas de aplicação dessa atividade Just let students play the games but monitor the activity and be available to answer any questions. Orientações sobre a utilização dos objetos de aprendizagem Activity 11: Play and Learn Tempo de duração da atividade: 5 minutes Organização da sala de aula:Individual or pair work

40 Activity 11: Play & Learn

41 Orientações práticas de aplicação dessa atividade The 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 minutes Organização da sala de aula:Whole class.

42 Activity 12: Wishes and preferences Would you like to change anything about yourself?. Click here and see how to talk about it.here 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

43 Orientações práticas de aplicação dessa atividade The 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.

44 Activity 13.1: Let’s talk! I prefer + complement preference And I prefer long hair. I prefer short hair

45 Orientações práticas de aplicação dessa atividade The 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

46 Activity 13.2 Why and because Click here to see other dialogues.here Now practice! Let’s talk! EXAMPLES WHY - QUESTIONS BECAUSE - ANSWERS To express REASON Because I think it’s nice. Why do you prefer black hair?

47 Orientações práticas de aplicação dessa atividade To 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

48 Activity 13.3 Keep talking Because I think they are more beautiful. Why do you like tall girls? EXAMPLES

49 Orientações práticas de aplicação dessa atividade The 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. Orientações sobre a utilização dos objetos de aprendizagem Activity 14: Educoquiz 3 – What else have you learned? Tempo de duração da atividade:08 minutes Organização da sala de aula:Individual work

50 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.

51 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.

52 Activity 14.2: Educoquiz 3 – What else have you learned? 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.

53 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.

54 Activity 14.3: Educoquiz 3 – What else have you learned? 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.

55 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.

56 Activity 14.4: Educoquiz 3 – What else have you learned? 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.”

57 a) No, wrong order of words. b) No, wrong order of words. c) No, wrong order of words. d) Yes! That is correct.

58 Activity 14.5: Educoquiz 3 – What else have you learned? 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.

59 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.

60 Orientações práticas de aplicação dessa atividade 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

61 Activity 15: You are being challenged Share your knowledge and opinion about body image!

62 Orientações práticas de aplicação dessa atividade 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

63 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 revisedyesnot 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.

64 Orientações práticas de aplicação dessa atividade 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:

65 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.

66 Orientações práticas de aplicação dessa atividade 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:

67 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.

68 GOING FURTHER Sugestões de jogos ou de outras atividades que extrapolem o conteúdo digital http://www.learningchocolate.com/content/body?st_lang=enhttp%3A%2F%2Fwww.learning chocolate.com%2Fnode%2F52%3Fst_lang%3Den HOMEWORK Sugestões de exercícios ou atividades práticas que complementem o entendimento do tema http://illustmaker.abi-station.com/index_en.shtml