This document provides a lesson plan for a virtual English class on healthcare and healthy lifestyles for intermediate teenage students. The lesson includes two main activities: 1) A questionnaire using Google Forms to assess students' own health habits. The results will be discussed as a class. 2) Research on healthy habits during the pandemic in small groups using breakout rooms. Groups will share their lists of 5 habits. The lesson aims to help students identify healthy and unhealthy choices, reflect on their own lifestyles, and consider ways to improve their habits through class discussion and individual homework.

1. Instituto de Formación Docente Continua
Lenguas VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción pedagógica a distancia
SUBJECT: Práctica Docente III
TUTOR’S NAME: Aurelia Velázquez
YEAR: 2021
STUDENTS’ NAMES: Marina Álvarez - Andrea Giordano - Tamara Tymostchuk
EMAIL ADDRESSES: marinaalvarezdarriba@gmail.com;
msandreagiordano@gmail.com; tamtym@gmail.com
DEADLINE: 12/04/21
Mandatory Assignment 2
This assignment aims at integrating theoryfrom Didáctica Específica para Nivel
Secundario and practice. It's the first Taller Integrador Disciplinar we are carrying out.

2. a. Imagine that you wish to include one of the United Nations SDGs in your teaching to
help a group of teenage learners hone their critical thinking skills while learning English. You
can decide their level of English, etc.
b. Based on the ideas and procedures described in Resource 2.4 (Didáctica), create ONE
or TWO activities around one of the 17 Goals in particular. You choose the language aims
and target learners.
c. Create the necessary material to deliver your activities online.
d. Submit your lesson plan as an assignment for Práctica Docente III by April 12.
e. Once you get your tutor's feedback, record yourselves as if you were teaching with those
activities. Your micro-teaching should be no longer than 15 minutes.
f. Upload your video on https://padlet.com/darioluisbanegas/ngwuwvivra2ky2eo by April
20.
Lesson Plan
Information about the class
Class: Year 4
Level: Intermediate
Students’ age: 16 years old
Number of students: 25
Tipo de Planificación: Online synchronous class
Unidad Temática: Healthcare and ensuring healthy lives and promote well- being
Class Nº: 1
Book: Unit 3 of Keynote 3 (American Edition) + Chapter 4: Ensure healthy lives and promote well-
being for all at all ages (Maley & Peachey, 2017)
Class time: last 40 minutes out of a total of a 80-minute class (last period of a 2-period module)
Introduction
In the first period of this class we would cover pages 37-39 (until listening exercise A & B - see
appendix). By the time we get to the activities devised for the second period of the class, we will
have introduced the topic, worked on specific vocabulary, listened to Kate Chong’s routine (class
correction) and talked about health related topics.
Learning Aims
During this 2nd part of the lesson, learners will be able to:

3. ● identify and differentiate healthy vs unhealthy food and activities.
● reflect and talk about healthcare personal habits, issues and possible solutions.
● consider taking the right, healthy choices in their lives; and having a better lifestyle.
● express and support their ideas and opinions in a safe and respectful environment.
● use technology in a familiar context working towards their autonomy.
Language Focus
LEXIS FUNCTIONS STRUCTURE
REVISION Food (recycling)
Sport and activities
(recycling)
Talking about habits
and routines.
Present Perfect
Simple
Talking about cause
and effect. Results.
Simple Present.
Prior past experience
“Have you ever…?”
Conditional type 1.
NEW Food (expansion)
Sport and activities
(expansion)
Talking about cause
and effect. Results.
Differentiating
healthy habits and
foods vs unhealthy
ones.
Predicting positive
and negative
outcomes.
Reflecting on their
own habits and
considering ways of
improving or
changing them.
Cause and effect
connectors: “so”,
“because”, “due to”, “as a
result”, “as”, “because of”.
“Would like to”, “prefer”,
“would prefer to” to
express preference.

4. Materials
Students and teacher will have an electronic device which allows them to connect to the lesson
via Zoom. The teacher will use a digitalised version of the student’s book (1st period) and a
Google form for the following activity.
Procedure
ROUTINE
There is no routine as this will take place in the second part of the class. However, we will use a
warm-up as a mini brain-break so that we help their brains switch off and on for the second part
of the class.
WARM-UP (brain break - 5 minutes)
We will play a 5-minute miming game. First the teacher will mime an action which the kids have
to guess.Then, students will take over. The ones who do not guess, have to stand up three times,
or clap three times, or jump three times, or turn around three times (and the like).
Transition:“Now, let’s have a look at our own habits? Do you believe you lead a healthy lifestyle?
Let’s find out!”
DEVELOPMENT (30 minutes)
Activity 1 (15 min)
This activity will shift the focus onto them. The main aim is to make students aware of their own
habits. To this end, we will use as reference one of the activities proposed by Mayley & Peachey
p.43, which will make students reflect upon their own lifestyles in a more accurate and objective
manner.
Wewill share with students a google form, which should not take longer than 5/7 minutes for them
to complete. Then, the idea is to discuss as a plenary class their answers (and ours too!). Besides,
we will be able to see the percentages of the class’ answers as a whole as shown below.

5. Transition: “Now, let’s give a close look to the results of the questionnaire and discuss what this
shows about our health and lifestyle”

6. Link to Google form: https://forms.gle/g17hkLRBFHNwGvzd6 We will request students to tick
the box at the end of the form for them to receive their own answers in their email accounts. It
goes without saying that all students already have a google account and are already familiar with
the use of ICT’s.
Following up on this, we will check the results in percentages as a whole.
Transition: “Ok. Now, it’s you that will have to do some research. Let’s see what you think and
find out.”
Activity 2 (15 min)
Using break-out rooms, we will make groups of four students. We will ask them to do some
researchand make a list of 5 healthy habits during the pandemic. The students will have to google
the information, share their ideas and agree on what to include in the list during a ten-minute
session. We will visit each break out room to monitor the activity and guide them in case they
need help. Then, they will come to the main room and share their lists.
CLOSURE (5 min)
To round up the class, we will ask them to compare their own habits and their lists and think if
they should make any changes to have a healthier life. As homework, we will tell the students to
upload 3 habits they think they need to change (trying not to repeat ideas) in a padlet we
previously created as homework.
Next class we will take a look at the final task they did. Before we say “goodbye” we will ask them
to repeat to us what they have to do for homework by themselves (to check understanding and
clarify any doubts).
Transition to the end: “Ok. Do everything and, please, remember not to drink alcoholic drinks,
smoke or do drugs! And remember anima sana in corpore sano” - ASICS! Like the trainer brand!”
(Humour is necessary in the virtual classroom too).
APPENDIX

9. P. 39