Bruno Practica Docente III- didactic unit 2 - pass

1
ENTREGA DE PLANIFICACIÓN
Tutor: Aurelia Velázquez
ALUMNO PRACTICANTE: Bruno Silvia
Año: 2020
Nivel lingüístico del curso: Pre-Intermedio
Cantidad de alumnos: 15 (quince)
Tipo de Planificación: Clase (asincrónica)
Unidad Temática: Lifestyles
Didactic Unit 2 On Google Slide: https://docs.google.com/presentation/d/1I4jvyMjmo0ZbRn0up-
ONbq18gP7c-1gHwQCrgwL1aMA/edit?usp=sharing
In order to support SEN, I included a wide range of visual aids and activities that offer opportunities
for students to engage and motivate in the virtual class and in the tasks. For instance, reading
together and have time to interact with each other and the teacher. I also designed presentations on
Power Point visually enough to enrich teaching and learning. Furthermore, I believe the digital tools
selected might provide SEN with meaningful means to demonstrate their understanding such as
Voice-thread for speaking, and Padlet and Google apps to work collaboratively.

2
1st
Week
Lesson 1
Rural life vs Urban Life
Learning Aims
During this lesson, learners may be able to…
❖ Develop reading skills by reading an article “Urban life vs Rural life”
❖ Develop speaking skills by expressing opinions
❖ Raise awareness about the differences between living in cities and in rural areas
❖ Develop critical thinking by comparing between living in cities and in rural areas
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary related to Places
to live around the world.
N
E
W
vocabulary related to
lifestyles in Cities and
Countrysides
Urban and Rural areas
Adjectives and adverbs
peaceful, polluted, fast,
quick, crowded, pretty
Describing Urban and
rural areas
Comparing Urban life vs
Rural life
giving opinion
Comparative adjectives
to be+C. adj+than
to be + C. adj.
Spelling rules

3
Materials
★ Google Slide
★ Worksheet on Google Docs
★ Texts taken from different websites
★ Video taken from YouTube
★ Pictures taken from different websites and Google images.
Procedures
Firts Week
Lesson 1 “Urban life vs Rural life
PRESENTATION
I will start the lesson showing learners pictures of urban and rural areas. I will ask them to look at the
pictures and describe them. I will try to preview key vocabulary like peaceful, polluted, crowded, and
pretty, by asking them to describe the pictures for example: what types of houses they can see and
what types of transport people might use, what types of jobs people might do in rural or urban areas.
I will also encourage them to see the adjectives by the pictures to describe each picture.
Look at this picture. Can you
describe it for me?
Slide 4
Polluted
Crowded
Noisy
Pretty
Peaceful
Busy
Big
Exciting
relaxing
Slide 5 Look at this picture.
Can you describe it for me?
Polluted
Crowded
Noisy
Pretty
Peaceful
Busy
Big
Exciting
relaxing
Slide 6 Look at this picture. Can
you describe it for me?
Polluted
Crowded
Noisy
Pretty
Peaceful
Busy
Slide 7 Look at this picture.
Can you describe it for me?
Polluted
Crowded
Noisy
Pretty
Peaceful
Busy

4
Big
Exciting
relaxing
Big
Exciting
relaxing
Then I will explain that the place where we live imposes, to some extent, a lifestyle on us and I will
encourage them to compare between living in Urban and living in rural areas/countries.
DEVELOPMENT (PRACTICE and PRODUCTION)
Pre-reading Activity
I will invite learners to watch this video: https://www.youtube.com/watch?v=EdUs8jA7AHk
I will encourage learners to think of two differences between living in cities and in rural areas taking
into consideration the following:
Pace of life - job opportunities - schools - entertainment for young people - types of housing -
transport - shopping - food -
I will ask learners to look at the pictures and reflect on the adjectives above them.
Which adjectives do you associate with the city and which ones with the rural areas?
safe- peaceful- big- exciting- healthy- fast - lonely- dangerous- relaxing- stressful- busy - noisy-
expensive- crowded- polluted- clean- boring-
Rural Area The City
For example:
Comentario [A1]: Which
structures should they use?
You should provide an example.

5
Rural life:
relaxing
lonely...
Urban life:
busy
crowded
Let’s see how different rural and urban lives are!
What do you think? Read the following assertions and tick one of the options.
1. The air in the countryside is cleaner but in the city, it is
more polluted.
2. Cities are more crowded than rural areas.
3. It’s quieter and more peaceful in the country.
4. Living in a city is more exciting than living in the
countryside.
5. People from the country are healthier because they grow
their food.
I agree I disagree
Think about these questions: Is it better to live in the city than in the country? Why? Why not?
Task: 1
While reading
I will ask learners to read an article.
1. Click on the link and read the article “Urban life vs Rural life”
https://www.stumagz.com/urban-life-vs-rural-life/
2. As you read it, take notes of the words or phrases you do not know or understand
3. Read it again and write down the adjectives used to describe each way of living: “Urban life vs
Rural life”
4. Discuss points 2 and 3 with the teacher in a Zoom meeting
Student will read the article during the zoom meeting
Post-reading Activity
I will encourage learners to complete with me a comparative chart on Google Docs with the main
characteristics of Rural and Urban lives found within the article. I will share the screen and the Google
doc with them, and ask them to mention and write the main characteristics of each way of living. I

6
will invite them to write any other difference they think to be important to mention to complete the
comparative chart.
Grammar Focus:
Look at the following assertions:
★ Life in the city is faster than in the countryside.
★ The cost of living is more expensive in the city.
Google Slide
I will explain that when we want to describe people or things we use adjectives.
Comparative Adjectives are used to compare two things or people and to highlight the
superiority, inferiority, or equality of one term compared to another.
Google Slide
Let’s look at these examples:
A Village is a small community
with Agriculture as a fundamental
profession.
SMALL is an adjective used to describe
things or people. In the sentence on the left
SMALL modified a noun. “Small
community”
Villages are smaller than cities. SMALLER is the comparative form of small
used to compare two things or people. In the
sentence on the left Smaller highlights the
inferiority of villages compared with cities.
Spelling rules:

7
On Zoom
More examples:
It’s quieter and more relaxing in
rural areas.
Cities are more crowded than
rural areas.
Further Practice.
Use the adjectives from the box below and complete the sentences using the comparative forms of
them. I will give them a few minutes to complete the task on a Google doc that I previously share
with them. Then I will encourage to read their answers and correct all with me.
- helpful- big - dangerous- peaceful- clean noisy- relaxing- expensive- exciting-crowded
- boring- healthy- polluted
Example: The air in the country is cleaner but in the city it is more polluted.
1. City life is __________because there are plenty of things you can do. This is why living in rural
areas can be ______________.

8
2. Cities are ______________ and _____________than villages because more people live there.
3. Some people believe that in the city life is _______________than in the countryside.
4. There is a strong sense of community in the country and neighbours are usually
_______________.
5. It’s quieter and ________________in the countryside.
6. Cities are ________________than urban areas because of the traffic.
7. Rural life is _____________beacusebecause people grow their own food.
8. Life in the country is much _________________than in the city.
9. The cost of living is __________________in the city.
Follow up Activity Game-like
With this game I will share the screen and encourage learners to participate. Then I will send them the link for
them to practice and play as many times as they want.
It’s time to have fun!!
Click on the link below and enjoy the game!
https://www.wisc-online.com/users/silviabruno/games/95994/urban-life-vs-
rural-life?version=1
Follow up Activity: Speaking
I will ask learners to participate on Voice-threadt. I will encourage them to look at the word-cloud and think
about this question:
Where do you
prefer to live?
Why?
Homework 2 Speaking
Think about these questions for a few
minutes:
● Is it better to live in a city than in a
small town?
● Why?
● Why not?
Answer 1:
In my opinion I prefer to live in a city
because there are better opportunities for
me to progress. And also there are more
places to go and visit such as shopping
centres and theaters.
Comentario [A2]: Check stress
pattern

9
Follow the examples on the right and
elaborate your own answer. Then record
your response on Voice thread. Listen to
your classmates’ contributions to begin your
answer by saying:
I agree with….
I don’t agree with…
In my opinion ...
Don’t forget to introduce yourself!
Answer 2:
I don’t agree with you. I prefer to live in
a small town because the air is cleaner.
I believe that it is safer than living in a
city. Villages are more peaceful and
relaxing.
https://voicethread.com/share/15596746/
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Great job!
Interesting resources and activities!

10
Second Week
Lesson 2 “Healthy living”
Learning Aims
During this lesson, learners will be able to…
★ Develop listening skills
★ Develop speaking skills by describing their own and others’ lifestyles
★ Raise awareness about the need to live a healthy life
★ Enhance pronunciation by reading aloud
★ Develop speaking skills by talking about their food choices
★ Develop critical thinking by reading some people’s situations and thinking about a/some
piece/s of advice
★
Language Focus
R
E
V
lifestyles in Cities and
Countrysides
Urban and Rural areas
Adjectives and adverbs
Describing lifestyles
Comparing Urban life vs
Rural life
Comparative adjectives
to be+C. adj+than
to be + C. adj.
Spelling rules
Con formato: Sangría: Izquierda:
1,27 cm, Sin viñetas ni numeración

11
N
E
W
healthy lifestyles
Organic food
Giving advice
describing
Should/shouldn’t+ base
form of a verb
First Conditional
Materials
★ Google Slide
★ Worksheet on Google Docs
★ Texts taken from different websites
★ Videos taken from YouTube
PRESENTATION
I will start the lesson encouraging learners to think about their lifestyles. I will introduce the topic
presenting some adjectives that could describe their lifestyles, such as
Sporty/ Peaceful /Exciting / Active /Rural /Boring / Urban. And a question:
Which adjectives best describe the life you live?
Like this on a Power Point Presentation
Which adjectives
best describe
the life you live?
... Boring Exciting Peaceful

12
Rural Urban Sporty Active
I will explain that the way people spend their time is called lifestyle. I will also make learners describe
the way they live according to the adjectives they have chosen. For instance, if they chose urban and
sporty I could ask: Where do you live? Could you describe your city? What sports are you into? Do you
exercise? How often?
I will encourage them to take turns to participate.
Look at the entry from the Longman Exams Dictionary. Mark the key points that define lifestyle .
life . style / ˈlaɪfstaɪl/ n [C] the way a person or group of people live, including the place they live in,
the things they own, the kind of job they do and the activities they enjoy: Regular exercise is part of a
healthy lifestyle. | lavish/comfortable/simple/etc. lifestyle.
Then I will ask them to focus on the highlighted phrase, and ask:
What does it mean to live a healthy lifestyle?
Look at the picture.
What does it mean to maintain a healthy lifestyle? What should we do?
I will encourage learners to look at the picture and describe it. For example: What can you see in the
picture? Mention the things you see and what they have to do with maintaining a healthy lifestyle.

13
For example: I can see a trainer/sneaker, a bike, a racket, a jump rope, etc.
We should do exercise to maintain a healthy lifestyle.
Discuss it with your group for a few minutes then share your findings.
On Zoom using ‘breakout rooms’ (where students work separately in smaller groups) for a few
minutes. Then,, they come in back to the current class meeting.
Then I will invite Ls to think about a brief reflection.
Did you Know?
That we should change some habits to live a
healthy lifestyle.
Our daily routine should include exercising and
eating vegetables and fruit. However, we should
go to the doctor before we start a diet.
Do you think they are HEALTHY or UNHEALTHY habits?
Activity 1 (On Zoom)
Please, Take turns to participate.
Is there any volunteer to read?
Lifestyles HEALTHY UNHEALTHY
I go jogging every day before I go to work.
I always get up late, I don’t have time for breakfast.
I eat vegetables every day. I love them.
I am a social smoker and only smoke at parties.
I usually get up early and go to bed too late. I always
feel so tired.
Then I will make learners read Mario’s routine. and I will also encourage them to reflect on it by asking
them why Mario looks so bad.

14
I will give learners a few minutes to respondse: I will give them my opinion too.
For instance, I will say, “In my opinion, Mario should get more sleep. What do you
think?”
Speaking:
On another Slide:
“Our personal lifestyle is a result of our choices”
Keep in mind this central idea and be honest. Choose between these dishes. Look at the chart.
Take turns to participate.
For example:
● I choose to eat pastries for breakfast because they are more delicious than a bowl of yogurt
with fruit.
● I eat a packet of chips as a snack in break-times because it’s Cheaper.
You can use these adjectives
Delicious- quick- fast- practical- expensive- cheap-
For breakfast:

15
as a snack:
For dinner:
I will explain that although we have likes and preferences related to food, we should know what
nutrients our bodies need to keep us healthy.
Then I will ask Ls these questions On Zoom
● Can you think about more unhealthy habits?
● What should you do to live a healthy life?
● What shouldn’t?
I should exercise twice or three
times a week.
I shouldn’t drink alcohol.
I should….

16
I shouldn’t...
I will say that if we want to live a healthy lifestyle we should change some habits. Our daily routine
should include exercising and eating vegetables and fruit. However, we should go to the doctor
before we start a diet.
Then I will encourage them to read and complete.
I will name learners to read and response.
Follow up activity 4 (On Zoom)
All right guys. I want you to give some advice to these people using SHOULD -SHOULDN’T and the
following phrases or whatever you consider would benefit each person.
Exercise twice a week—go to the doctor--sleep—move to the countryside--
Roberto wants to change his lifestyle. He
has never exercised, and sometimes
smokes.
Firstly, he shouldn’t smoke.
He should exercise twice or three times a
week.
Maria lives in a city. She starts suffering
lung problems.
She should...
Sergio exercises three times a week and
eats healthy food but he feels tired all the
time.
He should…
Alice studies and works. She sleeps 6 hours
every day. She feels tired all day.
She should….
Now that you can recognize healthy and unhealthy habits let’s see beyond.
Why is it important?
In order to introduce the video “tips for starting a healthy lifestyle”
I will ask learners two questions - if they live healthy lives and how they know it.
I will invite them to watch a video and take notes of the tips. then I will encourage them to mention
the tips they could see and remember from the video.
https://www.youtube.com/watch?v=0aNNYEUARAk

17
I will play the video again and ask learners to order the tips as they appear in the video.
Then I will show learners a slide with a sentences on it. like this:
I will ask them if they know the meaning of “For life” and encourage them to explain the phrase.
I will tell them that that sentence is a conditional if I … is a situation and I will… the consequence.
Then I will invite them to complete some examples. I could also play the video again for them to
listen and complete.

18
Grammar focus (On Zoom)
First Conditional.
Look at the following statement:
If I eat healthy food, I will have more energy.
Can you recognize the tense of the underline statement?
Good!
I will explain that it’s up to us to live a healthy life from now on, and that we will benefit for the rest of
life.
Go back to activity 4.

19
Roberto wants to change his lifestyle. He has never exercised, and sometimes smokes.
Advice: He should exercise and give up smoking.
Possible situation Consequence
If Roberto gives up smoking, he will avoid suffering from lung cancer.
If he starts doing exercise, he will feel and look his best.
Point at the correct option to make up the grammar rule. (I will highlight the correct answer for
them to see it)
The first Conditional is used to talk about things that might happen in the Past-/Present-/Future.
Things, which could-/could not easily, come true.
Use: If + present to talk about a possible situation and will/won’t + the base form to talk
about the consequence.
The -If clause can come first or second. If the if clause come first, we put a comma
before the next clause.
Negative
If + present simple, subject + will + NOT +
base form of the verb + complement
If Danny eats healthy, he won’t get sick.
Question
Wh + will + base form of the verb + if + subject
+ present simple + complement?
What will happen if you eat healthy?
What about Maria, Sergio and Alice?
Write your contribution in the chat-box
Further Practice: I will record a tutorial explaining First conditional and how they have to complete
the following file:
https://docs.google.com/document/d/13Llgb4my8sX_rtcX5kHCIbHwdHEJdM6oIYC1Qv6-
JoE/edit?usp=sharing
Tutorial:
https://drive.google.com/file/d/1jl56k3h7KeOQ3TQ7buUga5fz7xRZdFGd/view?usp=s
haring
Homework:2 I would send my students a ppt for them to work on the reading that I
would also explain during the zoom meeting.

20
https://drive.google.com/file/d/1ueTdzdAwZMxZ24rbCIGaDVbkaditPnLr/view?usp=sha
ring
❖ Click on the following link and read the article for our next meeting:
https://raisingchildren.net.au/teens/healthy-lifestyle/daily-food-guides/nutrition-healthy-food-
teens#:~:text=Healthy%20foods%20have%20nutrients%20that,caffeine%20or%20lots%20of%20sugar.
❖ Take notes of the unknown words or phrases and look them up in the dictionary
(WordReference or any other)
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources
X

21
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations
3rd
Week

22
Lesson 3
Nutrition Matters
Learning Aims:
★ to raise awareness about people’s responsibilities towards maintaining a healthy lifestyle.
★ to raise awareness about the importance of eating healthy during adolescence
★ to develop listening skills by listening to some people talking about their eating choices and a
filling in gap-activity
★ to develop critical thinking by reflecting on different eating and life habits
★ to elicit vocabulary and structures already known
Learning focus on:
R
E
V
Key words:
campaigns - children- fresh
- smoothie - fruit - obese -
fruits and vegetables -
organic products - - healthy
- tasty
Giving advice
Should-shouldn’t + base
form of the verbs
I agree with..
I disagree with…
First Conditional
N
E
W
Key concepts and terms:
The five healthy food
groups: vegetables, fruit,
grains, dairy and protein.
Vocabulary related to
nutrition during
adolescence stage.
Vocabulary: Growth spurt,
hormonal changes,
Describing
Giving opinions
Classifying
Structures:
I think that..
In my opinion…
I believe…
We agree that/on…
During puberty
boys/girls..
If you are a female your
body will...
Warm up
In lesson 2, we saw that there are some habits that we should avoid to maintain a healthy lifestyle and
that some changes will benefit a lot.
Can you mention some of them? Orally
Brainstorming

23
Please write your contribution on the chat-box as you mention it orally.
PRESENTATION
I will invite learners to read a quote. “We are what we eat” (Hippocrates) /hɪˈpɒkrətiːz/ and ask them
whether they agree or disagree with this philosopher.
★ Do you agree with Hippocrates? Why? Why not?
❖ Did you read the article?
❖ What should you eat?
❖ Why is it important?
❖ What is junk food?
❖
I will ask learners to look at this picture
Can you describe the products in the pyramid?
What can you see at the top…?
I will ask learners to discuss in groups of 4 (break-out rooms in zoom) the article they read in advance
and complete the following statements:
Key points
Con formato: Sangría: Izquierda:
1,27 cm, Sin viñetas ni numeración

24
● Pre-teens and teens need a wide variety of foods from the five healthy food groups:
_____________, ____________, _________,__________and ______________..
● Healthy foods have nutrients that are important for growth and development _________
___________.
● Your child should avoid foods high in _________, saturated ______ and _________, foods
low in fibre and nutrients, and drinks with caffeine or lots of sugar.
Then I will ask learners to read one of the statements at a time. And I will show them this slide, and
ask for a volunteer to read it.
Then I will explain why it is important eating healthy during adolescence. and encourage them to
answer the following question:
Do you think that eating healthy is important during adolescence?
Take these key points into consideration to respond.
● Your bodies are changing
● You, as teens, are becoming more independent and making food decisions on
your own.
● Many of you have a growth spurt and increase in appetite and need healthy
food to meet your needs.
Example:
I think It’s important because our bodies are changing during this stage.
In my opinion…
Growth spurt: Sudden increase in size.
Google slide
Activity 1:

25
I will ask learners to look up some terms on Google or in a dictionary. Then complete the following
activity.
Match the terms on the right with the definitions on the left.
a. Growth spurt 1 Contribute to the overall health and
maintenance of the body.
b. Hormonal changes 2 Developing factors that cause health
problems such as heart disease, stroke,
and kidney problems increases
c. Tissue development 3 Sudden increase in size.
d. Processed food 4 Drinks that contain added sugars or
sweeteners
e. Sugary drinks 5 When there is too much or too little of
a hormone.
f. Risk of obesity 6 Those that typically come in a box or bag
and contain more than one item on the list
of ingredients.
On another slide, I will summarize the idea and the key concept for better understanding. I will ask
learners to read aloud.
Are there any volunteers to read?
That’s why...
● Teens need extra nutrients to support bone growth, hormonal changes and
organ and tissue development, including the brain.
● Teens should eat breakfast, drink water and limit highly processed food, sugary
drinks and eating out.
● Healthy eating habits and physical activity can help lower the risk of obesity.
The teen years are a time of rapid growth. The two main nutrients of concern for
teenagers are calcium and iron.
Further Practice:
Click on the link and complete the task.
https://es.educaplay.com/recursos-educativos/6942906-lifestyles.html
Cultural connection:
I would send learners a PowerPoint presentation with this homework for them to work on their own.
Listening:

26
This is the ppt
https://drive.google.com/file/d/1hK86yf0kEqnECv8sboM5J1Gyi91l39Rh/view?usp=s
haring
Pre watching activity:
I will show learners a picture that may help them to understand and guess key concepts and
vocabulary they are going to find in the video. I will encourage learners to discuss and answer the
following questions:
Look at this picture.
➔ Can you describe it for me?
➔ Have you ever been to a place
like this?
➔ This kind of market offers a
variety of food to try. Can you
tell us what kind of food you
can find there?
We can find healthy and unhealthy
food in these markets.
➔ Healthy food: Fruit- organic
food- vegetables-fresh fish-
➔ Unhealthy food: fast-food
such as hamburgers, Mexican
tacos, etc.
Organic food, fresh or processed food
produced by organic farming methods.
➔ Have you ever heard about
Organic food?
➔ Have you ever tried it?
While -Listening/watching:
I will invite learners to watch a video: https://www.youtube.com/watch?v=jsApaXFFuzo
First I will explain that they are going to watch a video about British people talking about their eating
choices and why they make such decisions.
Listening Activity 1.
Click on this link https://www.youtube.com/watch?v=jsApaXFFuzo and find out how some British
make decisions about what to eat and why.
Follow up Activity
Watch and listen to it again and match the people on the left with the part of speech on the right.
Comentario [A3]: I could not
access.

27
After-listening/Watching:
2. Fill in blanks with words from the box
campaigns - children- fresh - smoothie - fruit - obese - fruits and vegetables - organic products -
- healthy - tasty -
Healthy or Unhealthy lifestyle
Borough Market is the largest fruit and vegetables market in London. It is open from Thursdays to
Saturdays. There are 150 stalls and 1.______ products arrive every day. There are lots of
2.________things to try out and buy in the market from cooked meals to fresh bread and homemade
pies. Some people go to Borough Market to buy 3._____________.

28
In Britain there are public awareness 4.____________ to get people to eat more 5.______ because
nearly 43% of men and 33% of women are 6.________, and 23% of both sexes are clinically obese.
One of these campaigns is called Five-a-Day, which consists of eating five portions of 7.________ and
____________ every day. This could also be a freshly made fruit juice called a 8.__________ or a fruit
salad for example. That way it is easier to get 9.________ to eat 10. ________.
Follow up Activity (Homework)
How to maintain a Healthy Lifestyle?
Browse on Internet and consider what you saw in lesson 2 and 3, find out what we
should do to maintain a healthy lifestyle, share your findings with your partners. Then
make your contribution on “Padlet” Click on the link to go to the App.
https://padlet.com/silviabrunoceli/y7z5kcyt9jyzzk9w
Note: On your posts
● Write your full name
● Site the websites you visit
● Add images and any aids that you consider they may attract people’s attention
● Avoid repetition and long texts
● Be concise
End of lesson 3.

29
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations

30
4th Week
Lesson 4
“Growing
Up”
Learning aims:
During this lesson, learners may be able to…
● Enhance pronunciation by reading aloud
● Develop critical thinking by comparing between puberty in females and males
● Raise awareness about body changes during puberty
● Increase students’ knowledge of subject content
● Provide material and information
Learning focus on:
R
E
V
Key concepts and terms:
The five healthy food
groups: vegetables, fruit,
grains, dairy and
protein.
nutrition during
adolescence stage.
Describing
Giving opinions by
Sharing thoughts and
beliefs
I think that..
In my opinion…
I believe…
We agree that/on…

31
Vocabulary: Growth
spurt, hormonal
changes,
N
E
W
puberty.
Classifying objects and
ideas
Comparing
Describing
Present Simple and
Present continuous
First conditional for
communicative
purposes
Warm up:
I will explain that in the last lesson they saw how important is to eat healthily during
puberty. And I will encourage them to mention key points about eating healthy during
adolescence.
I will ask them if they know what puberty is, and what it means. Then I will say that today’s
lesson we will see how human body changes during puberty.
Brainstorming.
Please write your responses in the chat-box.

32
PRESENTATION
I will invite them to watch a video. Just the first 6 minutes.
https://www.youtube.com/watch?time_continue=314&v=tR0oeirdWjg&feature=emb_logo
I will show learners this definition and ask one of them to read it.
“Puberty is a time when a
person’s body, feelings, and
relationships change from a
child’s into an adult’s. These
changes are physical,
emotional, and social.
Puberty happens to everyone
although everyone goes
through the changes of
puberty at different times in
their life.
Then I will invite them to watch a video that explains better what puberty means I will say, All
right guys let’s learn about this human stage.
https://www.youtube.com/watch?v=TRyOcLSJDzk&t=2s
I will ask Learners to reflect on these questions:

33
● What is puberty?
● What happens to my body?
● Is puberty different for everyone?
Then I will ask them to read the following text.
Activity 1 Speaking
Look at the following pictures and compare.
During Puberty our bodies start changing. If you are a boy, you will get taller, your voice will get
deeper, and your penis and testicles will get bigger.
If you are a girl, you will get taller too, but your body will go through different changes. Can you
mention these changes? Take turns to participate.
Girls Boys
Activity 2
Now you know that everyone goes through puberty. Do remember what will happen to your

34
bodies If you are a female or a male? I will ask learners to think and tick. (I will send learners the
chart on a word document for them to work) Then I will encourage them to share their
productions. by asking for volunteers to read each assertion and other mention the answer.
I will tell learners that puberty and growing up is an exciting time that can also be confusing.
Explain that every single adult they know has survived puberty and they will too.
Sometimes puberty can be difficult and there are ways to help you get through those tough times.
I will list some pieces of advice to manage that anxiety as appropriate.

35
You should...
❖ Eat a healthy diet
❖ Exercise regularly
❖ Get plenty of sleep
❖ Keep a journal to share feelings
❖ Talk with someone you love about how you’re feeling
❖ Realize you are not alone, everyone goes through puberty
Why are those pieces of advice important and relevant? Write and answer for each piece of
advice. For example: Eating a healthy diet.
We should eat a healthy diet because our bodies need nutrients to grow up.
Homework 1: Conduct a family interview with an adult in your family that you are comfortable
talking to. Together, find a quiet spot to talk together and use the following questions to guide
your interview.
1) What did it feel like to go through puberty when you were my age?
2) What did you like about growing up into an adult?
3) What was difficult about going through puberty for you?
4) What do you wish you had known about puberty when you were
my age?
5) What advice do you have for kids going through puberty today?
Homework 2
Integration: Practical Work
Comentario [A4]: Great idea!
Comentario [A5]: Assignment

36
This task must be done in pairs or groups of 3. Work on Google docs
Complete the sentences with ideas you have learnt so far in the unit.
A. Use First conditional
1. If I am a puberty,________________________________________.
2. If boys get to puberty,_________________________________.
3. If girls reach puberty,_________________________________.
4. If you feel anxious,____________________________________.
5. If you cannot sleep well,______________________________.
6. You will feel better ____________________________________.
7. If you eat healthy food, _______________________________.
B. Discuss the following situations. Give a piece of advice to them, you can tell your partner how
you feel and get some good advice for you.
Teenagers at about 13 -14 years old Situations
- Maria - I feel like I am too fat.
- Sergio - There are times where I feel like I’m
not important
- Samantha - I always feel tired. I fall asleep in class
all the time.
- Linda - I feel like nobody understands me.
- You -
C . Writing
1. Firstly, think about of 10 tips to start a healthy life style for example: GET ENOUGH
SLEEP.
2. Share your tips with a partner/s on a Google doc.
3. Choose 5 of them and organize your ideas and write a descriptive ESSAY explaining why
you two choose them. Write a paragraph for each of them (15 to 20 words per
paragraphs)
4. Use the first conditional at least 5 times.
These questions may help you to write the paragraphs:
- What will happen if you do it?
- How can you apply it in your daily routine?
Example:
Comentario [A6]: language
Comentario [A7]: What about its
structure?
Comentario [A8]: You should
definitely be more precise as
regards layout. They should
include introduction, body,
conclusion.
By the way, 5 paragraphs (one per
tip) in the body might be quite too
much…

37
Sleep eight hours every night. Sleeping is very important for the body. If you sleep eight hours every
day, your body and brain will work better. Some people have problems falling asleep. If you relax or
do yoga before you go to bed, it will be easier to sleep.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources
X
Stages and
activities
x
Scaffolding
strategies
X
Language
accuracy
X
Observations
Excellent job, Silvia!
 You´ve chosen suitable and appealing visual aids.
 You´ve included authentic materials.
 Skills have been integrated.
 The games you´ve designed are meaningful.
 You´ve implemented a colour code to work on grammar rules.
 Learners will be reacting to their classmates´ comments via
Con formato: Fuente: 12 pto,
Negrita
Con formato: Párrafo de lista, Con
viñetas + Nivel: 1 + Alineación:
0,63 cm + Sangría: 1,27 cm

38
VoiceThread, which promotes valid interaction during this peculiar
period. They will also work collaboratively writing an essay.
 They will be dealing with CSE, reflecting on their developmental
stage. I really liked the idea of engaging their families to answer a
few questions on this topic. You´ll be fostering communication
between teenagers and their families. Con formato: Fuente: 12 pto,
Negrita

Bruno Practica Docente III- didactic unit 2 - pass

More Related Content

Similar to Bruno Practica Docente III- didactic unit 2 - pass

More from BrunoSilvia

Recently uploaded

Bruno Practica Docente III- didactic unit 2 - pass