This document provides instructions for an assignment on integrating theory and practice related to teaching English at the secondary level. Students are asked to create one or two lesson plan activities focused on one of the UN's Sustainable Development Goals. The activities should develop critical thinking skills while teaching English. Students must submit their lesson plan, receive feedback, and then record a micro-teaching demonstration of their activity.

1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción pedagógica a distancia
SUBJECT: Prácticas Especìficas para Nivel Secundario
Unit 2 – Written Assignment 2A
Tutor: Prof. Aurelia Vazquez
Students:
● Bravo, Débora
● Ciccarelli, Melisa
● Martínez, Bárbara
E-mail Addresses:
deboraxb@hotmail.com
melisaciccarelli@gmail.com
martinezbarbarae@gmail.com
Deadline: 12/03/2021

2. This assignment aims at integrating theory from Didáctica Específica para Nivel
Secundario and practice. It´s the first Taller Integrador Disciplinar we are
carrying out.
1. 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
2. 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.
3. Create the necessary material to deliver your activities online.
4. Submit your lesson plan as an assignment for Práctica Docente III by April 12.
5. 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.
6. Upload your video on https://padlet.com/darioluisbanegas/ngwuwvivra2ky2eo
by April 20.

3. PLANIFICACIÓN DE ACTIVIDAD
Curso/Año y sección: 3º year (public school)
Nivel lingüístico del curso: Elementary
Tipo de Planificación: Actividad
Clase Unidad Temática: Gender equality
Teaching points: Simple Present vs. Simple Past
Aims:
During this lesson, learners will be able to…
● Raise their awarenessasregards gender equalitybydescribingand comparing whatwomen
were expected to be in the past and the role women have nowadays in our society.
● Contrast and compare the usage of the simple present and the simple past.
● Develop critical thinking skills learning about the topic “Reaching gender equality” and
describing and comparing what women were expected to be in the past and the role of
women have nowadays in our society.
● Practise reading, writing, and speaking skills. .
● Express their own opinion on the topic discussed in class.
WARM- UP (10 minutes)
The teacher explains that today's lesson is focused on the topic “Reaching gender equality”,
fights for women’s rights and reflecting on common situations women struggle with.
She/he asks students how they could define the adjective “equal”.
Then the teacher shows students the following short video,
https://www.youtube.com/watch?v=hLr2GNRnmXM
Then the teacher asks students to share orally other examples of gender equality/inequality.
Transition comment: ¡Wow! You have done it very well! Now that you have learned the definition of
gender equality, let's continue the class...
ACTIVITY 1
Timing: 20 minutes
Procedure:

4. The teacher asks students if any of them were told about their grandmother’s or any female grown
up’s lives, and elicit to share with the rest of the class. The teacher will ask the students to click on
the link she will paste in the chat. They will need to complete with at least three words or phrases
to describe how women were treated in the past.
https://www.mentimeter.com/s/ee16af3275ad9f335b4f009c1f56e4b1/e1d3d61ed6ea, as the
word cloud forms, the teacher will be reading the words.
Then, the teachersharesher screen withthe poem “Legacy” by NikkiGiovaniand plays the audio:
https://www.youtube.com/watch?v=9_3WQVe7iLU
LEGACY
By Nikk Giovanni
Her grandmother called her from the playground
“yes, ma’am”
“I want chu to learn how to make rolls” said the old
woman proudly
but the little girl didn’t want
to learn how because she knew
even if she couldn’t say it that
that would mean when the old one died she would be less
dependent on her spirit so
she said
“i don’t want to know how to make no rolls”
with her lips poked out
and the old woman wiped her hands on
her apron saying “lord these children”
and neither of them ever

5. said what they meant
and I guess nobody ever does.
https://www.poetryfoundation.org/poems/48227/legacies
ACTIVITY 2
Timing: 10 minutes
Procedure:
After reading, the teacher shares these questions on her/his screen, and encourages students to
read them orally and to tell the answers aloud.
1. Does the girl in the poem accept the legacy?
2. Should women accept legacies no matter what they think? Why?
3. Have you ever broken with any kind of family legacy? How?
4. What is the old woman's reaction to the negative answer of her grandchild?
5. The old woman says: “Lord, these children!”, what does she mean with these words?
6. What is your opinion about the phrase “being less dependent on her spirit ”?
Transition phrase: Next lesson we will continue working with the answers to the questions. Start
thinking of a slogan that can support women’s fight in the school. We will be polishing it here in
class so that we can share it with the rest of the school.