- The lesson plan describes a 100-minute English class for 24 secondary students focusing on describing people's physical appearance and beauty stereotypes. - Students will read about inner and outer beauty, discuss beauty stereotypes, and create their own top 10 lists of stereotypes from Argentina. - Activities include identifying vocabulary related to appearance, ranking beauty criteria, and debating concepts of inner versus outer beauty.

1. Instituto de Formación Docente Continua
Lenguas Vivas Bariloche (A-052)
Práctica Docente III - Nivel Secundario
Plan 2015
Tutor’s name: Aurelia Velázquez
Lesson Plan: 19-20.
Student name: Risso, Guillermina.
Email: guilleminarisso2@gmail.com,
- ENTREGA DE PLANIFICACIÓN -

2. Curso: 1° Año - Secundaria Ciclo Básico
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 24 alumnos.
Tipo de Planificación: Clase.
Unidad Temática: Describing People (Physical appearance).
Clase: 19-20
Fecha: 19/11/21
Duración de la clase: 100 minutos. Face to Face.
Learning aims:
During this lesson, learners will be able to…
- Become aware of the use of Have got/Has got form and the use to describe a
person.
- Develop their reading skills by identifying vocabulary related to inner and
external beauty.
- Develop their thinking skills by giving their opinion about beauty stereotypes.
- Develop their speaking skills by sharing their opinion about inner and external
beauty.
- Language focus:
LEXIS FUNCTIONS STRUCTURE
R
E
V
● Vocabulary related to
beauty stereotypes.
models- actors-
blonde-slim-well-built-
beautiful-attractive-
handsome
Describing beauty
stereotypes by describing
their physical appearance.
Verb to be.
She is tall.
He is handsome.

3. N
E
W
New words related to
stereotypes and inner
beauty.
Inner beauty- external
beauty-soul-kindness-
good-looking.
Giving their opinion about
beauty stereotypes by
ranking them in a top 10
list.
To identify the concept of
inner beauty.
Have got/has got
David Beckham has
got blonde hair.
.
Materials and resources:
● Computer
● 2 short videos available at:
➔ video 1:Top 10 Most Handsome Men In The World (2021 updated)
video 2:https://www.youtube.com/watch?v=aPQRPLtIgnc
● Worksheets with short text: “Inner beauty or external beauty?
● Flashcards.
➔ Projector.
NOTE: All of the activities are described as suggested by the tutor, in terms
of timing, description and instructions, and transition comments.
Scaffolding strategies are included within the description of each activity.
Lesson stages:
Routine
● Timing: 5 minutes

4. ● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
I will greet the students and ask them how they are. Then, I will write the date
on the board.
● Transition comment to link each stage of the lesson with the next one:
“As you know, last week we were working on beauty stereotypes. Let’s check your
homework to work on that topic one more time”
Warm-up and Presentation
● Timing: 20 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
The teacher will ask randomly, if someone wants to share their answers with the rest
of the class in order to check comprehension and foster speaking skills. Meanwhile
she will write on the board the list of the adjectives given in the first activity and the
categories suggested in which sts have to choose and match the correct option
according to their own opinion. The teacher will invite them to reflect on their choices
and justify them by asking the following: “ Why did you choose that option? Do you
think that models have to be tall? In order to foster their critical thinking skills, she will
provide them with different flashcards about diverse kinds of models, such as feet
models, hands models, and face models. To complete this activity she will invite some
of them to come to the front and match their choices on the board. The same process
will be done with the second activity in which students have to state if the sentences
are true or false. In that case, the teacher will write on the board the sentences and
ask them to reflect on their choices.

5. PHYSICAL APPEARANCE
Beauty Stereotypes
EES Nº 4
1º AÑO
TEACHER: GUILLERMINA RISSO
English Homework
Beauty Stereotypes
Activity 1: Choose two adjectives from the list that you think best
describe the following categories. When you have finished, think of

6. examples or reasons to justify your choices. We will discuss it in the
classroom.
● Models
● Boys
● Actors/Actresses
Tall- Beautiful- Handsome- slim - well-built- overweight- short- ugly-
Activity 2: Say whether you think the following sentences are true or
false.
1- Models suffer from eating disorders.
2- Barbie dolls represent beauty stereotypes.
3- Students in primary and secondary school suffer bullying for their
physical appearance.
4- Instagram hasn’t got any filter to change your physical appearance.
We will share our answers in the next
lesson!!!
Activities provided in asynchronous lesson plan 17-18

7. ● Transition comment to link each stage of the lesson with the next one:
‘Great work guys, let’s work a little bit more on these beauty stereotypes ’.
Development
Activity 1
● Timing: 35 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
It will be explained to the students that they are going to work with beauty stereotypes
but this time they have to choose and create a Top 10 list of their own preferences
that respond to beauty stereotypes. They can choose singers, actors/actresses,
football players, models, influencers and so on. Then they have to share with the rest
of the class and justify why they choose these people. Once this activity is done, the
teacher will show them a short video in which they can see a ranking of different beauty
referents in the world. After that, the teacher will ask: ‘Do you know some of them? If
so, can you mention their names and their profession? For example, I can recognize
David Beckham, he is a famous football player. Do any of these famous people
coincide with your list? Do you agree with these rankings?’ The idea is to guide them
in a mini debate about beauty stereotypes, and to provide an opportunity to work on
the language learnt by describing them by their physical appearance by comparing
their lists with the ones provided by the video. As a final stage, they will create their
Top 10 list with Beauty Stereotypes of Argentina. The teacher will write it on the board,
and sts will vote the candidates proposed for themselves.
Link for the videos:
Video 1: Top 10 Most Handsome Men In The World (2021 updated)
Video 2: Top 10 Most Beautiful Women In The World 2021

8. After that, the teacher will say ‘You did it so well!
● Transition comment to link each stage of the lesson with the next one:
‘Ok, now we are going to work with a new concept related to beauty, but this time it
isn’t about physical appearance ’.
Activity 2
● Timing: 30 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
Up to this stage of the lesson, students have been working on the concept of
beauty stereotypes related to external beauty, but from now on the teacher will
invite them to work on a new concept of inner beauty. For that purpose she will
write on the board the words Inner beauty and external beauty on the top corner
of the board and on the other side of the board, their definitions. Then, she will
read it aloud and ask sts which one matches with the words. After that stage,
she will explain to learners that they are going to work with a short text adapted
from the original version named: “Inner beauty is the real beauty” by EunSuk Ji
from Korea. Once the teacher gives the text, she will invite students to read the
text individually and then she invites some of them to read it aloud with the rest
of the class. If someone doesn’t feel confident she will help him/her monitoring
their performance and supporting their own version. After reading the text, she
will ask: ‘Do you agree with this text? why? what is more important for you, inner
beauty or physical appearance?’ with the purpose that students can share their
opinions about the new concept. Then she will invite them to work on the text
writing on the board the instructions. As the last stage of this activity, the teacher
will ask students to share their findings with the rest of the class. This text will
be used in the asynchronous lesson.
Instructions: Read the text and choose two different colours to
highlight the words: inner beauty and external beauty. Then, find and
circle the adjectives.

9. Inner Beauty is the Real Beauty
EunSuk Ji (Korea)
In many novels and fairy tales, as in Cinderella, the main
characters are usually beautiful or handsome. Beauty is representative of
good deeds and kindness.
In our society, beauty also gives us many advantages such as, having a good
social life, making friends, getting a job and getting a promotion. Whenever
we look at good-looking guys and girls, we usually form stereotypes. We think
he or she is a good and kind person. This is why cosmetic surgery is so
popular in our society.
It is true that attractive people get a job easily. For example, we know good-
looking guys usually get higher scores on job interviews. So, what is real
beauty? I want to say that inner beauty is the real one because if someone
has beauty in his soul, he looks like a really beautiful person.
Instead of concentrating on external beauty, we should concentrate on inner
beauty. The point is that inner beauty is more important than external beauty.
So, if we make the effort to make our minds beautiful. we’ll be happier.
Closure
● Timing: 10 minutos.
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
At this point of the lesson, students may have been working on the concept of beauty
stereotypes and as part of the asynchronous lesson, I will explain to them some of the
activities proposed. For that reason, I consider it important to spend this last time of
the lesson answering students’ questions and solving doubts about the tasks.
● Transition comment to link each stage of the lesson with the next one:
The teacher will say: ‘ OK, I hope you have enjoyed this lesson as I do,
see you next class, and enjoy your weekend, bye bye’.

10. 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
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