Lesson 15&16

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: 15-16.
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: 15-16
Fecha: 12/11/21
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 stereotypes.
- Develop their thinking skills by giving their opinion about stereotypes
- Become aware of how social media impacts on our image and has a big
influence on it.
- Language focus:
LEXIS FUNCTIONS STRUCTURE
R
E
V
● Vocabulary related to
personal appearance.
tall-short-overweight-
thin- long-
Describing people’s
physical appearance by
talking about it.
Verb to be.
She is overweight.

3. N
E
W
New words related to
stereotypes.
Beauty-eating
disorder-bullying-
beauty products-
plastic surgery.
Giving their opinion about
stereotypes.
Have got/has got
aff-neg and
interrogative form.
She has green eyes
and blonde hair.
She hasn’t got dark
hair.
He is well-built.
.
Materials and resources:
➔ Computer
➔ Presentation available at:
https://docs.google.com/presentation/d/10QbQEkLyU0gTGycUrUueFMiM07E
HqFdO/edit?usp=sharing&ouid=116464058862245230715&rtpof=true&sd=tru
e
➔ YouTube video called: Beauty stereotypes:
➔ https://www.youtube.com/watch?v=fQ94F8Hc_cc
➔ Worksheets
➔ Flashcards.
➔ Projector.

4. 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
● 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:
● Transition comment to link each stage of the lesson with the next one:
“I want us to play a game. This is going to put your visual skills into play. Are you
ready?”
Warm-up and Presentation
● Timing: 15 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
To start with the lesson, the students will be invited to put together a puzzle. The
teacher will divide them into six groups of four students each. Each group will be
provided with a piece of the same image (Figure 1). A piece will be displayed on the
whiteboard by the teacher, and the groups will be invited to visualise where to place
theirs. In turns, the groups will place their piece on the whiteboard until the image is
complete. Once this is done, the teacher will ask what the image represents, to which
they are expected to answer "stereotypes". Then, I will say: ‘Can you describe some
of the people in the picture by their physical appearance? As you can see in the
picture, all of us are different, for that reason stereotypes don’t define us.’ Then I will
ask if they know the meaning of this word. If students don’t know, the teacher will read

5. the definition aloud and I will communicate that the class will focus on different beauty
stereotypes.
● Transition comment to link each stage of the lesson with the next one:
‘Okay, let’s find out about these beauty stereotypes ’.
Development
Activity 1
● Timing: 20
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 will watch a presentation about physical
appearance and beauty stereotypes. The idea of this activity is to debate about
different features of physical appearance and how social media influences the concept
of beauty in a society. The teacher will show them the slides and in each one, she will
ask different questions in order to review the grammar structure (has got/have got)
and to introduce some key concepts such as: beauty products, eating disorders,
bullying, plastic surgery. After this activity, I will give students worksheets to be
completed individually in which they have to match some concepts seen in the
presentation with their definitions. Once students have finished the task, the teacher
will ask some sts to share their answers with the rest of the class.
Beauty Stereotypes.pptx

6. Match the following concepts (1-4) with their definitions (A-D).
1- Stereotype.
A- It can also mean an attractive appearance.
2- Bullying.
B- a mental illness in
which people eat far too little or far too much food and
are unhappy with their bodies
3- Beauty
C- an idea that is used to describe a
particular type of person or thing.
4- Eating disorder D- the behaviour of a person who hurts
or frightens someone smaller or less powerful.
After that, the teacher will say ‘Very good, guys!
● Transition comment to link each stage of the lesson with the next one:
‘Ok, now we have discovered what is the concept of stereotype and how physical
appearance impacts on our life. Let’s work on that a little bit more’
Activity 2
● Timing: 20 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 grammatical
structure while learning about beauty stereotypes and some concepts related
to this topic. In order to check comprehension, the teacher will explain that they
will have to use the structure to describe some people from the presentation by
playing a speaking game. The teacher will display on the board different
flashcards upside down of some people. Then she will write on the board the

7. following concepts: eating disorder, bullying, beauty and stereotypes. This
activity will be developed with all the students. In turn, students have to choose
one flashcard and they have to describe it by speaking about their physical
appearance. The teacher will guide them by showing an example of how to do
it. She will ask them to write a sentence using has got/hasn’t and by the end
they have to match the picture with one of the concepts written on the board.
Transition comment to link each stage of the lesson with the next one:
The teacher will congratulate them for their work, and say: “Well done! Now, let’s find
out more about stereotypes!”
Activity 3
● Timing: 30 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:

8. For this activity, I’ll explain to students that they are going to see a video about beauty
stereotypes which was made by argentinian english students like them at Colegio
Westminster Banfield. In this video I will ask students to pay special attention to
physical features that have to do with beauty stereotypes such as weight, color hair,
etc. During the video, students have to take notes of different stereotypes to debate
on them after it.
Once the video is finished, I will ask: ‘Ok, what do you think about our stereotypes in
Argentina? Can you tell me which TV program shows us those stereotypes ?’. After
this brief discussion, I’ll invite learners to complete a worksheet.
This activity was designed with the purpose to develop their speaking skills at the
beginning by answering some questions and at the same time to develop their thinking
skills by giving their opinions fostering visual intelligence. At a second stage, they will
develop their writing skills by giving their opinion. For this task, students need to work
on the notes previously taken and if it’s necessary, I will play the video one more time.
Beauty stereotypes
After watching the video, answer the following questions:
1- Who is the monster?
Example, I think the monster is social media.
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
2- What examples can you see in the video about eating disorders?
(You can mention some TV programmes)
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
3- What beauty stereotypes can you see video? (You can mention some
physical appearance features, like blonde hair, blue eyes, etc).
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
4- Do you think that beauty stereotypes are just for teens or adults? Why?
(You can mention some examples of Disney characters or advertisements).
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………..

9. 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’.
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

10. Language
accuracy
x
Observations
Well done!
You should model the activities. Remember to include those examples
in the lesson plan.