AULA DIGITAL
E
PLANO DE AULA
Equipe responsável pela produção
Produtor: Mario Sérgio Mangabeira Junior
Revisor: Edwiges Rego
Coordenador: Dayse Alves Barbosa
Disciplina
Ano
Aula número
Inglês
8°
09
Tema da Aula Digital
The relationship with your body is never as easy as it should be!
PARÂMETROS DIDÁTICOS
Competências e Habilidades envolvidas
1. To improve the pronunciation of words, phrases and sentences according to
the phonological patterns of English.
2. To understand and use vocabulary related to the topics of the lesson.
3. To recognize structures used to express wishes and preferences.
4. To infer the meaning of words and expressions.
5. To develop reading and other comprehension strategies.
3. To understand the use of “why" and "because" to ask and answer about
cause/reason.
Referencial Teórico
http://strange-lands.com/2010/08/english-esl-powerpoint-teaching-why-because.html
Activity 1: Connecting
Orientações práticas de aplicação dessa atividade
The activity intends to recollect the previous lesson. The pictures are presented to
make students remember the topics and structures studied in lesson 8.
Orientações sobre a utilização dos objetos de aprendizagem
Tempo de duração da atividade:
Organização da sala de aula:
3 minutes.
Individually or in pairs
Activity 1: Connecting
Let’s see what you learned last lesson.
 You can talk about Human Rights, using specific
vocabulary related to the topic.
 You can use some discourse markers and
indefinite pronouns.
Activity 2: Presentation
Orientações práticas de aplicação dessa atividade
The activity introduces the theme of the lesson. Focus on the visual input to raise
hypothesis about the context which underlies the whole lesson. Students can start
describing what people are doing in the pictures and what these pictures have in
common.
Orientações sobre a utilização dos objetos de aprendizagem
Tempo de duração da atividade:
Organização da sala de aula:
03 minutes
Whole class interaction
Activity 2: Presentation
In this lesson, we are going to talk about the relationship with
our body, our wishes and preferences.
Activity 3: Challenge Question
Orientações práticas de aplicação dessa atividade
First, let students think about the questions. Then they share ideas with a partner
and finally you can open the discussion. Always try to make them develop and justify
their answers with questions such as: “Why do you think so?" Also, teach some
specific language and encourage students to use it to express interest and/or
surprise, to agree or disagree, to interrupt and make a point etc.
Tempo de duração da atividade:
Organização da sala de aula:
02 minutes
Pairs / whole-class interaction
Activity 3: Challenge question
Which part of your body do you appreciate the most?
Is there any part of your body you don’t like?
Your likes and dislikes about your body build your
Click on the image and learn.
Activity 4: Why is this important?
Orientações práticas de aplicação dessa atividade
The activity introduces one of the key structures of the lesson. First check
the students’ background knowledge of the lexis – healthy, fattening, body
shape. You can elicit and give some examples of each kind of food and ask
sts to draw different body shapes. Also, help them with the pronunciation of
new items.
Finally, have them answer the questions and check their
answers.
Tempo de duração da atividade:
Organização da sala de aula:
02 minutos
pairs
Activity 4: Why is this important?
Read the questions and match:
[A]
Why should we eat healthy food?
[B]
Why should we avoid fattening food?
[ ]
Because it can bring problems to our body shape.
[ ]
Because it can help having a good body shape.
How about learning how to justify your answers? Let’s go?!
Activity 5: Educoquiz 1 – What do you already know?
Orientações práticas de aplicação dessa atividade
Students should answer the quiz to check what they already know about the
topic of the lesson.
Orientações sobre a utilização dos objetos de aprendizagem
Tempo de duração da atividade:
Organização da sala de aula:
05 minutes
Individual work.
Activity 5: Educoquiz 1 – What do you already know?
1) The way we feel about our body is usually associated with our
a) appearance.
b) studies.
c) money.
d) intelligence.
a) Yes, that is correct!
b) No, we may have studied a lot but we still may not like the way we look.
c) No, we may have a lot of money but we may not like the way we look.
d) No, we may be intelligent but we may not like the way we look.
Activity 5.2: Educoquiz 1 – What do you already know?
2) Your body image is formed based on...
a) what you eat.
b) how other people see their bodies.
c) how you see your body.
d) different diets.
a) No, what you eat affects your appearance but your body
image only depends on how you feel about how you look.
b) No, how your friends see their bodies is their problem.
c) Yes, that is correct!
d) No, diets can help you to be healthy and fit, but your
body image only depends on how you feel about how
you look.
Activity 5.3: Educoquiz 1 – What do you already know?
3) In order to have a nice body shape it’s a good idea to
a) sit the whole day watching TV.
b) eat a lot of fast food.
c) spend the entire day in front of the computer.
d) eat healthy food and exercise.
a) Not really. You shouldn’t do that. Turn it off and get some
exercises!
b) No way! That would be very bad. This kind of food is
usually too greasy.
c) Definitely not. Come on, disconnect for a while and have
a real life!
d) Yes, way to go!
Activity 6.: Moment of Reflection
Orientações práticas de aplicação dessa atividade
The video defines body image and presents young people’s point of view and feelings
related to the topic. But first, try to engage students in the activity by telling them to
ask and answer the questions in pairs, as they may not feel like talking about such a
personal issue to the whole class. You might as well have another pre-viewing
activity: turn off the sound and ask the students to watch up to 00:30. Based on the
written support and on the images, they can try to guess what the video is about and
what people are saying. Finally, let them watch the whole video. Remember to point
out the fact that they are not supposed to understand every single word.
Tempo de duração da atividade:
Organização da sala de aula:
8 minutes
In pairs
Activity 6: Moment of Reflection
Have you ever thought about your body shape?
Are you OK with your
?
Let’s think about our “body image” by watching the video.
Activity 7: Talking about the video
Orientações práticas de aplicação dessa atividade
This activity presents some comments from the video. Encourage the students to
read and listen to the sentences. If necessary, tell them to look up unknown words in
a dictionary.
Orientações sobre a utilização dos objetos de aprendizagem
Tempo de duração da atividade:
Organização da sala de aula:
07 minutes.
Individual work
Activity 7: Talking about the video
What do you think about the video? Let’s read what some people said:
“I’m so unhappy
with myself.”
“It makes us lose
focus on other things.”
“You become obssessed with what
everyone is saying about you.”
“It just makes you feel
worse about yourself.”
“It’s on health magazines. Its’s way
to make money.”
Talk to your classmates and answer:
Are those comments positive or negative? Why?
Do you agree with them? Why? / Why not?
Did the people in the video look happy? Why?/Why not?
Activity 8: Thinking
Orientações práticas de aplicação dessa atividade
This activity highlights another comment from the video.
You can start focusing on
the magazine cover (“What kind of magazine is it?”
children/businessmen/sports
people/teenagers/mothers?”
information/topics does it give/discuss?”).
“Is it a magazine for
What
typical
Then ask the students to relate the
pictures to the statement/the question in the activity.
Orientações sobre a utilização dos objetos de aprendizagem
Tempo de duração da atividade:
Organização da sala de aula:
05 minutes
In pairs
Activity 8: Thinking
“The world is so shallow that it’s taught me that my body is who I am”
Do you think that your appearance defines you?
Why is appearance so important in our society?
How do you relate these pictures to the question?
Activity 9.1:
Reading
about body
Orientações
práticas
de aplicação
dessaimage
atividade
The activity presents an argumentative text on body image. You can use the visual
aid (click on the link) for a pre-reading task. Have students in pairs and encourage
them to read the information in the picture and relate these ideas to the topic
presented by the text. Remind them that cognates may be a useful resource to help
them get an overall understanding of the text. Besides, the use of an online dictionary
can be helpful. Finally, there is a link to an exercise which focus on the main ideas of
the text.
Tempo de duração da atividade:
Organização da sala de aula:
15 minutes
In pairs or groups
Activity 9.1: Reading about body image
With a classmate, click here to read a picture. What’s the main idea?
Now, read the following text:
Think about the image and the text:
Do they have something in commom?
What kind of relation can you establish between them?
Click on the link to answer some questions about the text.
Activity 9.2: My body / My face
Orientações práticas de aplicação dessa atividade
The activity presents the vocabulary related to the main theme of the lesson: body
parts. It’s important to check the student's prior knowledge by asking if they can read
/understand
the
information
given.
Cognate
words
are
supports
that
facilitate understanding. Students should be encouraged to read /listen /repeat the
information presented.
Orientações sobre a utilização dos objetos de aprendizagem
Tempo de duração da atividade:
Organização da sala de aula:
03 minutes
Individual
Activity 9.2: My body/ My face
You might know that the relatioship to our boy is not so easy!
By the way, let’s learn some important parts of our body?
Activity
9.3:
or Bunny?
Orientações
práticas
de Fat
aplicação
dessa atividade
The activity presents vocabulary related to the description of the appearance,
expanding the students’ knowledge beyond the use of fat / thin and discussing if
some terms are politically correct or offensive. The student should check the
answers on a site that will present question of the use of adjectives. Thus, students
are supposed to think of the best adjective to be used in each case.
Tempo de duração da atividade:
Organização da sala de aula:
15 minutes
In pairs or groups
Activity 9.3: Fat or Bonny?
How would you describe the women according to the appearance in a polite way?
Match the words
skinny
slim
fat
overweight
Check your answers here and learn more!
Activity 10: Educoquiz 2 – What have you learned so far?
Orientações práticas de aplicação dessa atividade
The questions in the following quiz check sts’ knowledge of specific lexis (parts of the
body) and their understanding of the concept discussed in the lesson (body image).
Orientações sobre a utilização dos objetos de aprendizagem
Tempo de duração da atividade:
Organização da sala de aula:
05 minutes
Individual work
Activity 10.1: Educoquiz 2 – What have you learned so far?
1) The adjective ___________is considered offensive or politically incorrect.
a) skinny
b) slim
c) slender
d) stocky
a) Yes, that’s the right alternative!
b) Incorrect. Try again.
c) No, it’s a neutral adjective.
d) No, it’s not negative.
Activity 10.2: Educoquiz 2 – What have you learned so far?
2) According to the discussions so far, which one is a true statement?
a) Looks are not important in our society.
b) Nobody cares about their body image.
c) The world is not shallow.
d) The media makes people feel bad about their appearance.
a) Incorrect. You bet they are.
b) Incorrect. Most people do.
c) Incorrect. You bet it is.
d) Yes! That is correct.
Activity 10.3: Educoquiz 2 – What have you learned so far?
3) What is the message that the media send?
a) You are beautiful no matter how you look.
b) You have to be as good-looking as the people on TV.
c) It’s OK to be fat.
d) You don’t have to go on a diet.
a) No. This is not the idea.
b) Exactly! That is correct.
c) No, absolutely not.
d) Incorrect. Try again.
Activity 10.4: Educoquiz 2 – What have you learned so far?
4) These are all parts of the body, except for
a) a napkin.
b) a shoulder.
c) an arm.
d) a leg.
a) Yes! Correct!
b) Incorrect. A shoulder is a part of the human body.
c) Incorrect. An arm is a part of the human body.
d) Incorrect. A leg is a part of the human body.
Activity 11: Play and Learn
Orientações práticas de aplicação dessa atividade
Just let students play the games but monitor the activity and be available to answer
any questions.
Orientações sobre a utilização dos objetos de aprendizagem
Tempo de duração da atividade:
Organização da sala de aula:
5 minutes
Individual or pair work
Activity 11: Play & Learn
Activity 12: Wishes & Preferences
Orientações práticas de aplicação dessa atividade
The purpose of the activity is to show students some structures used in English
to express wishes. They are supposed to read, listen and repeat the examples in the
slide and in the video.
In addition to the "would like", work with the structures "I wish I ________" or "I Wish I
had______." treating them as "chunks" to express dissatisfaction with some physical
feature, and therefore a desire to be different, equivalent to "I wanted to be ... / I
wanted to ... ".
Tempo de duração da atividade:
Organização da sala de aula:
05 minutes
Whole class.
Activity 12: Wishes and preferences
Would you like to change anything about yourself?
Click here and see how to talk about it.
Then, practice with your classmates.
I’d like to be
stronger.
.
I wish I had
brown eyes.
I’d like to + verb + complement
I wish I had + complement
I wish I were+ complement
Activity 13.1: Let’s talk!
Orientações práticas de aplicação dessa atividade
The purpose of the activity is to show students some structures used in English
to express preferences. They are supposed to read, listen and repeat the examples.
To contextualize, you can bring in pictures of famous people and ask the students to
talk about their appearance, expressing their preferences. Then you can move on to
personalization: encourage them to talk about themselves – their wishes and
preferences.
Tempo de duração da atividade:
Organização da sala de aula:
05 minutes.
In pairs.
Activity 13.1: Let’s talk!
And I prefer long hair.
I prefer short hair
I prefer + complement
preference
Activity 13.2: Wishes & Preferences
Orientações práticas de aplicação dessa atividade
The purpose of the activity is to show students some structures used in English to ask
and answer questions with WHY and BECAUSE . They are supposed to read, listen
and repeat the examples in the slide and in the video.
Tempo de duração da atividade:
Organização da sala de aula:
05 minutes.
Whole class
Activity 13.2 Why and because
Click here to see other dialogues.
EXAMPLES
Now practice! Let’s talk!
Why do you prefer black hair?
Because I think it’s nice.
WHY
-
QUESTIONS
BECAUSE -
ANSWERS
To express
REASON
Activity 13.3: Keep talking
Orientações práticas de aplicação dessa atividade
To enhance the students’ oral skills encourage them to ask other questions about the
same topic (preferences) and to keep the conversation by expressing interest,
agreeing or disagreeing, asking for explanation etc.
Tempo de duração da atividade:
Organização da sala de aula:
05 minutes.
In pairs
Activity 13.3 Keep talking
Why do you like tall girls?
EXAMPLES
Because I think they are more
beautiful.
Activity 14: Educoquiz 3 – What else have you learned?
Orientações práticas de aplicação dessa atividade
The questions in the following quiz focus on vocabulary (parts of the body), the use of
“why” and “because” as well as the language used to express wishes and
preferences.
Orientações sobre a utilização dos objetos de aprendizagem
Tempo de duração da atividade:
Organização da sala de aula:
08 minutes
Individual work
Activity 14.1: Educoquiz 3 – What else have you learned?
1) Which of the statements below express preference?
a) I have long hair.
b) I prefer short hair.
c) My friend is tall
d) I like to be tall.
a) Sorry, “have” doesn’t indicate preference.
b) That’s it! Correct!
c) Sorry, “have” doesn’t indicate preference.
d) Wrong answer. It doesn’t indicate preference.
Activity 14.2: Educoquiz 3 – What else have you learned?
2) The sentence that indicates wish or desire is:
a) I would like to have blue eyes.
b) I don’t like blue eyes very much.
c) I love my sister’s blue eyes.
d) I think blue eyes are beautiful.
a) That’s it! Correct!
b) Wrong answer. It doesn’t indicate wish or desire.
c) Wrong answer. It doesn’t indicate wish or desire.
d) Wrong answer. It doesn’t indicate wish or desire.
Activity 14.3: Educoquiz 3 – What else have you learned?
3) Choose the incorrect sentence.
a) I like salad because it’s healthy.
b) I prefer healthy food.
c) I’d like be thin.
d) I love exercises.
a) Sorry, this sentence is perfectly correct.
b) Wrong answer. The sentence is correct.
c) Way to go! Right answer!
d) Wrong answer. The sentence is correct.
Activity 14.4: Educoquiz 3 – What else have you learned?
4) “Why don’t you like your nose?” The right answer is:
a) “It’s too pointed, because.”
b) “Why it’s too pointed.”
c) “It’s too pointed, why.”
d) “Because it’s too pointed.”
a) No, wrong order of words.
b) No, wrong order of words.
c) No, wrong order of words.
d) Yes! That is correct.
Activity 14.5: Educoquiz 3 – What else have you learned?
Because I’m short
too.
5) Which of the questions below is correct?
a) Why do you prefer short boys?
b) Why are you prefer short boys?
c) Why you prefer short boys?
d) Why to prefer short boys?
a) Yes! That is correct!
b) No, you need to use an auxiliary verb (do) in this question.
c) No, you need to use an auxiliary verb (do) in this question
d) No, pay attention to the form of the verb.
Activity 15: You are being challenged
Orientações práticas de aplicação dessa atividade
First check if the students know what an awareness campaign is.
Elicit/Give
examples. The most important thing here is to understand the purpose of the posters
bearing in mind the target readers (other teenagers from school) and the place where
the posters will be displayed.
This will determine the content, the format, the
language used etc.
.
Tempo de duração da atividade:
Organização da sala de aula:
In groups
Activity 15: You are being challenged
Share your knowledge and opinion about body image!
Now you and your friends can start an awareness campaign. Make posters and
hang them on the walls in your school. Focus on what is really important:
!
Be creative and don’t forget to use visual resources
to help you express your ideas.
Activity 16: Building up a summary
Orientações práticas de aplicação dessa atividade
Tell sts to recall some words/expressions/examples related to the lesson and write
them down in their notebook. Then let them answer the questions and assess their
development/knowledge/performance. Finally, if necessary, elicit or give examples to
clarify/reinforce the target language/functions and provide a remedial task (sts may as
well redo some activities of this lesson or review some parts from the previous
lessons).
.
Tempo de duração da atividade:
Organização da sala de aula:
In groups
Activity 16: Building a summary
What have you learned in this lesson?
In your notebook, jot down some words/expressions related to the lesson.
Now check the things you’ve learned or not in the table below.
I’ve learned or revised
Parts of the body.
How to express wishes.
How to express preferences.
Talking about appearance and body image.
Questions using “why”.
Answering questions justifying my point of view
or preference.
yes
not yet
no
Activity 17: Educosynthesis
Orientações práticas de aplicação dessa atividade
At the end of the lesson, try to foster students’ feelings of achievement. As a roundup of the contents of the lesson, highlight what students can now do with the
language.
Tempo de duração da atividade:
Organização da sala de aula:
Activity 17: Educosynthesis
Now you know some parts of the body in
English. You also know how to give
reasons for your answers, express
whishes and preferences.
Activity 18: Next class
Orientações práticas de aplicação dessa atividade
Try to raise your students’ interest/curiousity about the topic that will be discussed
next class. You can focus on the picture and ask students to name some famous
people who have special needs. Or let students talk about other disabled people they
know.
Tempo de duração da atividade:
Organização da sala de aula:
Activity 18: Next class...
Do you know
someone who has
special needs?
Next class, you’ll learn a
lot about this issue.
In addition, you’ll learn
how to express abilities
in English.
GOING FURTHER
Sugestões de jogos ou de outras atividades que extrapolem o
conteúdo digital
http://www.learningchocolate.com/content/body?st_lang=enhttp%3A%2F%2Fwww.learning
chocolate.com%2Fnode%2F52%3Fst_lang%3Den
HOMEWORK
Sugestões de exercícios ou atividades práticas que complementem o
entendimento do tema
http://illustmaker.abi-station.com/index_en.shtml