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Teacher’s Name ELIZABETH LÓPEZ GARZÓN

Student’s Level (CEFR) B2.1
Population Adolescents X Adults
Skills to develop READING
OBJECTIVE
Target language: Collocations for describing someone´s personality.

Grammar topic: Relative clauses

Students will mainly develop critical thinking related to how media influences the audience and

superheroes as role models.

Warm up (activity)

Individually

Students will watch the first 8 minutes of the video HOW MOVIES TEACH MANHOOD.

https://www.ted.com/talks/colin_stokes_how_movies_teach_manhood#t-157641 and will

answer the following questions.

● What were some of your favorite movies when you were a child? Why did you like

them?

● Do you think movies affect people´s attitudes and behaviors?

Presentation (activity)

● By pairs.
 A. Complete the sentences using the correct form of the words in the box (use your

dictionary to identify collocations)

give get strong brutally

1. Many parents think that superheroes don´t _________ the correct impression.

2. Some parents want their children develop a __________ personality.

3. Studies show that some children __________ easily bored when actors show they

feelings easily.

4. Male characters are usually _____________ honest and don´t care about people´s

feelings.

B. Cross out the word that is NOT a synonym for each bold word (Use a dictionary, you will

find these words in the main activity).

1. Role model hero actor idol

2. Hard-nosed sensitive practical pragmatic

3. Manhood masculinity female phallocentric

4. Foe friend enemy nemesis

5. Fairness justice partiality equity

6. Forge copy fake invent

C. Read about how media can affect us.

Can you mention about a movie, TV show or social network that affected you in a similar

way?
 MEDIA AND INSPIRATION
A role model is someone who provides an example of how to behave.
The movies that children watch should be age-appropriate.
Watching TV around bedtime can cause poor sleep habits will which affect the child.
Superheroes, who are often based on comic book characters, are not always good role
models for children.

Find and correct the mistake in each sentence

1. Research suggest that watching horror movies releases hormones, who can

increase your heart rate.

2. Children that play a lot of violent video games may be more likely to engage in

aggressive behavior.
3. Parents should be aware of the potential dangers who violent TV shows can have

in our children.
 In groups.

SUPERHEROES OF TODAY ARE 'BAD ROLE MODELS'

Pre-reading
Skimming
Skim the passage. ( √ )Check the superheroes who are named as good roles.
__ Superman __ Iron Man __ Batman
 Practice (activity)

Understanding main ideas

A. Choose the main idea of the passage.

a. Parents should limit children´s exposure to violent superhero movies

b. Superheroes can have a powerful children impact on children´s behavior.

c. The concept of superhero has evolved over time.

B. Complete the chart showing yesterday´s and today´s superheroes feature.

YESTERDAY´S SUPERHEROES TODAY´S SUPERHEROES

Critical thinking

Do you agree with the characterizations of the superheroes mentioned in the passage? Why

or why not? Include your own examples of superheroes who make good or bad roles.

Useful phrases for discussing opinions

In my opinion …

I think …
I agree but …

I disagree.

Production (activity)

Abstract.

After reading Professor Lamb´s article make an inphographic chart where your group

summary the main ideas of this paragraph.

 References

Batty, D., 2020. Superheroes Of Today Are 'Bad Role Models'. [online] the Guardian.
Available at: <https://www.theguardian.com/books/2010/aug/16/superheroes-
role-models-child-psychologist> [Accessed 21 April 2020].
My Lingua Academy. 2020. 25 Collocations To Describe Someone’S Personality.
[online] Available at: <https://antripartoenglish.com/2019/12/19/25-collocations- to-
describe-someones-personality/> [Accessed 21 April 2020].
Uhfnocturne.com. Television And Children: The Impact Of TV On Children And What
Doctors Say – THE EVOLUTION OF TELEVISION. [online] Available at:
<https://www.uhfnocturne.com/index.php/2010/07/15/television-and-children- the-
impact-of-tv-on-children-and-what-doctors-say/> [Accessed 21 April 2020].
Image.slidesharecdn.com. 2020. [online] Available at:
<http://image.slidesharecdn.com/inglesorganigrama-100731164615-
phpapp01/95/unit-7-lesson-a-grammar-relative-clauses-1- 728.jpg
%3Fcb=1281030941> [Accessed 21 April 2020].

This material was created thinking about the characteristics of good materials which

should mainly: Arouse the learners interest, Rowntree in Richards (2001); Gives learners

something they can take away from the lesson, Practices learning items in an interesting

and novel way Richards (2001). Taking into account this activity is intended for adolescents,

some of the activities were designed to give them the opportunity to work as a group due to

their interest in work together which facilitate learning in a context of valuing and prizing

each individual in the group Lesiak (2015).

When developing the activities it is easy to find the General guidelines for reading

provided by Crandall (1995):

 Offer opportunities for developing speed/fluency as well as deliberate-

ness/accuracy. Include different text types, rhetorical genres, and topics.

 Incorporate different types of reading tasks with different purposes (reading

to learn, reading to do, reading to evaluate, reading for enjoyment).

  Offer sufficient interaction with a topic or text to develop content and related

vocabulary knowledge.

 Discussion questions and prewriting activities that help relate the reading to a

student's prior experiences, activating and expanding the student's content

and formal schemata, building vocabulary, and helping to identify cultural

influences that may affect reading comprehension or interpretation.

 Skimming activities that provide students with a general idea of the text

themes and the organization and development of ideas.

 Filling-out a graphic while reading: completing a Venn diagram (for

comparisons), a flow chart (for processes), a table (for classifications or

definitions), or other organizers that reflect the logical relations between

ideas in the text and highlight for the student what is important enough to be

noted and remembered

 Vocabulary activities, helping students to expand their vocabulary by ap-

plying affixes and roots drawn from the key vocabulary in the reading, using

charts and tables to illustrate the relationships between words. Richards

(2001);

Richards, J. C. (2001). The role and design of instructional materials.

In Curriculum Development in Language Teaching: (pp. 251–285).

Retrieved from https://www.cambridge.org/core/books/curriculum-
development-in-language-teaching/the-role-and-design-of-

instructional-materials/7AFAB6A6D81A1393E81ECF4FF06B5672

Lesiak, K. (2015). Teaching English to adolescents. Retrieved

from http://www.worldscientificnews.com/wp-

content/uploads/2015/06/WSN-7-2015-246-260.pdf
 WORKSHEET TEMPLATE

Teacher’s Name ELIZABETH LÓPEZ GARZÓN

Student’s Level (CEFR) B2.1
Population Adolescents Adults X
Skills to develop READING
OBJECTIVE

Here you design, adapt or use different activities to teach your topic to the students, it could

be focus on a grammar topic, but centered on the development of different communicative

skills. Consider that all the exercises are directed to your students, so your instructions

must be clear and brief. (Here you are going to include only the activities and the

instructions for your students)

Warm up (activity)

● Here you design, adapt or use an activity to introduce the topic.

Presentation (activity)

● Here you design, adapt or use an activity to present the topic, you could use some

examples to explain your topic.

Practice (activity)

● Here you design, adapt or use an activity that will make your students practice the

topic.
 Production (activity)

● Here you design, adapt or use an activity to evaluate your topic.

References

● Here you write the references of the exercises you adapt or use from other sources.

(APA style)