Topic: Internet and Smartphone’s addiction on teenagers.

Grade(s): 5th year SE

Designer(s): Magali Meaca.

Stage 1 - Desired Results

Established Goal (s)

By the end of this unit, students will:

 Learn about the characteristics of this type of addiction.

 Be conscious about the good and bad aspects of internet and smartphones’ use.
 Be conscious about the effects of this addiction in teenagers’ lives.
 Give pieces of advice based on their own experience and knowledge on the topic.
 Acquire specific vocabulary.
 Improve their dominance of the four skills.
 Work in groups and as a whole class.
 Develop Critical Thinking skills.

Understanding (s): Essential Question (s):

Students will understand that...

► There are different reasons why people choose  How might the Internet affect teenagers’ real-
practising sports or doing exercise.
► By combining a healthy diet with everyday
exercise they can improve many aspects of their
life.
►Healthy habits are not the same as eating
healthily.
►According to their personal preferences, they
can choose different sports.
life relationships?
 What roles do social media and technology
play in teenagers’ lives?
 In what ways can internet use be dangerous?
 Can teenagers become addicted to their
smartphones?
 Can this type of addiction be compared to
others, such as alcohol, drugs, etc.? In which
way?

Students will know… Students will be able to…

 Recognize, define and use specific vocabulary  Skim and scan to select relevant information
about technology and internet addictions. from different texts/listenings.
 Key facts about the topic.  Make a comparative chart showing good and
bad aspects of the topic.
 Positive and negative aspects of this type of  Use research skills (with guidance) to find out
addiction in teen’s lives. about the topic.
 How to use Reported Speech to give orders  Express their findings orally and in writing.
and advice.  Express their opinions and thoughts.

Stage 2 - Assessment Evidence

Performance Task: Other evidence:

► Discussion about different conceptions in ► Describe sports specific for each country.
each country- Students deliver an oral
►Homework from different handouts performed
presentation about how different cultures shape the
by the teacher.
conception of sports, considering age, social
backgrounds, and gender differences. ► Test- in which the teacher evaluates the Present
Simple tense (grammatical aspect), the vocabulary
► Top Ten Healthy Habits- Students seek for
about sports (lexical items), and the understanding
information about healthy and unhealthy habits,
of the topic.
they choose the most important ones, and they
publish them in the schoolboard. ► Short discussions in small groups or in the
whole class.
► Famous Athletes- Students deliver an oral
presentation about a famous athlete which follows
a healthy lifestyle.

Stage 3- Learning Plan

Learning activities:

1. Students answer general questions in order to introduce the topic (What do you do in your free
time? Do you consider yourself a healthy person?)
2. The teacher shows students pictures about different sports and they answer questions such as Do
you practise any of them? Do you like all sports, or do you prefer some of them?
3. Key vocabulary terms are introduced at this stage, and they are explained by the use of pictures
or other visual elements.
4. Students complete a handout as systematization of the vocabulary learnt.
5. Students are required to seek for information about the conception of sports in different countries
(taking into account different aspects, for instance: Why some countries use differently the word
football? Are there some sports for men and others for women?). The class is divided into small
groups and they comment about what they have already learnt.
6. Students read and do the different learning activities and tasks in the handouts provided by the
teacher.
7. Students thoroughly debate since the essential question (which are the healthy habits that help
us to live in harmony with our body?) is presented.
8. Students recognize and discuss the difference between healthy habits and eating healthily, taking
into consideration the habits of not smoking, doing exercise, etc.
9. The teacher presents deductively the Present Simple tense in its affirmative, negative and
interrogative form. Students do activities related to facts about healthy habits and sports, e.g:
Sleeping four hours per day is not a healthy habit.
10. Students complete a chart with the Present Simple tense, as a systematization stage.
11. Students discuss about unhealthy habits and the problems that may arise as a consequence.
12. Students prepare a Top Ten of Healthy Habits in a poster. After many drafts and re- editing,
students publish it in the schoolboard.
13. Students listen to a Manuel Ginobili’s interview and they spot his healthy habits. They answer
questions using top- down and bottom- up processing. Students discuss about the essential question:
Why is it important to practise sports or do exercise?
14. Students do a short test about lexical terms and the grammar point. It consists of a matching
activity (match the picture with the name of the sport), a true or false activity about healthy habits
(using Present Simple in its affirmative and negative form), and some open questions about the
importance of doing exercise and eat healthily.
15. Students talk to their classmates about their favourite sports and a famous athlete, including
visual supports (pictures or realia), and following the listening activity that they did before.
16. Students review what they have learnt about the importance of following healthy habits and they
discuss how they have applied this to their daily lives.