Social Practice of the language. Express support and solidarity in the face of a daily problem.

Activities. Lesson 1 (1)

Watch the video “Why Students Don't Like School”. https://www.youtube.com/watch?v=YY51YbgVrNI
Immediately carry out what is requested.
Look at the pictures and write the common problems they represent.

Look at the picture´s and discuss the questions below about Public Service Announcements.

What problems can you see in the pictures?

__________________________________________________________________________________________
What other problems do people face in your community?
__________________________________________________________________________________________
Which organizations in your community help people cope with these problems?
__________________________________________________________________________________________
How do they spread information about it?
__________________________________________________________________________________________
Answer the questions. Argue your answer.
Do you feel you can express what you think about a problem in English?

Do you think you can work with others to do something about a problem?
Watch the video “10 Common Relationship Problems”. https://www.youtube.com/watch?
v=MdAM1wHELQM
Immediately carry out what is requested.
Look at the graphic organizer and discuss with your class if people in your community share these problems
or similar ones.

They don’t receive help

with their homeworks.

Elderly people don't Problems that They don’t have someone

have someone who People in My who cheers them op
cares about them. Community Face when feeling sad.

They don’t receive help

with household chores.

Reflect and answer.

Which of these problems can you contribute to solve?

How would you do it?

Match the columns. Then, work in teams to produce sentences using them.
A. opinions and feelings that you have about something ____ heer up
B. work that you do to keep a house clean ____ elderly
C. unhappy because you keep thinking about a problem ____ household chores
D. a polite way of saying that someone is old ____ worried
E. to make someone feel less sad ____ attitude
A. ____________________________________________________________________________________
B. ____________________________________________________________________________________
C. ____________________________________________________________________________________
D. ____________________________________________________________________________________
E. ____________________________________________________________________________________

Watch the video “What Smartphone Addiction Does to Your Brain”. https://www.youtube.com/watch?
v=7KTKmXiKRfc
(turn on subtitles) Immediately carry out what is requested.
Read the text and discuss the answers to the questions.
Smartphone Addiction
A smartphone can be amazing but it may also interfere with your
daily life and relationships. Nowadays, there are plenty of teenagers
who spend more time on social media than interacting with real
people. They can't stop themselves from checking texts, news feeds,
websites, or apps.
As any other kind of addiction, smartphone addiction causes
problems. It increases loneliness and depression, fuels stress and anxiety, and intensifies attention
disorders, decreasing the ability to concentrate.
Learn to observe signs and symptoms of smartphone addiction such as:
• trouble completing tasks
• paying more attention to messages and updates than to real conversations
• feeling anxious when being away from the smartphone
If this happens to people around you, help them evaluate their technology use and find a healthier balance
in their lives.
Who is this text written for?

What is its purpose?

Reread the text in the previous activity and write the reasons to support teenagers with smartphone
addiction. Write key ideas in the spaces provided.

Work in small groups. Share details or examples for each of the key ideas you wrote.
Reflect and share.
How would you help a friend who suffers from smartphone addiction?

Watch the video “Protect yourself. Bullying”. https://www.youtube.com/watch?v=4mrE5zgEvt4&t=16s

(turn on subtitles) Immediately carry out what is requested.
Read the information and do what is asked.

Match the two columns

A. who to talk to and trust can be difficult. ____ Discussing
B. friends can be hard. ____ Bullying
C. is something that many teenagers experience. ____ Knowing
D. the problem might be embarrassing for them. ____ Making

Mark (X) the problems which are examples of bullying.

____ Losing friends ____ Failing subjects
____ People laughing at you ____ Teachers treating you badly
____ Not studying ____ People talking about you
Discuss the different ways that bullying makes people feel and write down some examples.
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
Work in groups and discuss the questions.
What other similar problems are there in your community?
How do people cope with these types of problems?
How do organizations in your community help people deal with them?
Where can you get information about these problems?
Activities. Lesson 2
Watch the video “Why Students Don't Like School”. https://www.youtube.com/watch?v=YY51YbgVrNI
Immediately carry out what is requested.
Label the pictures of different problems with the words in the box.
academic pressure body image anxiety bullying obesity parental pressure
A B C

D E F

Read the responses of a student and mark (X) which ones you might apply to the problems in the pictures.
____ You should not stop doing something you love.
____ Why don't you set some boundaries with your friends?
____ You should tell them what jokes you don't like.
____ Try talking to a personal trainer.

Write a piece of advice or suggestion for every picture.

A. ________________________________________________________________________________________
B. ________________________________________________________________________________________
C. ________________________________________________________________________________________
D. ________________________________________________________________________________________
E. ________________________________________________________________________________________

Watch the video “PSA Recycling Ad”. https://www.youtube.com/watch?v=amfQKNw83Kk

(turn on subtitles) Immediately carry out what is requested.
Look at the following information.
Answer the following questions in your
group. Take notes and then share ideas
with your classmates.
Why is it important to place a PSA?

When, do you think, is the best time to

place it? Why?

What are the main elements of a PSA?

Who may participate in a PSA campaign?

___________________________________________________________

You will analyze some examples of PSA scripts. Before starting, look up the phrases in the box in a
dictionary or the web, and match them to the corresponding description.
1. Classifieds 2. Media list 3. Community affairs 4. Community calendar listing
5. Spot 6. Tracking 7. Radio reader
____ Collecting information to monitor the use of a PSA.
____ A database of the public service professionals who you should contact to pitch a PSA.
____ Activities that media outlets conduct to benefit the community. Also known as public service.
____ Taped television or radio advertisement.
____ Scripts that radio announcers read live on the air or record for broadcast.
____ The section of the newspaper listing ads for employment, items for sale and situations desired.
____ Announcements in a newspaper or on a radio or television station promoting community events or
services.

Watch the video “Public Service Announcement Tutorial”. https://www.youtube.com/watch?

v=V9F1_b_OcDI
(turn on subtitles) Immediately carry out what is requested.

Analyze different PSA scripts (I. and II.) Identify and write the following elements in the correct place.
Period of broadcasting Purpose Title Type of PSA
Audio resources/features Client Main body Length Author
_____________________________: WMCO Foundation I
_____________________________: single-voice spot
_____________________________: Distracted driving PSA
_____________________________: 07/11/17 - 09/11/17
_____________________________: Ashley Glazer
_____________________________: 30”
_____________________________: to inform the listeners of the dangers of distracted driving.
_____________________________: Fast motorcycle engine sound for 3"; then sustains.
_____________________________: In one day, more than nine people lose their lives. More than one thousand five
hundred and fifty three other people are injured. This is caused by distracted
drivers focused on their phone, passengers or anything other than the road.
Don't be one of the people that causes death or injury to yourself or others.
Don't be a distracted driver, be a stay-aliver. This message is brought to you by
W-M-C-O.
_____________________________: Fast motorcycle engine sound sneaks in for 2"; then vanishes.

_____________________________: Surgeon General Office II

_____________________________: single-voice radio ad
_____________________________: Did you know?
_____________________________: at least 18 weeks of announcements
_____________________________: Zach Vinski
_____________________________: 20"
_____________________________: to get people aware of the benefits of physical exercise.
_____________________________: somber or depressing music for 2"; then sustains.
_____________________________: Exercise is Medicine! The nation's health physicians want you to know: Exercise
greatly reduces serious risks to your health. Simply increasing your physical
activity a little can help you and your femily prevent many illnesses and improve
your health, fitness and well-being. So join Exercise is Medicine and become
more physically active and healthy. For more information and ways to get
started, visit the Exercise is Medicine web site at: www.exerciseismedicine.ora
_____________________________: somber or depressing music for 2".

Fill in the table to compare the information and characteristics of both scripts.
Item Script I Script II
Activities. Lesson 3
Watch the video “Why Am I Not Losing Weight? 8 Reasons Why, Losing Weight tips”.
https://www.youtube.com/watch?v=uoA3efpzatk
Immediately carry out what is requested.
Look at the picture and predict what the text will talk about.
Read the tips and answer the questions.
10 ways to exercise easily
1. Ditch the TV remote control. Getting up and changing the
channel manually ten times per day with the TV two meters from
the sofa will burn calories. That’s enough to burn one pound of
body fat per year.
2. Go through regular doors, not automatic ones. Pushing the door
uses the triceps, shoulders, and chest muscles.
3. Take the stairs. Avoid the elevator and take the stairs whenever
you can. Even if just for a floor a two, your heart rate will increase.
4. Towel dry your hair. This provides a gentle workout for the biceps and shoulder muscles, and also a great
stretch for the neck.
5. When sitting, occasionally lift your feet from the floor, then hold. This works the abdominal muscles and
the hip flexors.
6. Don’t wait for the bus. walk to the next bus stop. Six calories are burned for every minute walked. Plus,
there is a gentle workout for the core stability muscles when you twist around to see where the bus is.
7. Carry objects at arm’s length. Keeping the arms fully extended requires powerful static contraction of the
shoulders and chest muscles.
8. Relax. Not relaxing causes release of the hormone cortisol, which takes precious, hard-earned muscle and
burns it as fuel, leaving fat cells in its place.
9. Fidget. People who don’t exercise can maintain a low bodyweight simply by constant, non-intensive
moving around.
10. Wear lace-up shoes, not slip-ons. Tying laces works the thumb and finger flexor muscles. And when they
need retying, the leg muscles are recruited.
Which activities do you do already?

Which activities would be easy for you to incorporate into your daily life?

Which activities would you rather not do? Why not?

Review the tips provided and provide a partner with other helpful tips on different ways to exercise. Use hints
and pay attention to the use of prosodic functions.
Make notes. Keep a record of the suggestions in your Evidence Portfolio.

Look at the pictures and discuss the questions.

What is the person in each photograph worried about?
 Why do people often want to
change their bodies?

Watch the video “Anorexia and Eating Disorders”. https://www.youtube.com/watch?v=jgjzUxosZ9o

(turn on subtitles) Immediately carry out what is requested.
Answer the questions about the PSA and the video.

What are the effects of a negative body image?

What are the examples given to demonstrate that teenagers have a negative body image?

What advice does the PSA give to teenagers?

What are the calls to action in the PSA?

Work in pairs. Discuss the advice that you would give to people with the problems you see in the pictures.
Think of how you would sympathize with them as you give them advice. Write a script for a PSA.
Activities. Lesson 4
Work in pairs. Mark (X) the important elements to include in a PSA.
___ Call-to-action ___ Personal examples
___ Memorable expressions ___ Statistics
___ Location ___ Prices

Label the categories of the rubric with the names of the important elements.
Elements Excellent 8-10 points Good 5-7 points Poor 1-4 points
Accurate, informative, and
Accurate and informative Inaccurate or confusing
appropriate for the audience
Demonstrate the emotion of Inappropriate for the
Appropriate for audience
the situation audience
The perfect thing to do in the
The right thing to do Not a good thing to do
situation
An expression that is An easy expression to A very long or difficult
impossible to forget remember expression to remember

Now it’s time to present your public service announcement. Get together with your team and do the
following activities:
Check the format of your PSA script.
Did you specify the length of your script?
Did you specify if the scene is outdoors or indoors?
Did you include sound effects in caps and underlined?
Did you write the names of the characters centered and in caps?
Did you write clear action lines?
Check your dialogues.
Did you select appropriate language for your purpose and audience? Did you follow a logical sequence?
Did you include expressions to influence your audience?
Did you check spelling and punctuation?
Rehearse your dialogues.
Choose an adequate volume, tone, and rhythm to convey emotions related to your message. Rehearse your
pronunciation to attain a perfect diction.
Rehearse non-verbal language.
Try different facial expressions and experiment with different body movements and gestures. Don't forget the
importance of eye contact!

Answer Yes or No.

____ I can express reasons of interest in a problem.
____ I can contrast the effects caused by prosodic resources and non-verbal language.
____ I can define ways of expressing according to the interlocutor.
____ I distributed tasks and collected all the necessary materials.
____ I used structures, vocabulary and ideas from the unit.
____ I wrote the script following the steps and according to the required format.
____ I corrected pronunciation, intonation and pitch.
____ I checked the final presentations together and discuss possible improvements.