“Año de la unidad, la paz y el desarrollo” FORMATO Diseño metodológico para el aprendizaje Código: COAR-FO112 Versión: 03 Página: 1 de 7 UNIDAD DE APRENDIZAJE N°01 “Fit for life” DISEÑO METODOLÓGICO PARA EL APRENDIZAJE N° 03 “Physical Activity and Mental Health” Class: 4th A-B-C-D Date: From 3 – 7 April 2023 Purpose: To talk about mental health using comparatives and superlatives Learning evidence: A draft of a personal letter explaining the benefits of physical exercise to a friend EYES ON ME Activity 1: Dear student, observe and analyze the image below, then answer the questions Retrieved from: https://stacker.com/health/biggest-sources-stress-todays-adults What can you see in this photograph? Is there anything negative shown in the image? Explain ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ What factors do you think increase the stress in our lives? Give some examples ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ “Prohibida la reproducción total o parcial de este documento sin autorización de la Dirección General de los Colegios de Alto Rendimiento” “Año de la unidad, la paz y el desarrollo” FORMATO Diseño metodológico para el aprendizaje Código: COAR-FO112 Versión: 03 Página: 2 de 7 LET´S OBSERVE AND READ ACTIVITY 2: It’s time to read a text about of dangers of lack of physical exercise on Teenagers. The dangers of long-term stress The following text I taken from a manual for teenagers, Fighting Invisible Tigers. The book’s author, Earl Hipp uses the metaphor of the “tiger” to stand for the stress that we can feel in our day-to-day lives. What happens when you live with stress constantly? When your life is full of tigers that never go away? You gradually adapt to higher and higher stress levels, and you may never find the time to calm down, rest and recuperate. Soon you’re living with an unhealthy amount of stress and calling it normal. Long-term stress can be dangerous because you may not be aware of the physical and emotional toll it is taking on you. 5 10 15 10 << << 20 10 << << 25 10 << << 30 10 << << Why is long-term stress such a problem for so many people? We aren’t taught about stress, so we don’t recognize it even when we are up to our eyeballs in it. We all have stress factors in our lives that we’re powerless to anything about (parental decisions, school rules, homework, problems with friends, feeling unsafe). We face so many challenges that it isn’t practical or possible to rest after each one. We’re the products of a driven culture. We’re taught from an early age that’s good to compete, win, stay busy, and always be productive. Most of us don’t know how to relax. Relaxation skills aren’t valued by our culture. It’s more common (and accepted) to hurry and always do too much than it is to relax and be quiet for a period of time. Even our attempts at play can be filled with competition and pressures to be great at everything we do. Recreation is supposed to be re-creation – a chance to renew ourselves. Instead, it turns into wreckreation. We end up feeling more strung out and wrung out than when we started. We all do our best to live in our world full of tigers. We try to be responsible and handle everything that comes our way. Here are some of the things young people do in an effort to keep it all together: skipping meals, sleeping less, spending excessive time with friends and family, never talking about feelings and toughing it out by pretending to cope independently. When you try harder to keep up as the stress in your life increases, you may forget to take time for rest and recuperation. Without realizing it, you gradually lose your energy, positive attitude, and performance edge. Here are some of the symptoms young people have reported: more trouble with teachers, needing a lot of sleep or not sleeping well, wanting to eat all the time or never eating, headaches, stomach aches, colds, infections, sore muscles, escapist behaviour – overdoing one thing (TV, music, studying, sleeping) and ignoring other things, withdrawing from friends and family (“just leave me alone!), crying for no apparent reason, feeling like an idiot, restlessness, anxiety, worrying all the time, feeling like everything is out of control (“like I’m out of control”), depression, sadness, and irritability. You may be too busy adapting and coping your stress factors to notice how you are changing. Unconsciously, you keep modifying your definition of what constitutes an acceptable level of stress. Suddenly the symptoms of overload seem to come out of nowhere. One minute you think you’re fine, and the next you find yourself doubling over with cramps, tossing and turning at night, yelling at your mom, having twoday headaches, biting your nails, or gobbling whole crates of chips. Retrieved from: Invisible Tigers (p10 to 12 with material from an earlier edition) “Prohibida la reproducción total o parcial de este documento sin autorización de la Dirección General de los Colegios de Alto Rendimiento” “Año de la unidad, la paz y el desarrollo” FORMATO Código: COAR-FO112 Versión: 03 Página: 3 de 7 Diseño metodológico para el aprendizaje LET´S UNDERSTAND ACTIVITY 3: It’s time to understand GRAMMAR and VOCABULARY, let’s review Comparatives and superlatives / as … as Comparatives and superlatives Form We add -ing to the main verb. The spelling rules are the same as for the present continuous. Adjective REGULAR new hot nice easy interesting IRREGULAR good bad Comparatives Superlative newer hotter nicer easier more interesting newest hottest nicest easiest most interesting better worse best worst We add -er to regular short adjectives to form the comparative and we add -est to regular short adjectives to form the superlative: new → newer → newest We add more and most to form the comparative and superlative forms with longer adjectives: interesting → more interesting → most interesting Notice the spelling rules for comparative and superlative adjectives: • For regular short adjectives, add -er / -est: long → longer → longest • For adjectives ending in -e, add -r / -st: large → larger → largest • For adjectives ending in -y (after a consonant), change the -y to -i: happy → happier → happiest • For adjectives ending in consonant-vowel-consonant, double the final consonant: big → bigger → biggest We use than after a comparative adjective. My bicycle is newer than yours. We usually use the before a superlative adjective. It’s the quickest way to get to the station. We use much to add emphasis to a comparative adjective. Petrol cars are much more expensive than electric cars. Use We use comparative adjectives to compare two things: Cars are faster than buses. We use superlative adjectives to compare three or more things. Blue whales are the biggest animals in the world. “Prohibida la reproducción total o parcial de este documento sin autorización de la Dirección General de los Colegios de Alto Rendimiento” “Año de la unidad, la paz y el desarrollo” FORMATO Diseño metodológico para el aprendizaje as … as Form like + -ing Affirmative An elephant is as heavy as a car. Negative A bus isn’t (is not) as comfortable as a car. Código: COAR-FO112 Versión: 03 Página: 4 de 7 Interrogative Is a horse as strong as an elephant? Use We use as + adjective + as to compare two things and say they are the same or equal. Richard is as tall as his brother. We use not as + adjective + as to compare two things and say they are different or not equal. Paul is not as clever as Anna. LET´S PRACTICE Activity 4: Reading Comprehension. A.- Choose the correct answer from A, B, C or D. 1.- The text is: A.- an article about dealing with stress B.- an extract from a self-help book C.- a blog on teenage mental health D.- a news story about teenagers7 2.- The target audience for the text is probably: A.- social workers and administrators B.- young people and their parents C.- mental health professionals D.- the general public 3.- The writer seems to be: A.- a concern parent B.- a newspaper journalist C.- a guidance counsellor D.- a humanities teacher 4.- According to the text, living with high stress levels means: A.- we learn to relax despite high stress levels C.- we become dangerous to others B.- we can forget how much stress we have D.- we can make very bad decisions 5.- Which word from between lines 1 and 7 is nearest in meaning to the phrase “extent of damage”? ______________________________________________ 6.- According to the text, why is long-term stress such a problem? A.- We do not know it exist. C.- We lack the strength to deal with it. B.- We are not educated enough about it. D.- We forget how to relax 7.- The writer defines the term “a driven culture” (line 15) as a society that: A.- is demanding and full of tension C.- is very progressive and positive B.- leaves no room for individual expression D.- values self-reflection and relaxation “Prohibida la reproducción total o parcial de este documento sin autorización de la Dirección General de los Colegios de Alto Rendimiento” “Año de la unidad, la paz y el desarrollo” FORMATO Diseño metodológico para el aprendizaje Código: COAR-FO112 Versión: 03 Página: 5 de 7 8.- The writer creates the term “wreckreation” to define leisure activities that: A.- are frequently violent and destructive C.- have no creative or artistic element b.- lack of any sort of purpose or direction D.- create even more stress and tension 9.- When the writer says young people are trying “to keep it all together”, he means they are trying to: A.- understand what they are doing C.- cope with the pressure they are under B.- work towards achieving excellence D.- be positive and creative in their outlook 10.- The writer concludes by saying: A.- stress can cause bad habits such as overeating C.- we find it hard to measure the stress in our lives B.- stress might cause irrational behaviour D.- we fail to notice the effect stress has on us B. Vocabulary in context Define the following phrases in your own words. 11.- “up to our eyeballs” (line 10) 12.- “strung out and wrung out” (line 12) 13.- “performance edge” (line 27) Answer: __________________________________ Answer: __________________________________ Answer: __________________________________ Activity 5: Grammar practice. A.- Write sentences. Use the comparative (C) and superlative (S) forms. India is hotter than Norway. 1.- India / Norway / hot (C) _____________________________________________ 2.- cars / bikes / dangerous (C) _____________________________________________ 3.- James / friendly / person / in our class (S) _____________________________________________ 4.- Helena / good athlete / in the country (S) _____________________________________________ 5.- cheetahs / tigers / fast (C) _____________________________________________ 6.- Naomi / happy person / in the office (S) _____________________________________________ 7.- skiing / exciting sport / in the world (S) _____________________________________________ 8.- sports cars / family cars / difficult to drive (C) _____________________________________________ B.- Write comparative sentences and questions using as … as (+) and (not) as … as (-). Rosa is as old as Maria. 1.- Rosa / old / Maria (+) _____________________________________________ 2.- Alaska / cold / Canada (+) _____________________________________________ 3.- cars / cheap / bicycles (-) _____________________________________________ 4.- horse riding / healthy / running (?) _____________________________________________ 5.- buses / quiet / trams (-) _____________________________________________ 6.- books / exciting / films (?) _____________________________________________ 7.- our car / clean / an electric car (+) _____________________________________________ 8.- Russia / hot / Brazil (?) _____________________________________________ “Prohibida la reproducción total o parcial de este documento sin autorización de la Dirección General de los Colegios de Alto Rendimiento” “Año de la unidad, la paz y el desarrollo” FORMATO Diseño metodológico para el aprendizaje Código: COAR-FO112 Versión: 03 Página: 6 de 7 LET´S CREATE AND SHARE Activity 6: You will read a situation below and then you will plan and draft a personal letter that solves the situation presented. Your best friend has recently gone through some serious changes in his life and seems to have become very inactive. Write a letter to your friend explaining the consequences of physical inactivity and the benefits of being physical active giving them guidelines to change their current lifestyle. Word count 200 – 250 words. Tips for personal letter writing We write personal letters to people we know well, such as friends or members of our family. Writing a letter shows that you care about your reader, and that you are willing to spend time writing to them. The writers will want to make sure their words express their exact thoughts and their feelings towards the reader. You don’t want your reader misunderstand your meaning, so the personal letter has to hit the right note, and have the exact effect intended. You should adopt an informal, personal tone and register suitable to the subject matter and audience. You can use moderate amounts of slang, abbreviations and colloquial expressions in informal letters. Structure You may wish to start with your address and a date. Keep in mind that you will allso need to be able to open and close the letter correctly with an informal salutation and ending. The most frequent salutation is “Dear”, followed by the reader’s first name. In personal letters, you could use “Love”, “Best wishes”, “Cheers”, to close the letter. Your signature (i.e., your first name) goes below the close. Your address: (Number) Name of the road Your town Your country Zip code The date: Day, Month, Year (UK) Salutation: Dear (reader’s first name), This is where the content of your letter goes. You can write as if you’re talking to your friend. You can use slang. Don’t forget you still need to write in paragraphs. Close: Love, Signature: Sarah (use your first name) “Prohibida la reproducción total o parcial de este documento sin autorización de la Dirección General de los Colegios de Alto Rendimiento” “Año de la unidad, la paz y el desarrollo” FORMATO Código: COAR-FO112 Versión: 03 Página: 7 de 7 Diseño metodológico para el aprendizaje Writing skills rubric. Good Sentence structure Capitalization and punctuation All sentences are well-constructed and varied No errors in capitalization or punctuation Grammar and spelling No errors in grammar or spelling Vocabulary Effective use of vocabulary according to the context Arguments are provided in a logical order. Sequence Improvement possible Most sentences are well-constructed and varied 1-5 errors in capitalization or punctuation, still easy to read 1-5 errors in grammar or spelling Effective use of vocabulary minor errors in context. Needs some improvement Most sentences are well-constructed, but not varied More than 5 errors in capitalization or punctuation that interrupt the flow More than 5 errors in grammar or spelling, distract the reader from the content Some limitations which prevent full expression of ideas Arguments are provided in a fairly logical order. A few of the support details are not in a logical order Needs a lot of improvement Most sentences are not well-constructed or varied Many errors in capitalization or punctuation that interrupt the flow Many errors in grammar or spelling that distract the reader Use of vocabulary very limited and words not used in the right context Many of the support details are not in a logical order LET´S REFLECT Finally, it’s time for us to reflect on our performance. Please answer the questions by ticking (✓) in the box that correspond and writing down your answers when needed: How did you feel during this lesson? Excellent Good Fair Bad Write 2 things you learned 1. ____________________________________________ 2. ____________________________________________ Write 2 things were difficult for you 1. ____________________________________________ 2. ____________________________________________ BIBLIOGRAPHY • • Saa'd AlDin, K., & Morley, K. (2018). English B Course Companion (2.ª ed., p. 3). Oxford: Oxford University Press. Hughes, J., Stephenson, H., Dummett, P. (2013). Life Pre-intermediate Student’s book. Hampshire: National Geographic Learning. AUTHORSHIP Ricardo León Carré (2023) COAR LA LIBERTAD “Prohibida la reproducción total o parcial de este documento sin autorización de la Dirección General de los Colegios de Alto Rendimiento”
