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    Identities:: Beauty and Health

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    Presentation about Beauty, Health and Identity. Adapted from Brad Phipot's book: English B for the IB Diploma

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Identities:: Beauty and Health

    Uploaded by

    Ailen
    27 views9 pages
    Presentation about Beauty, Health and Identity. Adapted from Brad Phipot's book: English B for the IB Diploma

    Original Title

    BEAUTY 4

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    Presentation about Beauty, Health and Identity. Adapted from Brad Phipot's book: English B for the IB Diploma

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    27 views9 pages

    Identities:: Beauty and Health

    Uploaded by

    Ailen
    Presentation about Beauty, Health and Identity. Adapted from Brad Phipot's book: English B for the IB Diploma

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 9

    Identities:

    BEAUTY AND
    HEALTH
    GUIDING QUESTIONS

    o To what extent is your definition of ‘beauty’ shaped by the media,


    including advertisements, movies and TV commercials?
    o What are the effects of the media’s narrow definition of ‘beauty’
    on people’s mental and physical health?

    LEARNING OBJECTIVES

    o Become more aware of the adverse effects of the


    beauty industry on people’s physical and mental health,
    caused by an unrealistic depiction and narrow definition
    of ‘beauty’ in the media.
    o Be able to articulate ideas about the beauty industry
    and the pressures on people to look ‘beautiful’.
    1. Provide an example of a causative
    passive construction.
    2. Turn the word ‘conscience’ into an
    adjective.
    3. Turn the previous word to its antonym
    using a prefix.
    4. Ask a TOK question about ‘Beauty’.
    5. Time to recall parallel structures!
    http://chompchomp.com/structure01/struc
    ture01.01.htm
    6. Time to recall correlative comparatives!
    https://www.grammarquizzes.com/themor
    e.html
    REFLECT

    Reflect on what you learned in this unit by completing the following


    sentences. Share your sentence endings with your classmates and
    teacher to discuss what you've learned.

    The next time I see advertisements that feature 'beautiful people I will...

    The sketches from the forensic artist in the Dove video (Watch and listen
    section) made me realise that..

    I learned that the fairness of one's skin is important to some men in


    India, because...

    Young, skinny models in the fashion industry feel pressure to...I


    understand that people with bulimia and anorexia have difficulties with.

    This unit has raised my awareness about...


    DISCUSSION

    QUESTIONS FOR THE DISCUSSION:


    How does the perception of beauty differ in different languages?
    What is the relationship between language and thought?
    If we change our way of referring to beauty, will the concept of beauty change?
    When does a beauty practice become a danger for our health?
    Why would someone priorize their body image?
    What happens in the mind of someone who has an eating disorder?
    Who is responsible?
    What can be done to prevent it?
    What can be done to stop it?
    PRESENTATION

    Select a cultural artifact that you like: a movie, TV


    series, a poem, comic, magazine, advertisement, etc.

    Analyse it under the light of the contents seen and


    discussed in this unit.

    Prepare a 5-minute presentation about it.


    WRITING

    WRITE AN ESSAY ABOUT THE TOPIC ‘BEAUTY AND IDENTITY’. FEEL


    FREE TO CHOOSE YOUR THESIS STATEMENT.

    WRITE A SPEECH ABOUT ANY OF THE ISSUES DISCUSSED IN THIS


    UNIT.

    DO SOME RESEARCH AND CHOOSE AN ORGANIZATION OR CENTRE IN


    ARGENTINA THAT HELPS PEOPLE WHO SUFFER FROM EATING
    DISORDERS. DESIGN A BROCHURE TO PROMOTE IT.
    PROJECT
    Create and upload five videos on your CAS account . The purpose must be the two
    learning objectives from this unit (Check the second slide). Each video must be
    directed to a different audience:

    1) Little kids (kindergarten)


    2) Kids at primary school
    3) Pre-teens and younger teens
    4) Older teens and young adults
    5) Older adults and the elderly

    You must choose the type, format and genre of the video that you believe will work
    best for the intended audience. It could be a short story, a short film, a piece of news,
    a parody, a game, a reflection, a compilation of different videos, a quiz, a poll or
    anything else you can think of. You are completely free to choose, bearing in mind
    that you will have to justify it later.

    The videos must be in English with Spanish subtitles (or Spanish with English
    subtitles. You will also have to justify your choice here).

    Once all the videos have been uploaded, you could make a quiz on the stories about
    the rights you worked with. That’s just a suggestion.

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