Didactic Unit
Teacher in training: Marolin Silena
Fajardo UpeguiTitle of the Unit: Healthy habits
Contextualization: It will be applied in the seventh grades of the Colegio Integrado del Carare, which has approximately 30 students per classroom, who have an A2 level of English. The space is large and with good lighting, technological and didactic resources are available.
Justification: By learning English, students are receiving a series of extralinguistic knowledge, which also shape their thinking and their way of being in the world around them. That is why the teaching of a foreign language very easily allows the inclusion of transversal contents, so necessary in the integral formation of people. And among these transversal contents, there is the acquisition of healthy habits.
In this sense, it is appropriate to present in the didactic unit how to express routines and habits in English, through the Present Simple. Also draw students' attention to the negative consequences for health that some habits entail, so the study of the conditional structure of the first type to indicate consequence is opportune. But, at the same time, correct those harmful habits by learning to give advice, through the application of the modal verb "should". And thus, maintain a balance between curricular contents and transversal contents.
Organization of the Didactic Unit: 3 sessions of 1 hour are required and it is divided as follows to achieve a better understanding and coherence between the subtopics and their respective elements.
• Habits and routines
• How often? Tips for a healthy life
• Cause and effect
General Objective After this lesson, students will be able to identify healthy and unhealthy habits and express their ideas about them using different grammatical structures and frequency adverbs
Specific Objectives
• Describe personal routines and habits.
• Express the frequency with which certain activities are carried out.
• Talk about actions and their consequences.
• Give advice.
• Ask and answer about daily activities.
Subject Content
• Simple present: Express habits and routines.
• Adverbs of frequency: Talk and ask how often an activity is carried out
• Should / shouldn't: Give advice
• First conditional: Talk about actions and their consequences.
• Lexicon: related to daily activities and health
Language Content/ Communi cation
Vocabulary
Personal pronouns: I, you, she, he, it, we, they.
Adverbs of frequency: Always, usually, often, sometimes, rarely, never.
Daily activities: get up, take a shower, brush your teeth, have breakfast, go to work/school, do your homework, cook dinner, go to bed, etc.
Structures
• Simple present: Third person singular: Verb + s/es. Affirmative, negative and interrogative sentences. Auxiliary do / does.
• Adverbs of frequency: How often + do + subject + complement + ? Subject + main verb + complement (adverb)
• Should / shouldn't: Subject + should + infinitive verb + complement
• First conditional: If + verb (present), Will + Verb (infinitive)
Language skills / Discourse type
Throughout the didactic unit the four communication skills of English will be practiced. On the one hand, listen to the videos presented and contributions from classmates, write sentences or reflections around the different topics, read the worksheets, and speak to answer group and specific questions, but also to hold conversations and share my personal habits.
Activities
Expository discourse is mainly used because it tries to facilitate the understanding of a term or situation, building a text or speech in an orderly, clear and precise way.
First lesson
Warm-up (Pre)
Watch and listen to the following video and mention the known words. Then socialize the new vocabulary. Access link:
https://www.youtube.com/watch?v=kePBvNotY y4
Presentation (Pre)
The teacher explains the topic using the vocabulary from the previous stage and teaches them to use the present simple to talk about habits, also clarifies the grammatical rule of the third person singular through examples such as:
-I get up at 7 o'clock and take a bath.
-She washes and dries her hair at 8 o'clock.
-We have lunch at noon and take a break.
Practice (While)
Complete the photocopy "Habits" and compare the answers with a partner. Access link:
https://es.liveworksheets.com/tg2099858ou Production (post)
Students write 5 sentences that describe the actions they observe in the image. For example: He reads a lot
Assessment (post)
Each student writes and prepares their daily routine and reads it aloud to the whole group.
Second lesson
Warm-up (Pre)
Review vocabulary through the "hot potato" game that aims to stimulate the mental speed of the students. The dynamic consists of choosing a specific word from the topic of the class (habits and routines) and encouraging the classmates to say another word that is related to it in the fastest way. In this case, a ball is passed that marks the turn of the word.
Presentation (Pre)
The teacher projects the following video:
https://www.youtube.com/watch?v=XP7QAoXiH8
Then, with the given examples, an analysis is made of the grammatical structure of the questions and frequency answers using adverbs. To complement, the use of the modal verb “should” is briefly addressed to give advice in case the routine is unhealthy. For example:
A: How often do you eat junk food?
B: I usually eat junk food
A: That's too much, you should cook at home Practice (While)
Students work in pairs to complete the photocopy "adverbs of frequency speaking and writing activity". Access link:
https://es.liveworksheets.com/lp1247751it
Production (post)
Each pair comes forward and takes turns asking and answering the other the statements from the previous activity as a dialogue.
Assessment (post)
Taking into account the information collected, each student designs a poster with advice for any of their classmates on how to improve one of their habits, using the modal verb should.
Third lesson Warm-up (Pre)
The following video is projected and students are asked to write down what they understand. Then each of these is corrected. Access link:
https://www.youtube.com/watch?v=HzDGjxVT4 cg
Presentation (Pre)
The teacher explains the first conditional and its use to talk about situations that will occur if a particular condition occurs. In this case, with a high probability of happening. To do this, the factors of the grammatical structure of both the condition and the consequence of the sentence are exposed through several examples such as:
-If she gets enough sleep, she will feel better.
-They will eat dessert if they eat everything.
-If I leave work early enough today, we will go to the theatre.
-Will you buy me an ice cream if I clean my room?
Practice (While)
Answer the following questionnaire as a group:
https://wordwall.net/es/resource/2799250/enge lska/first-conditional Production
(post)
The group is divided into two teams and a timer is set. The teacher begins by saying half of the conditional sentence and throws the object to a student to complete it. That student then tosses it to someone else on the other team who gives a different clause for the same sentence. The team with the ball when time runs out loses.
Assessment (post)
Each student goes on to spin the wheel and answer the question that appears on the screen in the shortest possible time. Access link:
https://wordwall.net/es/resource/20619318/firs t-conditional
Organization and class distribution / timing
Methodology
Communicative approach for the acquisition of new curricular content, encouraging oral participation. Organized like this:
Lesson 1. Habits and routines
Time: 1 hour
Type of activities: individual.
Lesson 2. How often? Tips for a healthy life
Time: 1 hour
Type of activities: individual and in pairs.
Lesson 3. Cause and effect
Time: 1 hour
Type of activities: individual and group.
Resources / Materials
• Digital dashboard
• Sound amplifier
• Internet
• YouTube
• Worksheets
• Pasteboards
• Scissors
• Glue
• Colors
• Marks
• Ball
Evaluation (criteria and instruments)
Evaluation criteria:
• Fluency and intonation.
• Use of acquired vocabulary
• Reflection on healthy habits
• Mastery of the grammatical structures studied
Evaluation instruments:
• Classroom participation
• Individual oral test
• Student follow-up notebook
• Worksheets
• Drafting
References:
Camilo Castellanos. (2021, April 10). 10 habits (first conditional) [Video]. YouTube.
https://www.youtube.com/watch?v=HzDGjxVT4cg
English Panda. (2021, April 19). Talking about daily routines in English (present simple) [Video]. YouTube.
https://www.youtube.com/watch?v=kePBvNotYy4
First conditional. (s.f.). Wordwall.
https://wordwall.net/es/resource/2799250/engelska/firstconditional
Florezo, P. (s.f.). FIRST CONDITIONAL. Wordwall.
https://wordwall.net/es/resource/20619318/first-conditional
Helahty or unhealthy habits. (s.f.). Liveworksheets.
https://es.liveworksheets.com/tg2099858ou
How often do you...?. (s.f.). Liveworksheets.
https://es.liveworksheets.com/lp1247751it
INGLÉS RÁPIDO Y
FÁCIL EN MINUTOS. (2020, May 20). PREGUNTAS DE FRECUENCIA HOW OFTEN-ADVERBIOS DE FRECUENCIA/QUESTIONS HOW OFTEN ADVERBS OF FREQUENCY [Video]. YouTube.
https://www.youtube.com/watch?v=XP7Q-AoXiH8
Matoommi (s.f.). Daily Routines [Image]. 123RF.
https://previews.123rf.com/images/matoommi/matoommi1803/ matoommi180300009/97768033-las-rutinas-diarias-delni%C3%B1o-en-la-tabla-circular-personas-actividadesh%C3%A1bitos-estilo-de-vida.jpg