Didactic Unit Template
Teacher in training: Diana Marcela Posada O.
Title of the Unit: Healthy habits
Contextualization: They are ninth grade students between the ages of 13 and 14, whose level of English is A1, which demonstrates the use of the present simple, past simple and appropriate question tenses and an acceptable level of listening comprehension for the level.
Justification: This topic is pertinent since ninth grade students have previously seen the use of routines, which facilitates the topic of healthy lifestyle habits because it is related to meal times, bedtime, exercise, among others. In addition, they have previously seen the simple present, simple past and future tense, this facilitates the understanding of the use of should and shouldn't.
Organization of the Didactic Unit: This didactic unit is developed in three learning sessions as follows:
Session 1: Healthy habits: Students acquire vocabulary on the subject, knowledge about healthy foods and finally do a job where they must show what a healthy menu contains.
Session 2: Unhealthy habits: Students acquire vocabulary related to unhealthy habits, watch a video about habits such as smoking and eating in excess, then answer comprehension questions about the video and finally make a personal reflection about bad habits.
Session 3: Suggestions to promote healthy lifestyles: After having seen the topics on healthy and unhealthy habits, they are able to give suggestions on how to have a healthy lifestyle using should and shouldn't.
General Objective
Students will be able to identify and reflect on healthy and unhealthy habits and promote healthy lifestyles.
Specific Objectives
Session 1: Students will acquire the necessary vocabulary to create a healthy, balanced menu that will also be useful for the next two class sessions.
Session 2: Students will acquire the necessary vocabulary to identify unhealthy habits and their consequences.
Session 3: Students will be able to give suggestions to promote a healthy lifestyle through the use of should and shouldn't.
Subject Content
Session 1: Healthy habits (Vocabulary on the topic).
Session 2: Unhealthy habits (Vocabulary on the subject, reading comprehension, use of the present simple).
Session 3: Suggestions to promote healthy living
Language
Content / Communi cation
Vocabulary
through the use of Should and Shouldn't.
Balanced diet, drink enough water, sleep well, do exercise, sleep well, brush your teeth, wash your hands before each meal, take a shower, vegetables, fruits, whole grains, healthy protein, do exercise, healthy, sleep enough, brush your teeth, take a shower, fish, poultry, beans, and nuts, salads, processed meats, bacon and sausage, oils like olive, canola, Soy, corn, sunflower, peanut, juice, milk, coffee, tea, water, sugary drinks, running, swimming, junk food, hamburgers, French fries, pizza, donuts, smoking, bad habits, drinking alcohol, watching too much television, toothache, earaches, headaches.
Structures Present Simple: Do/Does
Past Simple: Did What Question: what, when, etc Should and Shouldn't.
Language skills / Discourse type
Session 1: Students will acquire vocabulary about healthy habits, practice reading and develop a written text at the end of class.
Session 2: Students will acquire vocabulary about bad habits, they will practice listening through a video to answer comprehension questions about it, and they will produce a written text.
Activities
Session 3: Students will learn grammar on the use of should and shouldn't, do practice exercises, and produce written and oral text through an exposition.
Session 1: Healthy habits
Warm-Up: The teacher tells the students the objective of the class, then she asks them to think about a healthy or unhealthy habit and what the dramatization or mime of it would be like, then the teacher will give the participation to some students so that they perform the dramatization of the selected habit so that the others guess what their partner wants to express in relation to the topic.
Presentation: The teacher begins the topic by explaining healthy habits and mentions that in the next session they will review the topic of unhealthy habits. He then explains that healthy habits do not refer only to eating vegetables, but refer to other aspects such as exercising, maintaining good hygiene and of course a balanced diet; then make a list of habits on the board that the students should write in their notebooks: balanced diet, drink enough water, sleep well, do exercise, sleep well, brush your teeth, wash your hands before each meal, take a shower, etc.
Practice: The teacher asks her students to make teams of four people, then she gives them a sheet that talks about what a healthy food plate should have, students must read it and extract the unknown words, write them in the notebook and look up its meaning.
Production: To make sure that everyone understood the text, he asks them to make a list of foods that are part of each group, that is, vegetables, fruits, grains and healthy protein, adding different foods to those that are in the documents to later socialize among all .
Assessment: The teacher asks the students that in the groups that are formed, they must make a restaurant menu taking into account the previous document on a
"healthy eating plate", which contains a starter, main course, drink, dessert and make the graphic representation.
Session 2: Unhealthy habits
Warm-Up: The teacher makes the following table on the board.
She asks them to answer by putting an x in the box according to the frequency with which they perform or not the habit to which the question alludes, then she asks the questions for the students to answer randomly and guides them by asking, for example, why what they do or how many times they do it, the goal is for them to reflect on the habits they are developing.
Presentation: The teacher makes a list of unhealthy habits and briefly explains the consequences of having these bad habits:
1. Consuming too much junk food, sweets, soft drinks, processed foods can cause obesity, increase fat and cholesterol, etc.
2. Not doing physical activity can lead to a greater chance of having cardiovascular diseases, bone and joint problems
3. The consumption of alcohol and tobacco increases the risk of heart disease, liver problems, increased blood pressure, lung disease.
4. Not getting enough sleep can put you at risk for cognitive decline.
Practice: The teacher presents a video to the students whose name is "Conversation about Bad Habits" the video will be played three times, then the students with the help of guiding questions from the teacher must mention what the video is about, if the students do not respond OK, the teacher plays the video for students to review the answer again. Later, he gives them the transcript of the video, they review it together and each student must write the words they don't know and find their meaning.
Video transcript about Bad Habits
Tony: You should really quit smoking.
Joey: I know Old habits die-hard.
Tony: I used to smoke but I stopped nearly five years ago.
Joey: Really? How did you stop?
Tony: To tell you the truth it was really tough. I quit cold turkey. After I quit, I started biting my nails and then I started eating a lot of junk food.
Joey: I see. So, you went from one bad habit to another
Tony: Yes, but smoking is much worse than junk food or biting your nails.
Joey: Yes, you are right. Did you take any medicine to help you stop?
Tony: No, I didn’t take anything and after a while I even cut out the junk food.
Joey: Really? I heard that many people gain weight after they quit smoking.
Tony: Yes, at the beginning I did but then I started watching what I ate.
Joey: Were you a heavy smoker?
Tony: Yes, I used to smoke two packs a day
Joey: You’re kidding. Well, I think it’s time to quit.
Tony: You can do it. If I can do it, anyone can do it.
Production: Based on the observed video, students answer the following questions.
Listening Questions
1. What does Tony tell Joey that he should do?
2. When did Tony quit smoking?
3. How did Tony quit smoking?
4. What did Tony start to do after quitting smoking?
5. According to Tony, what isn’t as bad as smoking?
6. Did Tony take any medicine to help him stop smoking?
7. Does Tony eat junk food now? Did Tony keep eating junk food?
8. Did Tony gain weight when he stopped smoking?
9. Did Tony smoke a lot every day?
Assessment: Each student must write a text of at least 10 lines where they talk about smoking and why it is harmful to health.
Session 3: Give suggestions for promoting a healthy lifestyle using should/shouldn't.
Warm-Up: A video is projected where the use of should/shouldn't is explained with examples, the video
is paused at each example so that students choose which option goes in the sentence should or shouldn't.
.
Presentation: The teacher resumes the explanation of the use of should and shouldn't, explaining that it is used to give suggestions, shows the structure to ask, answer and explains with examples.
How to use SHOULD in the affirmative
Subject + SHOULD + Infinitive verb without TO + Object
Example: You should eat a good breakfast
How SHOULD is used in negative Subject + SHOULDN’T + Infinitive verb without TO + Object
Example: You shouldn't eat so many sweets if you want to lose weight.
Practice: The teacher writes the following activities on the board so that they can develop them individually in class.
1. Choose the correct answer
a. You should / shouldn’t study every day
b. You should / shouldn’t drink alcohol
c. You should / shouldn’t watch too much television
d. You should / shouldn’t pay attention in class
e. You should / shouldn’t sleep enough
2. Complete the sentences with should or shouldn’t
a. You .............. do exercise three times a week
b. You ...............eat too many chocolates
c. You smoke
d. You go to the dentist once a year
e. You wear your helmet when you ride your moped
3. Read the situations and give advice
a. I’m tired in the morning
b. I’m getting fat
c. It’s very hot
d. It’s raining hard
Production:The teacher gives the students the following activity where they must put in the blank spaces should or shouldn't, depending on the context. At the end, the activity is reviewed and the teacher provides feedback.
Tony doesn’t feel well. His parents are worried. They decide to go to the doctor. The doctor examines Tony carefully. Here is her advice:
• You should get enough sleep every night. Eight hours are Ok. If you don’t get eight hours of sleep every night, you will be tired in the morning.
• You eat a good breakfast in the morning. Breakfast is very important. A good breakfast should include some toast, some cereal, a glass of milk and a piece of fruit. If you don’t like fruit, you can have juice.
• You ________watch too much television or sit in front of the computer for too long. If you do, you will have problems with your eyesight or you will get a headache.
• You________ do some physical exercise every day
For example, if you walk 5 km every day, you will be fit and strong and you’ll be energetic all day
• You __________smoke. Smoking is very dangerous for your health.
• You_______ have a balanced diet. If you don’t eat properly, you won’t be healthy. You will be tired all day.
• You __________eat too much chocolate. You will get a toothache if you don’t brush your teeth three times a day
• You ___________play your music very loud. If you listen to very loud music, you will have earaches.
Assessment: In teams of four students, they must choose a topic that has been dealt with during the three class sessions, they must not repeat the topic and make an exhibition with visual or audiovisual material giving advice, that is, using the Should and Shouldn't ( Diet, types of food, how many meals per day, etc.), physical exercise (safe sports/dangerous sports, injuries, equipment, etc.), unhealthy habits, consequences, etc.
Methodology
Organization and class
distribution / timing Session 1:
Warm up: 5 minutes
Presentation: 10 minutes
Practice: 20 minutes
Production: 15 minutes
Assessment: 15 minutes
Total time: 60 minutes Session 2:
Warm up: 10 minutes
Presentation: 10 minutes
Practice: 20 minutes
Production: 10 minutes
Assessment: 10 minutes
Total time: 60 minutes
Session 3: Warm up: 5 minutes
Presentation: 10 minutes
Practice: 15 minutes
Production: 15 minutes
Assessment: 15 minutes
Total time: 60 minutes
Resources / Materials Session 1:
● Table on plate of healthy information
https://www.hsph.harvard.edu/nutritionsource/h ealthy-eating-plate/
Session 2:
● Video about bad habits
https://www.youtube.com/watch?v=bAQpiQW Wn1Q&t=3s
● Exercises on the video Bad habits
https://pocketpassport.com/blog/esl-conversation -about-bad-habits/
Session 3:
Evaluation (criteria and instruments)
● Video explaining the use of Should/Shouldn't.
https://www.youtube.com/watch?v=LgRlXckbTeE
● Exercises on Should/Shouldn't.
http://istas.net/descargas/Cap%C3%ADtulo%20 09.pdf
The evaluation will be made from class work and evaluation of each learning session.
References:
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología CLIL" en V Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.
Saenz, S. (2012). Didactic Unit Zaguan.unizar.es.
https://zaguan.unizar.es/record/8066/files/TAZ-TFM-2012-175_ANE.pdf.
Harvard University (2011). The Nutrition Source. Department of Nutrition, Harvard T.H. Chan School of Public Health. Recovered from
https://www.hsph.harvard.edu/nutritionsource/healthy-eating-plate/
Procketpassport. (2022) Bad Habits ESL Lesson. Procketpassport.com. Recovered from
https://www.hsph.harvard.edu/nutritionsource/healthy-eating-plate/
Learn English by Pocket Passport. ( 2020).ESL Conversation about Bad Habits
| Past Tense with 'Used to’. Recovered from https://www.youtube.com/watch?v=bAQpiQWWn1Q&t=3s
Teacher Belen. (2022). Should/Shouldn't (vocabulario de enfermedades/dolencias).-ESL. Recovered from
https://www.youtube.com/watch?v=LgRlXckbTeE
NESEM digital magazine (2022). Bad habits in adolescents, how can you improve their health? Recovered from
https://www.inesem.es/revistadigital/educacion-sociedad/malos-habitos-e n-adolescentes-como-se-puede-mejorar-su-salud/
Martínez C. R. ( 2018) Healthy and Unhealthy Habits 3 and 4 ESO. Recovered from http://istas.net/descargas/Cap%C3%ADtulo%2009.pdf