Didactic Unit Template
Teacher in training: Nicolas Ramirez Lozano
Title of the Unit: Healthy Habits.
Contextualization: They attend a high school and are in the ninth grade. They are proficient in English at an intermediate level and have a strong foundation. They have a range of academic aptitudes and learning styles, as well as diverse cultural backgrounds. In order to improve learning, the classroom is furnished with contemporary technology, such as computers and audiovisual materials. The students are enthusiastic and driven to participate in interactive and practical activities that will help them better understand English language and culture.
Justification:
1. Relevance: The chosen subjects have bearing on the interests and lives of the students. In today's globally interconnected world, topics like technology, the environment, and cultural diversity are crucial. Students are more likely to be engaged and motivated to learn if the topics are related to their personal experiences and the outside world.
2. Language development: There are many opportunities for language development given the topics selected. For the students' language proficiency, they provide a variety of vocabulary, grammatical constructions, and language functions. Students can develop their language skills in significant contexts by investigating these subjects.
3. Cross-Curricular Integration: The chosen topics enable crosscurricular integration, supporting a wholistic approach to education. The environmental topic, for instance, can be related to social studies and science, and the cultural diversity topic can be related to geography and history. This multidisciplinary approach encourages a well-rounded education while improving students' understanding of the subjects.
4. Applications in Real Life: The topics picked can aid in the development of students' practical skills and have applications in real life. For example, to prepare students for the digital age, the technology topic could center on digital literacy and communication skills. The environment can inspire students to take action in their communities and increase awareness of sustainability. Students can understand the value and purpose of their learning by addressing realworld problems.
Organization of the Didactic Unit: Number of sessions: The didactic unit will be divided into 3 sessions.
Reason to divide the sessions in this way:
1. Session 1: Introduction and Vocabulary Building
- Warm-up activity: Engage students in a discussion related to the topic to activate their prior knowledge.
- Presentation: Introduce key vocabulary words and concepts through visual aids, examples, and context.
- Practice: Conduct vocabulary exercises and interactive activities to reinforce the understanding and usage of the new words.
- Evaluation: Assess students' vocabulary knowledge through quizzes or short assessments.
2. Session 2: Reading Comprehension and Analysis
- Warm-up activity: Review the vocabulary from the previous session through a quick game or word association activity.
- Presentation: Provide students with a reading passage or text related to the topic.
- Practice: Guide students in reading and comprehending the text, encouraging them to identify main ideas, supporting details, and making inferences.
- Evaluation: Assess students' reading comprehension through comprehension questions or a written response.
3. Session 3: Speaking and Listening Skills
- Warm-up activity: Engage students in a pair or group discussion related to the topic.
- Presentation: Introduce speaking and listening activities that focus on real-life scenarios or role-plays related to the topic.
- Practice: Provide opportunities for students to engage in
conversations, express opinions, and actively listen to their peers. - Evaluation: Assess students' speaking and listening skills through observation, participation, and/or a structured speaking task.
By condensing the unit into three sessions, we maintain a logical progression of introducing vocabulary, developing reading comprehension skills, and practicing speaking and listening abilities. While the unit is more condensed, it still allows for meaningful engagement with the topic and the development of key language skills.
General Objective
The overall goal of the entire didactic unit is to increase students' knowledge of healthy behaviors and their significance for overall wellbeing. Students will improve their reading comprehension through the unit, expand their vocabulary related to healthy habits, and practice active listening and oral expression. Students ought to be able to discuss healthy habits and offer advice on them by the end of the unit. They should also be able to read and understand written texts on the subject, and they should be able to use their knowledge to make decisions about their own health and wellbeing.
Specific Objectives
1. Students will be able to identify and define key vocabulary related to healthy habits, such as exercise, nutrition, sleep, hygiene, and stress management.
2. Students will demonstrate comprehension of written texts on healthy habits by summarizing main ideas, identifying supporting details, and making connections to their own lives.
3. Students will engage in discussions and debates on the benefits of healthy habits, providing arguments and supporting their viewpoints with evidence.
4. Students will practice giving advice and
Subject Content
recommendations on adopting and maintaining healthy habits, considering different scenarios and individuals' needs.
5. Students will develop their oral expression skills by participating in role-plays or presentations related to healthy habits, using appropriate language and vocabulary.
1. Exercise and physical activity, a balanced diet and nutrition, personal hygiene, sleep and rest, and stress management are all words that relate to healthy habits.
2. Reading comprehension: Texts and articles on the advantages of exercise, advice on eating healthily, the value of sleep, ways to deal with stress, and upholding personal hygiene.
3. Speaking and listening activities include participating in discussions and debates about healthy habits, offering suggestions and counsel, outlining individual viewpoints and experiences, and honing active listening techniques during presentations and conversations.
4. Writing: Summarizing and paraphrasing information from reading texts, writing reflectively about one's own lifestyle habits and goals, and writing persuasive essays or letters promoting healthy lifestyles.
5. Grammar and language structures: Forming questions to learn about healthy habits; using modal verbs to give advice and make suggestions; expressing likes and dislikes; and using the right verb tenses to talk about habits and routines.
6. Aspects of culture: Examining the cultural perspectives and practices of English-speaking nations in relation to healthy habits, and comparing and contrasting these with the cultural practices of the students.
Vocabulary
Language Content
1. Exercise and Physical Activity: workout, fitness, aerobic, strength training, stretching,
Structures
jogging, cycling, swimming, hiking, sports.
2. Balanced Diet and Nutrition: nutrients, vitamins, minerals, carbohydrates, proteins, fats, fiber, fruits, vegetables, whole grains, lean proteins, dairy products, hydration.
3. Personal Hygiene: cleanliness, hygiene, shower, brush, floss, wash hands, soap, shampoo, toothpaste, toothbrush, deodorant.
4. Sleep and Rest: sleep, rest, bedtime, insomnia, nap, dreams, relaxation, sleep hygiene, bedtime routine.
5. Stress Management: stress, relaxation techniques, meditation, deep breathing, yoga, mindfulness, time management, self-care, coping strategies.
6. Health and Well-being: wellness, healthy lifestyle, habits, routine, balanced life, mental health, physical health, emotional well-being.
1. Imperatives: Use imperative sentences to give instructions or commands related to healthy habits. For example: "Eat fruits and vegetables every day."
2. Present Simple: Use the present simple tense to describe general habits and routines. For example: "I exercise regularly."
3. Modal Verbs: Use modal verbs to express advice, obligation, and possibility related to healthy habits. For example: "You should drink plenty of water." "You must avoid sugary drinks."
Language skills / Discourse type
1. Listening: Students will practice listening skills through activities like listening to conversations or presentations about healthy habits, listening to directions for making healthy meals, or listening to audio recordings about health and wellness.
Activities
2. Speaking: To encourage communication and healthy habit discussion, students will take part in speaking activities. Role plays, group discussions, talks about healthy lifestyle choices, or offering counsel and recommendations to peers are some examples of this.
3. Reading: Students will read texts, articles, or passages about wellness, good nutrition, and active lifestyles. In order to participate in discussions or to respond to questions, they will improve their reading comprehension skills.
4.Writing assignments will give students the chance to express their ideas, create texts that are educational, or consider their own healthy routines. Creating healthy livingrelated posters or brochures, keeping a journal, or penning persuasive essays are a few examples of how to do this.
Session 1: Introduction to Healthy Habits
Warm-up activity:
- Brainstorming: Students will brainstorm and discuss different healthy habits they are aware of. They will write them down on a chart or whiteboard.
Presentation activity:
- Presentation and discussion: The teacher will present a slideshow or visual aids highlighting various healthy habits such as eating nutritious food, exercising regularly, getting enough sleep, and managing stress. Students will actively participate in the discussion, sharing their thoughts and experiences related to each habit.
Practice activity:
- Role play: Students will work in pairs or small groups to create short role plays demonstrating healthy habits. They will act out scenarios such as ordering a healthy meal at a restaurant or encouraging a friend to join them for a workout.
Evaluation activity:
- Quiz: Students will take a short quiz to assess their understanding of the presented information and key concepts related to healthy habits.
Appendix: Sample role play scenarios for the practice activity.
Session 2: Nutrition and Healthy Eating
Warm-up activity:
- Food group categorization: Students will be given a list of different food items and they will categorize them into food groups such as fruits, vegetables, grains, protein, and dairy. They can work individually or in pairs.
Presentation activity:
- Presentation and discussion: The teacher will present information on the importance of balanced nutrition and healthy eating habits. They will discuss the benefits of each food group and provide examples of nutritious meals and snacks.
Practice activity:
- Meal planning: Students will create a balanced meal plan for a day, considering the recommended servings from each food group. They will share and discuss their meal plans with their peers.
Evaluation activity:
- Healthy recipe creation: Students will research and create a healthy recipe using ingredients from different food groups. They will present their recipe to the class, explaining the nutritional value and benefits of the ingredients.
Appendix: Blank meal planning template for the practice activity.
Session 3: Physical Activity and Exercise
Warm-up activity:
- Fitness charades: Students will take turns acting out different types of exercises or physical activities while others guess the activity. This will get them energized and ready for the session.
Presentation activity:
- Presentation and discussion: The teacher will present information on the importance of physical activity and different types of exercises. They will discuss the benefits of regular exercise and the recommended duration and intensity levels for different age groups.
Practice activity:
- Fitness circuit: Students will participate in a fitness circuit where they rotate through different exercise stations. Each station will focus on a different type of exercise, such as cardio, strength training, or flexibility. They will track their progress and discuss the effects of each exercise.
Evaluation activity:
- Fitness journal: Students will keep a fitness journal for a week, recording their daily physical activities and reflecting on how it makes them
Organization and class distribution / timing
feel. They will share their journal entries and discuss their experiences with their classmates.
Appendix: Fitness circuit station cards for the practice activity.
Methodology
Session 1: Introduction to Healthy Habits
- Warm-up activity: Whole-class activity, 10 minutes
- Presentation activity: Whole-class activity, 15 minutes
- Practice activity: Pair work, 20 minutes
- Evaluation activity: Individual activity, 10 minutes
Total time for Session 1: 55 minutes
Session 2: Nutrition and Healthy Eating
- Warm-up activity: Individual activity, 10 minutes
- Presentation activity: Whole-class activity, 15 minutes
- Practice activity: Pair or individual work, 25 minutes
- Evaluation activity: Group presentation, 10 minutes
Total time for Session 2: 60 minutes
Session 3: Physical Activity and Exercise
- Warm-up activity: Whole-class activity, 10 minutes
- Presentation activity: Whole-class activity, 15 minutes
- Practice activity: Whole-class or small group activity, 30 minutes
- Evaluation activity: Pair or small group
Resources / Materials
discussion, 15 minutes
Total time for Session 3: 70 minutes
- Textbooks: English textbooks with relevant units or chapters on health and healthy habits.
- Worksheets: Prepared by the teacher to practice vocabulary, grammar, and comprehension related to healthy habits.
- Audiovisual materials: Videos or audio recordings related to healthy habits, such as documentaries, interviews, or presentations.
- Interactive online resources: Websites, apps, or online platforms that provide interactive exercises, quizzes, and games on health and healthy habits.
- Realia: Actual objects or materials related to healthy habits, such as food labels, exercise equipment, or pictures of healthy meals.
- Reference books: Dictionaries, encyclopedias, or reference books specifically focused on health and wellness.
- Websites and online articles: Reliable websites and articles that provide information on topics like nutrition, exercise, and healthy lifestyle choices.
Evaluation (criteria and instruments)
Evaluation Criteria:
1. Vocabulary: Students' ability to understand and use vocabulary related to healthy habits.
2. Grammar: Students' understanding and application of grammar structures related to health and wellness.
3. Reading Comprehension: Students' ability to comprehend written texts on health topics and answer questions.
4. Listening Comprehension: Students' ability to understand spoken information and extract relevant details about healthy habits.
5. Speaking: Students' ability to express themselves orally on topics related to healthy habits, including giving advice and discussing personal habits.
6. Writing: Students' written expression and ability to convey information and opinions
about healthy habits in a coherent and organized manner.
Evaluation Instruments:
1. Vocabulary Quiz: Multiple-choice or matching quizzes to assess students' knowledge and understanding of health-related vocabulary.
2. Grammar Exercises: Written exercises to evaluate students' understanding and application of grammar structures related to healthy habits.
3. Reading Comprehension Test: A reading passage followed by comprehension questions to assess students' understanding of healthrelated texts.
4. Listening Comprehension Activity: Listening tasks with accompanying questions to evaluate students' ability to understand spoken information on health topics.
5. Speaking Task: Role-plays, presentations, or group discussions where students demonstrate their ability to communicate effectively about healthy habits.
6. Writing Assignment: A written assignment where students express their opinions, give advice, or provide information on healthy habits in a well-structured manner.
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 AndalucíaUniversidad 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.
