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SKILLS

EFL 4.1.2: Understand main ideas and details in informational texts about health.
EFL 4.2.3: Use specific vocabulary (body parts, symptoms) to describe personal experiences.
EFL 4.4.1: Write short, simple texts about healthy lifestyle choices.

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REAL-LIFE APPLICATION

Understanding health vocabulary is essential for self-advocacy. Students who learn to describe how they feel—and communicate common symptoms—are better equipped to seek assistance, follow medical instructions, and make informed decisions about their well-being. This unit bridges the gap between basic anatomy and the functional language needed to participate in a doctor’s visit or a wellness conversation, fostering personal autonomy and healthy living habits.

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LEARNING ACTIVITIES

SESSION 1 (80 min) ANTICIPATION

Part 1 – ( 10-15 minutes)

Anticipation Activity

Anticipation Activity (20 min): “The Healthy Body Check-in”

• Goal: Activate prior knowledge of body parts and physical states.
• Instructions: Display a large, blank silhouette of a human body on the digital board. Ask students to shout out body parts they know. Then, introduce “Feeling Cards”—small cards with icons (a thermometer, a bandage, a sleepy person, a muscle).
• Activity: Students place the cards where they think they belong on the silhouette (e.g., placing the thermometer near the mouth/head, the bandage on the arm). Lead a brief discussion: “Why do we need a bandage here?” or “What do you do when you feel this way?”

CONSTRUCTION

Part 2: Vocabulary Development (15 min)

The teacher explicitly introduces key vocabulary needed for the lesson, ensuring students clearly understand meaning and use. The words include:

Vocabulary	Definition / Context	Example Sentence
Headache	Pain in the head.	“I have a terrible headache today.”
Sore throat	Pain or irritation in the throat.	“Drink hot tea for your sore throat.”
Stomachache	Pain in the stomach area.	“You should lie down if you have a stomachache.”
Fever	High body temperature.	“He has a fever, so he should stay home.”
Cough	Expelling air from the lungs with a noise.	“Take some syrup for that dry cough.”
Flu / Cold	A viral infection causing illness.	“I think I have the flu, I feel very tired.”
Dizzy	Feeling like the room is spinning.	“Sit down if you feel dizzy.”
Rash	Red, irritated area on the skin.	“Don’t scratch that rash on your arm.”

Part 3: Grammar Introduction: Giving advice (20 mins)

Focus: Imperatives (for advice) and Should/Shouldn’t (for recommendations).

• Imperatives: Direct and clear. Used for giving instructions or quick advice. “Drink more water.” / “Don’t eat too much sugar.”
• Should/Shouldn’t: Used for suggestions. “You should sleep eight hours.” / “You shouldn’t stay up late.”

4. Grammar Practice Activity (25 Minutes)

Activity:

“The Virtual Clinic”:

• Instruction: Set up a “clinic” on a digital platform like Google Slides. Create “Patient Profiles” (e.g., “Juan has a stomachache,” “Maria feels tired”).
• Task: Students work in pairs to act as doctors. They must write three pieces of advice for their assigned patient using the grammar structures.
• Example: “You have a stomachache. Drink herbal tea. You should eat light food.”

SESSION 2: CONSTRUCTION – REINFORCEMENT (40 min)

“Create a Healthy Habit Infographic”:

• Instructions: Using a tool like Canva, students design a digital infographic titled “How to Stay Healthy.”
• Requirements:
  1. Include at least 4 vocabulary words from the table.
  2. Write 4-6 sentences using imperatives and should/shouldn’t.
  3. Add icons or photos representing the healthy habits (e.g., sleeping, exercising, eating vegetables).
  4. Share the infographics in the class digital gallery.

SESSION 3: CONSOLIDATION (80 min)

Part 1 – ( 2 x 40min)

Assessment Activity
https://share.gemini.google/iYjSaSkwCEjF

Period 1 (Writing & Critical Thinking): Students complete a “Health Quiz” and a short reflection. The quiz tests vocabulary and grammar. The reflection asks: “What is one unhealthy habit you have? What should you do to change it?”

Period 2 (Speaking/Simulation): “Doctor’s Visit Role-Play.” In pairs, students perform a 3-minute dialogue. The “Patient” describes symptoms, and the “Doctor” provides a diagnosis and advice. This is assessed on clarity, grammar usage, and the ability to maintain the conversation.

NEE – Agregar el tipo de adaptaciones curriculares

Principio II: Pautas 6.1 – 6.3 – 6.4 
Principio III: Pautas 7.1 – 8.1 – 9.1
ALUMNO 1: Constante monitoreo. Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas. 
ALUMNO 2: Constante monitoreo, Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas.
ALUMNO 3: Constante monitoreo. Corroborar que el contenido entregado en clase haya sido comprendido por la estudiante mediante retroalimentación.