• Analyze and respond critically to readings on health and wellness topics relevant to university life.
• Express ideas clearly and effectively in both academic and reflective writing.
• Apply research and self-assessment to create a personalized health and wellness portfolio.
• Demonstrate practical strategies for maintaining balance and well-being as a student.

Lesson 1 Course introduction & wellness baseline  
- Introduce course goals, wellness themes, and the personal health portfolio.
- In-class reading: short article on overall student wellness (including food, posture, balance, and injury prevention); follow-up diagnostic writing about current habits and challenges.

Lesson 2  Unit 7: Nutrition (reading focus)  
- Pre-reading discussion on typical student eating patterns, convenience foods, and budget issues.
- Read a short guide on balanced nutrition for university students; annotate for main ideas (meal planning, snacks, energy levels).

Lesson 3  Unit 7: Nutrition (writing focus)  
- Analyze a model paragraph explaining how nutrition affects concentration and mood.
- Write a short response essay (e.g., “My realistic eating plan this semester”) for the portfolio, focusing on clear topic sentences and concrete, affordable strategies.

Lesson 4 Unit 8: Ergonomics (reading & vocabulary)  
- Pre-teach key vocabulary (posture, strain, alignment, monitor height, wrist position).
- Read a student-friendly text on setting up an ergonomic study space; practice summarizing recommendations in one focused paragraph.

Lesson 5  Unit 8: Ergonomics (writing & application)  
- Discuss how poor posture and desk setup can cause pain, fatigue, and reduced focus.
- Students sketch or photograph their study area and write a problem–solution paragraph describing two concrete ergonomic changes they will make; add an “Study space & posture” page to the portfolio.

Lesson 6  Unit 9: Work–life balance (reading–to–writing)  
- Read an article on time management, boundaries, and work–life balance for university students.
- In-class task: compare the article’s recommendations with students’ weekly schedules; start a brief reflective journal entry on one change to improve balance.

Lesson 7  Presentation skills & midterm preparation  
- Mini-workshop on presentation skills: clear structure (introduction–body–conclusion), simple slides, voice and eye contact tailored for language learners.
- Students choose one topic from Units 7–9 (Nutrition, Ergonomics, Work–life Balance) and outline a 3–5 minute presentation including a clear main message, one visual, and one personal goal.

Lesson 8  Midterm student presentations (Part 1)  
- Half of the class presents; peers complete simple feedback forms focusing on clarity of message, organization, and delivery.
- Short post-presentation reflection: identify one strength and one area to improve for future academic presentations.

Lesson 9  Midterm student presentations (Part 2)  
- Remaining students present using the same feedback procedure.
- Brief written reflection: connect the presentation topic to portfolio goals and note one concrete behavior change to attempt over the next week.

Lesson 10  Unit 10: Stress (reading & causes/strategies)  
- Sensitive discussion norms; quick anonymous poll or discussion on major stressors for students.
- Read a text explaining academic stress, its effects on the body, and basic coping strategies; annotate for causes, effects, and recommended actions.

Lesson 11  Unit 10: Stress (writing focus)  
- Analyze a model reflective paragraph about managing stress with healthy habits (e.g., exercise, scheduling, social support).
- Students write a reflection on one current stressor and one realistic coping strategy; add a “Stress management plan” section to the portfolio.

Lesson 12  Unit 11: Stretching (reading & practice)  
- Introduce basic stretching for students (neck, shoulders, back, wrists) and discuss links to ergonomics and injury prevention.
- Read a short guide outlining simple stretches for study breaks; in pairs, label which body parts each stretch targets and when to use it.

Lesson 13  Unit 11: Stretching / Unit 12: Injuries (application & short writing)  
- Brief guided stretching routine (2–5 minutes) followed by discussion of how short movement breaks might prevent pain and injuries.
- Short writing task: students describe one common student overuse issue (e.g., “text neck,” wrist strain) and how stretching or breaks could help prevent it; begin an “Injury prevention” page in the portfolio.

Lesson 14  Unit 12: Injuries (reading & portfolio integration)  
- Read a short, accessible piece on preventing study- or activity-related injuries for students; highlight key prevention strategies (warm-ups, correct form, rest).
- Review all written pieces (nutrition plan, ergonomics problem–solution, work–life reflection, stress plan, stretching/injury notes) and begin editing them into one coherent wellness portfolio section on “Physical health & study habits.”

Lesson 15  Final reflection and assessment  
- Final in-class written reflection (assessment) on Units 7–12, focusing on:  
  - Most important change in thinking about nutrition, ergonomics, balance, stress, stretching, or injuries.  
  - Specific behavior changes already made or planned.
- Collect final wellness portfolios (revised writing, concrete goals, and evidence of reflection) as the main product for the second half of the course.