1. Coordinación bilingüe Isabel Pérez Torres
Template to design a CLIL didactic unit
Subject: English Teacher: Carlos Suárez González
Title of the Unit: Dinosaurs Course / Level: 2º
1. Learning outcomes
/ Evaluation criteria
· Read text and listen to different recordings to obtain
specific information.
· Ask questions to check comprehension.
· Identify English sounds patterns.
· Use vocabulary and sentence patterns according to the
topic being worked.
· Organize information obtained through different sources.
· Express ideas and opinions.
· Make hypothesis, predictions and plans.
· Identify the characters and settings in a story.
· Process information.
· Identify and distinguish fiction and non fiction texts.
· Identify and talk about people, civilization or facts from
the past.
· Identify changes that had a great impact in our present
lives.
· Know some pre-history animals.
· Identify some differences and similarities between
dinosaurs.
· Classify dinosaurs attending to what they eat.
2. Subject Content Maths: classification, measures….
Science: plant-eaters (herbivores), meat-eaters
(carnivores).
Art: dinosaur fossil.
History: past events, life in the past, past events that
influenced our present lives.
3. Language Content / Communication
Vocabulary
- Nouns: Names of the most typical dinosaurs, sharp teeth,
claws, horns, spikes, plates
2. Coordinación bilingüe Isabel Pérez Torres
- Meat-eaters, plant-eaters, past, present, fossil, bones.
- Comparatives: big, bigger, biggest, small, smaller, smallest,
high, short, long, slow, fast.
Structures
- -er /-est
- More than…, the most.
- Comparative & superlative.
- Simple past.
- What is..?
- What has it got?
Discourse type No se muy bien a qué se refiere en este apartado.
Language skills Listening, Speaking, Reading and Writing.
4.Contextual
(cultural) element
Es un centro de Primaria en Asturias de línea de 2. El centro está
ubicado en un ámbito rural próximo a una gran urbe. Tengo 22
alumnos por aula. El poder adquisitivo de las familias es muy
variado.
5. Cognitive
(thinking) processes
No se muy bien a qué se refiere en este apartado.
6. Activities Ejemplo de actividades para una sesión de 1 hora
SESSION 2
Activity 1: Assembly. Recall children’s prior knowledge about
dinosaurs and tell them to search for more information at home.
Activity 2: Make a list with the things that we already know and
the things that we would like to know about the dinosaurs.
Activity 3: Activity worksheet. Look at the funny dress that
Caveman Dave wears and talk about the kind of clothes they
used to wear in the past and why.
Activity 4: Mural. In big group, make a mural about life in the
past and life at present and compare the tools, the clothes, the
food, etc. Then talk about how life has improved and ask them:
“What would you miss if you were Caveman Dave?”
3. Coordinación bilingüe Isabel Pérez Torres
Activity 5: Phonics: Show me your pockets. Children play in
pairs. One of the kids will have a card with a list of CVC words
and the other one will have a pocket holder with 3 pockets
labelled “beginning, medial, ending” and a set of alphabet
letters. Student A says one of the words from the list and B has
to build it up on the pockets. Once B finishes s/he must show
the pockets to A who must check if the word is correct or not.
After 10 words, they change roles.
7. Methodology
Organization and
class distribution /
timing
Organization: Depending on the activity I will place the students
in pairs, in groups, forming U-shape.
Timing: This unit is divided into 10 sessions. This Session 2 will
consist in.
Warm-Up Activities and Daily Routines: 15 minutes (approx.)
Learning Activities: 35 min. (approx.)
Conclusion-Round Up Activities: 5 min. (approx.)
Resources / Materials General Resources
- SPACES TO BE USED: classroom, computers room, beach,
museum.
- AUDIVISUAL RESOURCES: cd player, posters, flashcards,
calendar, weather poster, realia items.
- TEACHING RESOURCES: storybooks, worksheets, dinosaur’s
puzzles, cards to play pelmanism, play dough mats, dinosaur’s
flashcards, construction paper, folder games, A2 cards, cookies,
plasticine, and transparent covering plastic, magazines, trays,
sand, brushes, blue tack, stickers, and map.
Teacher’s resources
- Notebook, classroom observation charts, English dictionary.
Student’s resources
- Personal filer, self-evaluation sheets, Picture Dictionary (first
cycle), notebook, pencil, rubber, crayons, scissors, glue, finger-paint,
ruler, measuring tape.
Other resources
4. Coordinación bilingüe Isabel Pérez Torres
- OHP, PC´s, educative CD-Roms in English, tablet PC’s and
interactive board (only for Advance Use of ICT Projects).
Key Competences - Linguistic communication competence.
- Mathematical competence.
- Competence in knowing and interacting with the physical
World.
- Treatment of information and digital competence.
- Social and civic competence.
- Cultural and artistic competence.
- Competence in learning how to learn.
- Personal autonomy and initiative.
8. Evaluation (criteria
and instruments)
- Peer observation in the classroom: control lists, diaries,
observation charts, etc.
- Children’s products analysis: oral, written, artistic,
dramatic, etc
- Oral exchanges with children: debates, interviews, etc.
- Tests: open, multiple choice, cloze tests, problem solving,
etc.
- Questionnaires and class surveys: to detect previous
knowledge, to carry out self-evaluation, etc.
- Portfolio
