This document provides a template for designing a CLIL didactic unit on the World Health Organization for a 3rd year high school class in Spain. The unit aims to familiarize students with the UN model and WHO's role, help students develop research skills to discriminate information in English, and discuss/debate world health topics in English. Key elements of the unit include exploring the WHO and universal health coverage, the UN and its member countries, and reducing child mortality. Students will conduct research, create presentations, write position papers, and participate in a mock UN debate. They will be evaluated on their language use and participation in the various tasks and activities.

1. Coordinación bilingüe
Isabel Pérez Torres
Template to design a CLIL didactic unit
Subject: Global Classroom
Title of the Unit: WHO: World Health Organisation
Teacher: Eva Fernández
Course / Level
3º ESO
1. Learning outcomes
/ Evaluation criteria
To become familiar with the UN model and the role of the WHO in
our current society.
To help the students develop research skills and be able to
discriminate information in the English language.
To be able to discuss and debate about world health related topics
in the English language.
2. Subject Content
- The WHO and Universal Health Coverage
- The UN and its member countries
- Child mortality and how to prevent it.
3. Language Content / Communication
Vocabulary
-
-
Structures
-
Nouns: health, disease, famine, hardship, agency, set,
campaign, population, access, threats, surgery, challange,
shortcut, issue, development.
Verbs: to cope with, set, suffer, overcome, articulate,
organise, appoint, assess, determine, eradicate, prevent,
treat, run out of, issue, access, threat, develop, improve.
Adjectives: financial, unhealthy, healthy, global, discouraged,
natural, devastated, overpopulated, sustainable, political,
Passive structures
Enumerating and exemplifying
Logical connetions: adding information, contrasting
information, expressing result, etc.
Arguing and counterarguing.
Discourse type
- Argumentative and expository
Language skills
Reading, Listening, Writing and speaking.
4. Contextual (cultural) - National Health systems of UN countries
- Child and maternal health in the UN countries.
element
- Millenium goals 4, 5 & 6:
a. Reduce Child Mortality
b. Improve Maternal Health
c. Combat HIV/Malaria and other diseases
5. Cognitive (thinking)
processes
Knowledge: the students should be able to find and retain
information about the health services in different UN

2. Coordinación bilingüe
Isabel Pérez Torres
countries.
Comprehension: They should be able to understand, explain
and use the information they’ve found on the internet.
Application: they should be able to use the obtained
knowledge in a simulated UN debate.
Analysis: students should be able to illustrate written
information with the best graphs on PPT presentations.
Evaluation: they should be able to conduct a debate about
the needs their different countries have in relation to Health
Services.
6. (a) Task(s)
- Find information about a given UN country and try to find a
solution to the following goals:
* Reduce child mortality
* Improve maternal health
* Combat malaria and other diseases.
6. (b) Activities
- Websearch for information and present it in a Powerpoint
presentation.
- Exposition of a position paper
- UN Model debate
7. Methodology
Organization and class
distribution / timing
-
The students work in pairs
3 hour per week are alloted to this task. In total, they will have
up to 12 hours.
There are 3 more hours for the final task of the UN model
debate.
Resources / Materials
-
Key Competences
- Communication in foreign languages
- Social and civic competentes
- Learning to learn
- Digital competences
- Entrepeneurship
- Cultural expression
Teachers notes and guidelines
Personal computers and a proyector
Certain Internet webpages:
https://www.cia.gov/library/publications/the-worldfactbook/
http://globalclassrooms.fundacionbotin.org/
http://www.unausa.org/global-classrooms-model-un
http://globaliesestelas.wordpress.com

3. Coordinación bilingüe
8. Evaluation (criteria
and instruments)
Isabel Pérez Torres
* Their language use (structures, vocabulary, correctness) is going
to be assessed in the different tasks they have to fulfilled:
- Websearch for information and present it in a Powerpoint
presentation.
- Exposition of a position paper
- UN Model debate
* Daily classwork and participation is going to be assessed.
Puedes usar este modelo de plantilla con total libertad. Gracias por citar la fuente.
Un primer modelo de esta plantilla ha sido publicado en:
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" 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.
Está basada sobre todo en la experiencia práctica a la hora de diseñar unidades y
conversaciones con expertos y compañeros. También he tenido en cuenta la teoría de las 4 Cs
de Do Coyle, expuesto en numerosas publicaciones como por ejemplo: Coyle, D., Hood, P. and
Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.