<p>Designing a CLIL Unit © Isabel Pérez Torres </p><p>Template to design a CLIL unit</p><p>Subject: </p><p>Title</p><p>1. Learning outcomes Objectives or goals that the students will achieve in this unit / Evaluation criteria or part of the unit.</p><p>2. Subject Content Specific content/topics that will be covered in English during this unit or part of the unit. Vocabulary Fundamental vocabulary that will appear in the unit that the 3. student should learn. The English teacher should agree with Language the vocabulary so that he/she may revise it in the English Content / class if convenient. Communi cation Structures Grammar and discourse structures that are expected to appear (The / Functions and that agree with the review in the English class. content teacher will Language Communicative language skills that will be practised also pay skills / throughout the unit (e.g. Listening, speaking) and in what attention to Discourse type of activity. this type language Also the type of discourse that will be more relevant aspect.) throughout the unit (descriptive, dialogues, etc.).</p><p>4. Contextual element Connections that can be made between the content and distinctive cultural aspects (society, everyday activities, etc). Particularly those that involve student life and the student’s everyday environment. </p><p>5. Cognitive (thinking) processes Cognitive skills that the students should execute in order to complete the activities and homework (ex. Analysis, synthesis, evaluation, etc). A helpful link that explains these concepts: http://access.nku.edu/oca/SLO/Bloom.htm In Spanish: http://prepachapala.edu.mx/moodle/moodledata/9/taxonomia _de_bloom.pdf See also: http://www.slideshare.net/isaperez/habilidades-cognitivas- 985846</p><p>6. (a) Task(s) Projects/activities that the student should complete, usually as</p><p>© Isabel Pérez Torres http://isabelperez.com/ Designing a CLIL Unit © Isabel Pérez Torres </p><p> a culmination of what he/she has learned during the unit. For more information on this type of activity: http://www.isabelperez.com/clil/clicl_m_2_1.htm</p><p>6. (b) Activities Activities that the student will complete throughout the course of the unit as part of the final project or not. </p><p>7. Methodology Organization and class The type of work the students will be doing with each activity distribution / timing should be specified: group work, individual work, pair work, whole class activity, etc. </p><p>And also the number of sessions that each activity will take or the time it will take.</p><p>Resources / Materials Resources and materials prepared by the teacher or by someone else that will be used throughout the unit. All will logically include a reference as to where the materials were found. Key Competences Specific basic competences that will be practiced: linguistic, mathematic, social, digital, cultural, learn to learn, autonomy, etc. 8. Evaluation (criteria Specific skills that will be evaluated and the form of and instruments) evaluation, that is, specific criteria and instruments of evaluation.</p><p>Feel free to use this model. Thanks for referring to the source.</p><p>A first model of this template was published in: </p><p>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.</p><p>© Isabel Pérez Torres http://isabelperez.com/ </p>