Template to design a
CLIL didactic unit
Subject: Natural Sciences Teacher: Carmen
Hernández Cervantes
Title of the Unit: Animals I. Vertebrates Course
/ Level 1º E.S.O.
1. Learning outcomes
/
Evaluation criteria
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To distinguish between vertebrates and
invertebrates.
To know the types of vertebrates.
To know the characteristics of vertebrates.
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2. Subject Content
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Types of vertebrates: fish, amphibians,
reptiles, birds and mammals.
Characteristics of vertebrates: environment
in which they live, type of skin, organ used to breath, body temperature,
type and number of limbs, type of nutrition and reproduction.
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3. Language Content
/ Communication
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Vocabulary
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Nouns: backbone, endoskeleton, exoskeleton, spinal
cord, head, neck, trunk, limbs, tail, gills, fins, operculum, scales, frogs,
toads, glands, lungs, eggs, tadpoles, metamorphosis, lizards, snakes,
alligators, wings, feathers, embryo, foetus, amniotic liquid, sacs, hair,
placenta, dolphins, whales, bats...
Adjectives: aquatic, terrestrial, moist, dry, smooth,
thin, thick, fusiform, tetrapod, biped, carnivorous, herbivorous, omnivorous,
cold-blooded, warm-blooded, oviparous, viviparous...
Verbs: have, use, be, cover, breathe, lay...
Prepositions: through, by, with, in...
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Structures
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Routines:
Complete the sentence:
All vertebrates have
, fish breath through .
Questions: How many types of vertebrates do you know? What
kinds of vertebrates use lungs?
Content:
Active voice: All vertebrates have backbone, birds
breathe through lungs.
Comparatives: Amphibians are cold-blooded however mammals
are warm-blooded.
Such as, for example: Vertebrates, such as dolphins and
bats, are mammals.
Classroom management:
Can you write your answer in your notebook?
Can you write your answer in the blackboard? Can you work in pairs? Can you
ask each other? Can you complete the table?
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Discourse type
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Exposition: Short definitions or comparative sentences
Description: Use of adjectives to describe
characteristics of vertebrates
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Language skills
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Reading, writing, listening and speaking
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Scaffolding strategies
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Complete the table
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How to work
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1. To learn the new vocabulary: Complete the
table
2. To be able to use the new vocabulary:
Practice in pairs: each student has to say short sentences to connect the
concepts, e.g. The skin of a fish is smooth and is covered with scales.
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Puedes usar este modelo de plantilla con
total libertad. Gracias por citar la fuente.
A first sample of this template has
been published at:
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.
