Planificación de la unidad didáctica

Template to design a CLIL didactic unit

Subject: Inglés                                                        Teacher: Esther van Riet

Title of the Unit: THE BATTLE OF TRAFALGAR                Course / Level: 2º Bachillerato                 

1. Learning outcomes  / Evaluation criteria	- Locate the Battle of Trafalgar chronologically and geographically. - Explain the origins, main events and consequences of the Battle. - Identify the key personalities of this period. - Perceive the sequence of events that took place during the Battle.                                                                                                  - Understand the importance of the event in terms of politics. - Assume the political consequences of the Battle. - Compare the Spanish version with the English point of view of the event. - Be able to grasp the importance of events that occurred in the past. - Analyse and comment on historical texts to know other cultures.
2. Subject Content	- The Battle of Trafalgar: origins, characters and aftermath.
	3. Language Content / Communication
Vocabulary	-       Nouns: outcome, sealanes, barges, rear, van, windward, leeward, larboard, stern, foremast, bowsprit, rigging, array. -       Verbs: state, hoist, anchor, steer, station, drift, tack -        Adjectives: crippled, pounded, singled out, overwhelming.
Structures	-       Routines: What information have you found about the topic in history class? What can you say about the date? What do you know about Trafalgar? Do you know which countries took part in the battle? -       Content: Revision of past tenses: past simple, past continuous, past perfect, past perfect continuous. -       Classroom management: Could you listen to your classmates? Can you make him/her a question? Is there anything to add? Is something important missing?
Discourse type	- A narrative.
Language skills	- Reading. - Writing. - Speaking. - Listening.
4. Contextual (cultural) element	- Be able to adapt past spaces to actual ones. - Use historic events to understand present history.
5. Cognitive (thinking) processes	- Analyse / explain / compare facts / relate ideas / summarise. -  Understand the importance of the Battle in the history of Spain.
6. (a) Task(s)	- A debate comparing the Spanish and English points of view of the Battle of Trafalgar.
6. (b) Activities	- Warming up exercises (vocabulary) - Listening activities. - Websearch. - Wiki. - A lesson. - A questionnaire.
	7. Methodology
Organization and class distribution / timing	6 classes: 1.- Vocabulary and listening exercises. (individual work) 2.- Websearch and oral presentation. (pair work) 3 & 4.- Wiki (small group work) and lesson (individual work) 5 & 6.- Debate (small group work / the whole class)
Resources / Materials	- Laptops (access to internet) - Teacher’s worksheets.
Key Competences	a) Linguistic competence: - Communicate messages, orally and in writing. - Apply language usage rules, as well as linguistic and non-linguistic skills, when communicating. - Communicate opinions and ideas and ethical and critical judgements in a coherent way. - Use specific vocabulary to enrich one’s vocabulary. - Compose and manipulate different texts with different communicative and creative purposes. - Enjoy listening, reading and expressing thoughts and ideas in writing. - Use reading as a learning tool, a source of personal pleasure, and as a way of finding out about other cultures. - Process information from oral and written sources. b) Social and civic competence: - Understand past and present social reality. - Have knowledge of how societies have developed, their organizations, achievements and problems. - Value the contribution of different cultures. c) Competence in knowledge and interaction with the physical world: - Develop the skills of orientation, localization, observation and interpretation of real and represented spaces and landscapes. d) Cultural and artistic competence: - Value and respect our cultural heritage and demonstrate interest in preserving it. e) Digital competence: - Search for, find and process information from written, graphic and audiovisual sources. - Establish criteria for selecting information from different sources objectively. - Distinguish between relevant and irrelevant information, relate and compare sources and integrate and analyse the information critically. - Understand and interpret icons, symbols and other ways of representing information, especially those relating to maps and images. f) Learning to learn competence: - Make use of different types of reasoning, look for multi-causal explanations and predict the effects of political developments. - Gain knowledge of different information sources and how to use them through the collection, classification and analysis of information obtained from different media. - Develop strategies for thinking, organizing, memorizing, and retrieving information. g) Autonomy and personal initiative competence: - Develop personal strategies for making plans and carrying them out effectively, and for taking decisions. - Take part in debates, and undertake individual and group work activities which involve thinking, analyzing, planning, carrying out and reviewing work and drawing conclusions.
8. Evaluation (criteria and instruments)	Criteria: - Locate the Battle of Trafalgar chronologically and geographically. - Explain the origins, main events and consequences of the Battle. - Identify the key personalities of this period. - Perceive the sequence of events that took place during the Battle.                                                                                                  - Understand the importance of the event in terms of politics. - Assume the political consequences of the Battle. - Compare the Spanish version with the English point of view of the event. - Be able to grasp the importance of events that occurred in the past. - Analyse and comment on historical texts to know other cultures. Instruments: - Self - evaluation sheet. - Final oral and written evaluation sheet.

Feel free to use this template. Thanks for attributing the source.

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.

It is mainly based on the hands-on experience at designing units and on conversations with experts and peers. The theory of the 4Cs by Do Coyle has also been taken into account. This theory has been shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.