TEMPLATE TO DESIGN A CLIL UNIT

Subject:
Lpez

Arts and Crafts

Teacher: Sara Noain

Title of the Unit: How do I feel?

Primary Education

Level

1. Subject Content

1.1. Learning
outcomes

To recognize the portrait as one of the topics inside the

painting throughout history.
To identify the main human emotions expressed in
different portraits.
To draw a face with the correct proportion using
guidelines.
To draw the correct shape of the parts of the face to
show different emotions.

1.2. Evaluation
criteria

Recognizes the main human emotions showed in

different portraits and knows how they are expressed
in some paintings.
Makes portraits
guidelines.

with

correct

proportion

using

Makes expressive portraits.

Subjects in the painting: the portrait.

1.3. Subject Content Proportion and different facial expressions in art and
the human body.
Autonomy and creativity in art.

2. Language Content/ Communication

Nouns:
-Proportion: shape, size, position.

2.1. Vocabulary

-Parts of the body and face: head, neck, shoulders,

hair, forehead, eyes, eyebrows, eyelashes, ears,
cheeks, chin, nose, mouth.
Adjectives:
- physical descriptions: bald, curly, straight, wavy,
short, long, medium, blond, brown, black, red and grey,
blue, green, brown and black.
- Emotions: happy, sad, angry, surprised, scared and
disgusted.
-Present simple verbs (to describe): be, have, feel
and look.

2.2. Structures

Structures to describe a person physically:

- She/he has ., .., hair and . eyes.
(Word Correct order: Adjective, adjective,
noun)
Describing emotions:
- Im (happy)/ Shes (sad).
- He feels/looks + emotion ..

2.3. Language skills/ Reading, listening and speaking.

Discourse type

2. 4. Contextual
(cultural) element

To recognize the emotions showed in peoples face to

improve their communication and relationships in
their real lives.

2.5. Cognitive
(thinking) processes

To know, to understand, to use, to analyses, to assess

and to create.

- Pre-final task: The task will consist on a guess

activity in which each pupil has to describe a chosen
portrait physically and to identify the emotion that
shows.
Then he/she has to guess whose person of the class
matches with it.
The rest of the class has to grade the similarity of the
painting with the boy or girl in each case: VS (very
similar)-S (similar)-NMS (not much similar).

2.6. (a) Task(s)

- The final task: we will dispose all the portraits in

the classroom walls creating a museum.

1. Portrait Girl selling fruit by Bartolom

Esteban Murillo.
-

Teacher will show them the painting in the

digital board to introduce the topic and active
the vocabulary of physical descriptions and
emotions.

Short listening: about emotions and art related

to this painting.

Reading: to present the information about what

a portrait is and how do artist show emotions in
a portrait.

2. The feeling song:

https://www.youtube.com/watch?
v=UsISd1AMNYU
2.
6.
Activities

(b)

To watch the video and fill in the blanks

completing the lyrics (sheet 1). Comment the

message of
the song and sing it reading the lyrics.
3. Oral activity (digital presentation): Big
group. To observe different portraits and analyzing
the feelings that show.
4. Song parts of the face and some emotions:
https://www.youtube.com/watch?v=idLds6PDGqE
Short activity: sheet of the parts of a face
(labelling) with a short listening to color the picture
(sheet 2).

5. Check emotions: Game about check emotions

to do in big group:

http://www.do2learn.com/games/feelingsgame/i
ndex.htm
Sheet 3: expressing emotions (draw expressive
portraits).

6. Draw a portrait in a museum (audiovisual

programme to play in the computers room):
http://www.mylearning.org/interactivefullscreen.asp?
journeyid=144&resourceid=194
7. Draw your partners portrait (sheet 4): a
pair activity in which pupils will draw and color
the portrait of each other looking at him/her in
front.

3. Methodology

3.1 Organization and

class distribution /
timing

8 sessions of an hour.

3.2
Resources
Materials

Usual resources: sheets, templates, ruler,

pencil, set Square, crayons and water colors.
Digital resources: listenings, songs, videos,
presentations, digital programs and digital
games.

Linguistic Competence

Mathematical
competence
and
basic
competences in sciences and technology.

Digital Competence

Learning to learn

Interpersonal,
competence.

Cultural competence.

3.3 Key Competences

intercultural

and

social

Pupils will be able to:

3.4. Evaluation
(criteria and
instruments)

Draw a face with the correct proportion using

guidelines. (High- Normal- Medium- Low).

Identify how emotions are expressed in different

portrait paintings. (High- Normal- MediumLow).

Distinguish different emotions by observing the

shapes of the parts of the face. (High- NormalMedium- Low).

Represent

feelings

in

portrait.

(High-

NormalMedium- Low).
-

Use technical drawings tools properly (ruler and

a set square). (High- Normal- Medium- Low).

The teacher will assess the portfolio of the pupils

following the criteria described. The grade of
consecution of each criterion is assessed with a grill:
High- Normal- Medium- Low.
In the pre-final task pupils will have to grade the
similarity of the portraits with the boy or girl in each
case (very similar, similar and not much similar).
As is a practical subject, the teacher will also assess
the diary work done by the children, their effort and
attitude above the whole unit didactic.

Feel free to use this template. Thanks for attributing the source.
A first sample of this template has been published at:
Prez Torres, I. 2009. "Apuntes sobre los principios y caractersticas de la
metodologa AICLE" en V. Pavn, J. vila (eds.), Aplicaciones didcticas para la
enseanza integrada de lengua y contenidos. Sevilla: Consejera de Educacin de la
Junta de Andaluca-Universidad de Crdoba.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.