Designing a CLIL Unit © Isabel Pérez Torres

Template to design a CLIL unit

Subject:

Title

1. Learning outcomes Objectives or goals that the students will achieve in this unit
/ Evaluation criteria or part of the unit.

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.).

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.

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

6. (a) Task(s) Projects/activities that the student should complete, usually as

© Isabel Pérez Torres http://isabelperez.com/

Designing a CLIL Unit © Isabel Pérez Torres

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

6. (b) Activities Activities that the student will complete throughout the
course of the unit as part of the final project or not.

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.

And also the number of sessions that each activity will take
or the time it will take.

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.

Feel free to use this model. Thanks for referring to the source.

A first model of this template was published in:

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.

© Isabel Pérez Torres http://isabelperez.com/