Template to design a CLIL didactic unit

Subject: GLOBAL-INFANTIL Teacher: LAURA

COLLADO

Title of the Unit MY BEST FRIENDS Course / Level

5 YEARS

1. Learning - To classify animals: wild/domestic/pets

outcomes -To know basic characteristics of the animals:
/ Evaluation feeding, displacement, physical characteristics.
- To differentiate some habitats where animals live.
criteria
-To describe an animal.
CRITERIA:
1. Classify animals in wild, domestic and pets.
2. Sort animals into habitats: jungle, ocean, farm,
Arctic-Antarctic
3. Describe animals.

2. Subject -Division of animals according to different criteria.

Content -Knowledge of the relationship between habitat and
some physical characteristics of the animal.
-Pets and their needs.

3. Language Content / Communication

Vocabulary Nouns
pets: dog, cat, bird, fish, hamster, turtle,
wild animals: lion, whale, shark, penguin, tiger,
cheetah,
domestic animals: horse, hen, lamb, sheep,
duck, goat, pig, cow, rabbit,
Wings, paws, snout, hooves, hair, scales,
feathers, legs, head, tail, ears.
Pole, jungle, forest, farm. Herbivore, carnivore,
omnivore, water, food...
Adjectives:
Bigger than/smaller than, faster than/ slower than,
colours, docile, dangerous ...
 Verbs:
Fly, walk, run, swim, jump, crawl. To bark, to meow,
to roar, feed ...
Prepositions, adverbs and other concepts: up, down,
on your knees, sit,

Structures Personal questions: Do you have any pet? What is

your favourite animal?

Active, present first person: I have, I like, I can

Active, present third person: The (animal) is., the

(animal) has., the (animal) swims, the (animal)
can fly/can not fly

Comparatives: the (animal) is faster than (animal)

Classroom routines: raise your hand, stand up, sit, is

it true or false? point to the, jump if you have the
(animal), cross your arms, hold hands,

Discourse type Especially oral comprehension and expression, but

also writing and reading simple words.
Descriptions, dialogues

Language skills Listening (animal sounds)

Writing (complete some animal names)
Speaking (describing animals, simple sentences
about themselves)
Teamwork: we investigate: gather information
about different kind of animals.

4. Contextual We start connecting the topic with their previous

(cultural) element experiences with animals: collecting pictures with
their pets or in the zoo, books, brochures, magazines,
news about animals in newspapers that they can
bring from their homes.

5. Cognitive - To describe
(thinking) - To repeat
processes - To listen
- To search and select information
- To share their own experiences
- To think before talking

6. (a) Task(s) FINAL PROJECT: Creation of an individual lapbook

looking for information on the materials they have
been bringing from their homes and classify animals
according to:
1. habitats,
2. if they are wild, domestic, or pets,
3. according to physical characteristics.
In addition, they must choose one (of which we have
studied) draw it and write the name.

6. (b) Activities SESSION 1: pets

Read the book: Brown bear, brown bear talking
about animals they already know or they have seen
(initial evaluation) and commenting what we know
about them (what they eat, displacement, habitat)
Dialogue about pets: do you have any pets? What
care do they need?
Play with pet flashcards: Do you want a . As a pet?
Complete sentences, FIRST ORALLY:
I _____________(can/cant) fly as a bird.
I ______________(like/dont like) cats.

SUGGESTION: students can seek information at

home about exotic animals as pets.

SESSION 2: farm animals

Watch the video: Old Macdonald had a farm. Make
an individual worksheet crossing out the animals that
do not appear in the video.
Distribute flashcards of the animals of the video and
put it up when that animal comes out in the video.
After that, play only with the song without visual
support (listening).
In pairs, guess farm animals using mime.
SESSION 3: wild animals
Brainstorming: Talk about why they can not be pets.
Watch the video: Walking in the jungle. Guess the
animal, listening to the sounds they make.

SESSION 4: ocean animals

Play an interactive game: see a video of an ocean,
find the animals and count them. Then make an
ocean with the animals they prefer.
SESSION 5: Arctic /Antarctic animals
Sort toy animals into different habitats they already
know. Find pictures of Arctic/Antarctic animals on the
Internet, play a memory game in small groups. Craft:
polar bear with cotton balls and paper plates.

SESSION 6: Decorating our classroom

In small groups distributing tasks, make 4 murals of
the 4 habitats (jungle, ocean, farm, Arctic/Antarctic).
The pupils choose the animals they need, color them,
cut them and place them. After that they decorate
the mural.

SESSION 7: What do we know now?

Review what we have learned. Match some physical
characteristics (fur, feathers, scales...) with some
animals.
One student describes an animal and the rest try to
guess it. Complete names of different animals
(beginning and ending sounds) and playing
Hangman.
Use the interactive game Match the habitat using
the digital whiteboard.

SESSION 8: Final project

Creation of an individual lapbook looking for
information on the materials they have been bringing
from their homes and on the Internet classifying
animals according to:
1. habitats,
2. if they are wild, domestic, or pets,
 3. according to physical characteristics.
In addition, they must choose one (of which we have
studied) draw it and write the name.

7. Methodology

Organization and ORGANIZATION AND DISTRIBUTION:

class The unit is designed to be worked from a
distribution / multidisciplinary perspective.
There are different ways of working with regard to
timing
the organization and distribution of students, as you
can see in activities: individually, in pairs, big
group and small working groups.

In general, the methods used are characterized by

being active, participatory and using hands-on
methodology due to the age os the students.

TIMING: In 8 sessions of 45 minutes.

Resources / Creative Commons resources:

Materials
PET FLASHCARDS:
http://compfight.com/search/pets/1-0-1-1
OLD MCDONALD VIDEO:
https://www.youtube.com/watch?v=LNv8WH5UwXI
WALKING IN THE JUNGLE:
https://www.youtube.com/watch?v=CzJl5HD0mVs
WILD ANIMAL SOUNDS:
http://www.bbc.co.uk/learning/schoolradio/subjects/e
arlylearning/stimulussoundslibrary
OCEAN ANIMALS GAMES:
http://www.sheppardsoftware.com/preschool/animals/
ocean/animaloceanfindcountgame.htm
MEMORY GAME WITH ARCTIC ANIMALS:
http://compfight.com/search/arctic-animals/1-3-1-1
INTERACTIVE GAME ABOUT HABITATS:
http://www.cserc.org/sierra-fun/games/match-habitat/
 Key Competences Globalized perspective:
Communication in foreign language
Mathematical competence
Digital competence
Learning to learn
Interpersonal and social competence
Civic competence
Cultural and artistic expression
Autonomy and personal initiative

8. Evaluation CRITERIA:
(criteria and 1. Classify animals in wild, domestic and pets.
instruments) 2. Sort animals into habitats: jungle, ocean, farm,
Arctic-Antarctic
3. Describe animals.
INSTRUMENTS:
Direct observation in class, checklists, rating scales,
Continuous assessment of each student (oral
questions, individual activities)
Formative and global evaluation during the unit
(participation, behaviour, attitude)
Interviews with their families.
WHEN?
- initial: diagnostic
- during the unit: formative
- at the end: summative

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.