FP037 – CONTENT & LANGUAGE INTEGRATED LEARNING

ASSIGNMENT

Fabiana Silva – 22nd January 2023

UNIT - CLIL

Location: Secondary school ‘Liceo Departamental’ in Maldonado, Uruguay.

Student group: This unit is aimed at 4th grade (15- 16 years old) secondary school teenagers. They are all Uruguayan students and there are 28 students
in the class.
Students’ learning needs: Students’ learning needs are based on their interests and general objectives they may have which are related to the place
they live. In this case, the students’ interests will be use as the content to be taught and the language that emerges from it.
Timing: This unit will be taught during a period of 10 lessons of 40 minutes each.
Further considerations: During the thematic unit, the teacher´s role will be that of guide for students in the acquisition of key vocabulary related to the
topic putting emphasis on the review of key concepts through the implementation of cooperative work and team games in the class. The use of visual
aids such as pictures, the use of recordings, articles and worksheets will work as facilitators for students’ learning and understanding.
The teacher will promote student thinking skills and reflection by working with authentic (adapted) texts about famous people around the world and
problematizing the topics or jobs, success, fame and art to engage students in their development of thinking skills.
By the end of the unit, the students will be assessed formally through a test and individually.

Learning Outcomes: By the end of the unit, Ss will know:

-In terms of reading, how to scan a text in order to look for specific information and how to skim a text to get its
general idea.
-In terms of speaking, how to use the language to give opinion and express ideas related to the thematic unit; and
to promote speaking at the level of turn taking and fluency.
-In terms of writing, how to write a biography of a famous person.
-In terms of listening, how to listening for specific information.
Competences: In order for students to fully achieve the learning outcomes, students’ communicative competence will be stimulated at all times. That
is why all the activities selected attempt each part that composes the communicative competence.
CONTENT – FAMOUS LIVES

Sub themes Materials Assessment Objectives Linguistic

Activities Points
/Language

Life Lesson 1
Experiences - T and Ss play -board and - Informal through oral -To introduce the thematic unit. Specific
hangman. (LIFE markers participation and general vocabulary
STAGES) engagement. related to the
- worksheet - To activate schemata. thematic unit: life
- Ss are given a - Informal through peer correction - To introduce new vocabulary. stages (be born,
worksheet with the life and then, oral participation. grow up, go to
stages of pictures of school, etc.)
them. In pairs, Ss match
the phrases with the
correct pictures. - worksheet - To practise the vocabulary.
- Informal through oral
- Ss are given some participation
facts about the world. In
pairs, Ss will complete
those facts with the
words from the previous - board and - To foster critical thinking.
activity. markers - To promote cooperative learning. - Expressing
- Informal through comparison opinion: In my
- Ss are given a list of with a classmate. opinion, I think, I
things that are important believe, For me,
in life and they have to etc.
rank them from the most
important to them to the
least important. Then,
Ss compare their
ranking with a - board and - To activate schemata.
classmate. markers - To promote cooperative learning. - Revision of
- Informal through oral vocabulary
Lessons 2 & 3 participation related to ‘life
- Ss get in pairs and stages’.
answer 3 questions by
guessing facts about
Uruguay. - text - To develop reading at the level of
skimming, and scanning for specific
information.
- Informal through oral - To develop speaking at the level of
- In pairs, each of the participation turn taking.
students gets a different
text and they have to
say if the sentences - board and - To promote cooperative learning.
given about the text are markers - To foster critical thinking when
true or false. talking about success.

- Ss answer the - Informal through oral

questions on the board. participation
Then, T and Ss correct
the activity orally. - To develop Ss’ speaking skills at
the level of fluency.

Lesson 4
- Ss share their answers
from the previous class - Informal through oral
with the rest of class participation
and they have to say if - board and - To promote cooperative learning.
they agree with their markers - To foster critical thinking.
classmate or not.

- Ss form groups of 4
and answer the
Famous Artists questions that the T - board and - Informal though team - To activate schemata.
pastes on the board. markers cooperation
- Vocabulary
related to art.
Lesson 5
- T writes on the board
the word ART. In pairs, - board and - To promote cooperative learning.
Ss brainstorm all the markers - Informal through oral - To develop Ss’ critical thinking when
forms of art that they participation talking about art.
know.

- In groups of three, Ss - pictures - To introduce the present perfect in

answer two questions - board and context. - Present Perfect
that the teacher writes markers - Informal through oral (affirmative form)
on the board. participation

Lesson 6
- T tells Ss a short story
about the artist called
“Candy Chang.” Then,
the T elicits a couple of - worksheet - To promote peer correction.
sentences to explain the - To give Ss a controlled practice.
meaning, use and form
of the present perfect in
the affirmative form.

- Ss complete the text

about Candy’s most
famous piece of art
called “Before I die…” - Informal through oral
by putting the verbs in participation
brackets into the correct
form of the Present - poster - To give Ss a freer practice.
Perfect. Then, Ss check - To promote cooperative learning.
their answers with a - To foster critical thinking when
different partner before talking about the best life
correcting as a whole experiences.
class. - To develop Ss’ writing skills at the
level of using grammar correctly.
- Ss create their own
mural with the motto:
“My Best Life
Experience”. - Informal through team
cooperation - To promote peer correction
- To develop speaking at the level of
turn taking.

Lesson 7 - board and

- Ss think of their own markers - To promote cooperative learning.
message for Candy’s -To foster critical thinking.
work “Before I die I want - To promote writing at the
to…” Then, Ss share sentences level.
their sentences with - Informal through oral
their classmates. participation.

- Ss get in groups of
three and they have to
do the activities
proposed by the T on
the board. (1. Think of - Informal through oral
another simple way to participation
do what Candy did. 2. - pictures
How have you used art - text - To develop reading skills. - Revision of
to express yourself in - To promote cooperative learning. Past Simple.
the past? 3. Name one - To promote thinking skills at the
fun thing and one level of analyzing.
serious thing that you
have never done but - board and
would like to do. markers - To promote writing at the - Revision on
paragraph level. vocabulary
Lesson 8 - To promote cooperative and related to ‘life
- Ss work on the collaborative learning. stages’.
biography of a famous
person and they analyze
the paragraphs. - Informal through oral
participation.
Lesson 9 - board and
- In groups, Ss write a markers - To develop Ss’ HOTs and LOTs.
biography of a famous - To promote critical thinking. - Revision of
person. Each group is in - To foster cooperative learning. vocabulary
charge of writing one related to forms
paragraph and then, - Informal through team of art.
they share it with the collaboration.
rest of groups.

Lesson 10
- Ss retake the topic of
pieces of art and in
groups, they have to
create a project related
to public art where they Informal through team
have to explain the cooperation.
place where the piece
art would be, the form of
art they are going to
use, and the topic, what
message they want to
send with their work.