Unidad didáctica CLIL de Art "A Christmas cracker for you!"

1. Coordinación bilingüe
Isabel Pérez Torres
TEMPLATE TO DESIGN A CLIL DIDACTIC UNIT
SUBJECT:
Art
TITLE OF THE UNIT
TEACHER: María Isabel Troya Aguilar.
A Christmas cracker for you!
COURSE / LEVEL
4º Primaria
1. Learning outcomes
/ Evaluation criteria
-To know what a Christmas cracker is and make a Christmas
cracker.
-To know the materials we need and the steps to follow to make a
Christmas cracker.
-To choose some suitable ornaments to decorate the Christmas
cracker.
2. Subject Content
-Christmas cracker making.
-Crackers tradition in British Christmas dinners.
-Steps to follow to make a Christmas cracker.
-Appreciation of materials to carry out the Christmas cracker.
3. Language Content / Communication
Vocabulary
Nouns: toilet rolls, wrapping paper, tape and ribbons, Christmas
cracker, steps, pencil, scissors, ruler, glue.
Verbs: cut out, twist, push, take, lay out, roll round, put…into,
remove, decorate.
Adjectives: coloured, beautiful, bright, colourful, creative…
Prepositions: for, in, on, at…
Structures
Orders: cut out, twist, push, take, lay out, roll round, put…into,
remove, decorate.
Ordinals: 1st, 2nd,3rd, 4th, 5th , 6th, 7th, 8th, 9th, 10th.
Classroom language: Are you ready? Are you following me? Miss,
could you come, please? Sorry, I don’t understand; Could you
repeat, please; Can I borrow a…? Is this right?...
Discourse type
(descripción,
narración, etc.)
Mainly exposition (steps to make the cracker) and narration (text
about Christmas cracker story and tradition).
Language skills
Listening, reading, writing and speaking.
4. Contextual (cultural) Students will know about one of the most popular Christmas
traditions in England.
element
5. Cognitive (thinking)
processes
Predicting, identifying, ordering, sequencing, remembering and
assessing.
6. (a) Task(s)
To make a Christmas cracker.
6. (b) Activities
Session 1
Initial activities

2. Coordinación bilingüe
Isabel Pérez Torres
Activity 1
Students see some pictures of Christmas crackers or some real
crackers and they are asked about them (“What are these objects?
What are they made of? These objects are traditional and popular in
one country, do you know what country is it?”).
Activity 2
Students watch two videos. In these videos they learn what a
Christmas cracker is and what British people do with crackers on
the Christmas dinner.
Activity 3
Students watch the 3rd video, a video about how to make a
homemade cracker.
Development activities
Activity 4
Word search. Students have to find out the materials they need to
make the cracker.
Activity 5
Students have to read and order the steps to make the cracker.
Session 2
Activity 6
Crackers elaboration.
Activity 7
Crackers presentation through an avatar made by using Voki.
7. Methodology
Organization and class Students will be paired up for this activity and they will have to make
two crackers together.
distribution / timing
This lesson plan will take two sessions (each session lasts 50
minutes).
Resources / Materials
Scissors, pencil, ruler, toilet rolls, tape, wrapping paper, ribbons and
some small toys, confetti and paper crowns (optional).
Videos
Video 1 https://www.youtube.com/watch?v=SZZQ8clVEGo
Video 2 http://www.youtube.com/watch?v=SkKuKjXAauM
Video 3 https://www.youtube.com/watch?v=Dh__DJ_UWl4
Voki avatar
http://www.voki.com/pickup.php?scid=9101410&height=267&w
idth=200

3. Coordinación bilingüe
Key Competences
8. Evaluation (criteria
and instruments)
Isabel Pérez Torres
-Competence in linguistic communication.
- Cultural and artistic competence.
-Learning to learn competence.
-Competence for autonomy and personal initiative.
Evaluation criteria
-To hand in the cracker in due date.
-To show interest in the elaboration of the cracker.
-To make the cracker by following the steps (previously explained).
-To choose and use the right materials for the cracker.
Evaluation instruments
-Direct observation of students work.
-Rubrics.
Puedes usar este modelo de plantilla con total libertad. Gracias por citar la fuente.
Un primer modelo de esta plantilla ha sido publicado en:
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.
Está basada sobre todo en la experiencia práctica a la hora de diseñar unidades y conversaciones con
expertos y compañeros. También he tenido en cuenta la teoría de las 4 Cs de Do Coyle, expuesto en
numerosas publicaciones como por ejemplo: Coyle, D., Hood, P. and Marsh, D., 2010. Content and
Language Integrated Learning. Cambridge University Press.