1. Coordinación bilingüe
Isabel Pérez Torres
Template to design a CLIL didactic unit
Subject: Social Sciences
Title of the Unit
Teacher: Leo Boix
What do you want to be?
1. Learning outcomes
/ Evaluation criteria
Course / Level
2nd PRIMARY
LEARNING OBJECTIVES
 To introduce the different types of jobs in our society and their
tasks
 To learn basic vocabulary about jobs’ tools and uniforms
 To identify each tool with the right job
 To classify each job in the correct sector (differentiate jobs which
extract product of nature, transform products or give a service)
 To learn about emergency services and to recognize their value
 To help learners understand that the content can be achieved in a
L2
 To acquire domestic responsibilities
 Remove attitudes and sexist behaviour in housework.
 To follow the evolution of a job until its disappearance
EVALUATION CRITERIA
 Identify different jobs of our society
 Know and use the vocabulary related to jobs and housework
 Recognise the importance of each job and above all the value of
emergency services and the role of housewives/householders.
 Associate jobs’ tools and uniforms
 Know how to deal with an emergency incident
 Assume domestic responsibilities
 Identify housework of every part of the house

2. Coordinación bilingüe
Isabel Pérez Torres
 Interpret visual information about ancient and unknown jobs
 Show interest in knowing about other countries job
 Understand the evolution of jobs until their disappearance
 Respect the opinion of other peers
 Express their opinions and ideas clearly.
 Cooperate with their mates
 Use the grammar structures correctly
 The accuracy completing the worksheets
2. Subject Content
 Jobs in the primary sector: farmer, fisher,
 Jobs in the secondary sector: baker, plumber...
 Jobs in the tertiary sector: hairdresser, teacher, doctor, waitress...
 Emergency services: policeman, fireman
 Parts of the house (bedroom, kitchen ...)
 Housework and responsibilities (make the bed, set the table, do
laundry...)
 Ancient jobs
 Jobs from other countries (milkman...)
Vocabulary
3. Language Content / Communication
Jobs: farmer, fisherman, plumber, nurse, secretary, fireman,
housewife...
 Job’s tools: hose, gun, blackboard...
 Job’s uniform: helmet, cap, gloves...
 Workplaces: bakery, hospital, school...
 Adjectives: brave, intelligent, kind, patient...
 Verbs: teach, transform, produce, save..

3. Coordinación bilingüe
Isabel Pérez Torres
 Housework: make the bed, do laundry...
 Parts of the house: kitchen, bedroom...
 Emergency services: patient, thief...
 Jobs from other countries: milkman, home mail
 Ancient jobs: nightman, crier, ringer man
Structures
 What do you want to be when you became an adult? I want to
be ...
 Simple present (3rd person) teacher teaches, fireman saves
people...
 Comparatives: more dangerous, the more boring, heavier, more
interesting...
 Superlatives: the most dangerous, the most boring, heaviest...
Discourse type
 Hello! How are you today?
 What’s this?
 Can you name different jobs?
 What job belongs to this tool?
 How do you call a person who...?
 How do you spell...?
 Can you repeat, please?
 Can you help me, please?
 What do you want to be?
 I agree / I disagree
 I don’t know
 I like / I don’t like / because...
 What is your father’s/mother’s job?

4. Coordinación bilingüe
Isabel Pérez Torres
 What housework can you do in this part of the house?
 Why do you think this job has disappeared?
 What do you think about which job is not typical in your country?
Language skills
Reading, Listening, Speaking & Writing
4. Contextual (cultural)  Identifying jobs around their neighbourhood
element
 Value the work of emergency services
 Developing habits of cooperation, solidarity and participation.
 Identifying jobs in a power point that are not common in Spain
 Identifying jobs which have disappeared.
 Respect for the equal distribution of tasks without sex
differentiation.
 Respect the rules of the games.
 Co-operative work
5. Cognitive (thinking)
processes
Dramatization of different jobs
 Development of a puzzle mural
 Participation in a role-playing
 Classification of the jobs according their economic sector
 Enumeration of the outbuildings of the house and classification of
the activities that can be performed in each of them
 Knowledge of which housework does each member of their
family

5. Coordinación bilingüe
Isabel Pérez Torres
 Discrimination of appropriate and inadequate behaviors family
life.
 Dramatization of different emergencies situations.
6. (a) Task(s)
6. (b) Activities
7. Methodology
There would be different tasks (individual, group work, in pairs, etc)
There would be different kinds of activities: introduction/revision,
warm-up, main activities, reinforcement / Extension, Assessment /
Reflection
CLIL approach: Integrating contents and thinking skills, building
confidence to speak, active learning, co-operation, using current
materials, fostering critical thinking and involving parents.
Organization and class It will be distributed in 6 different lessons.
distribution / timing
Resources / Materials
http://learnenglishkids.britishcouncil.org/es/songs/people-work
- Job mixer:
http://learnenglishkids.britishcouncil.org/es/fun-games/job-mixer
- Roleplaying
http://www.sparklebox.co.uk/topic/roleplay/emergency/#.URouQvL
NkYL
http://www.eslgamesplus.com/jobs-and-places-esl-vocabulary-wheelof-fortune-game/
- Interactive board game: http://www.eslgamesplus.com/jobsplaces-vocabulary-esl-interactive-board-game/
 http://www.eslgamesplus.com/jobs-vocabulary-memory-gamefor-esl-efl-learning/
http://ec.europa.eu/information_society/activities/112/kids/puzzl
e/index.html

6. Coordinación bilingüe
Isabel Pérez Torres
 http://www.crucial-crew.org/interactive-safety-game
Key Competences
 Communication in foreign languages
 Learning to learn competence
 Sense of initiative and entrepreneurship
 Cultural awareness and expression
8. Evaluation (criteria and ASSESSMENT CRITERIA
instruments)
 Identify different jobs of our society
 Know and use the vocabulary related to jobs and housework
 Recognise the importance of each job and above all the value of
emergency services and the role of housewives/householders.
 Associate jobs’ tools and uniforms
 Know how to deal with an emergency incident
 Assume domestic responsibilities
 Identify housework of every part of the house
 Interpret visual information about ancient and unknown jobs
 Show interest in knowing about other countries job
 Understand the evolution of jobs until their disappearance
 Respect the opinion of other peers
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.

7. Coordinación bilingüe
Isabel Pérez Torres
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.