Planificación de mi unidad CLIL, BE HEALTHY!

Buenas tardes compañeros,
Os dejo con mucho entusiasmo esta planificación de mi unidad CLIL "Be healthy" para 1º de la ESO

Template to design a CLIL didactic unit

Subjects: Natural Sciences, Social Science and English    Teacher: Marina Morales Bailén

Title of the Unit       Be healthy!                               Course / Level     1º ESO/ A2 (MCRE)   

1. Learning outcomes  / Evaluation criteria	Non-linguistic areas: a)      Recognise  being healthy as a physical and psychological balanced lifestyle b)      Learn several healthy life habits. c)      Learn about different kinds of illnesses. d)      Match infectious illnesses with the germs that causes them. e)      Learn different kinds of infections. f)       Differentiate between avoiding illnesses and prevent infections. Linguistic area (L2): a)      To understand and learn the vocabulary related to the topic. b)      To read the text “what are germs?” c)      To differentiate types of germs. d)      To learn to say how we feel. e)      To make a word – map. f)       To make a role play. g)      Elaboration of a project work. EVALUATION CRITERIA -       Understanding oral and written information -       Production of written texts -       Production of dialogues and speeches -       Collaborative learning with other students -       Good Exchange of information with other students and the teacher in task.
2. Subject Content	1.  Basic instructions for a proper communicatve session. 2.  Concepts: health verus illnesses. 3.  Acquisition of a healthy life style.
	3. Language Content / Communication
Vocabulary	Flu, headache, vaccine, germs (bacteria, virus, fungi and protozoa), flu shot, symptons: chills, fever, temperature, sore throat, diarrhea, headache, tummy ache, cough, vomiting, fatigue, illnesses, rest, good hygiene, correct postures good eating habits , physical exercise, epidemic, pandemic.
Structures	Routine: I feel sick. I’m healthy. I’m growing up. I wash my hands before eating. When do you have a shower? Do I need a flu shot? Content: -       Comparative adjectives. -       Position of Adjectives. -       Affirmative, negative and interrogative sentences using present simple. -       Imperative -       Some, any, a lot, much, many -       Adverbs of frequency: always, usually, often, sometimes, not often, never. -       To avoid -       You must / mustn’t  You should /you shouldn’t Classroom management: -       How do you say _________ in English? -       Can you spell carbohydrate, please? -       Could you sum up the main idea in each paragraph of this text? -       Can you pay attention to the adjectives? What are their ends? -       Have a look at the position of the adjectives, please. Are they before or after the nouns? -       Look at the verbs. Is there a subject in these sentences? -       Can you tell the classmates how do we use the negative form?
Discourse type	-                     Guess the meaning of words and expressions from the linguistic                  Context of the task in hand. -                     Infer information from images and photographs. -                     Ask for information using questions
Language skills	Reading, speaking, writing, listening and interaction.
4. Contextual (cultural) element	-                     Dilogues about vacunes. -                     Healthy lifestyles and habits for teenagers.
5. Cognitive (thinking) processes	-  Identification of different types of germs -  Dialogues and debates about healthy habits. -  Organization of ideas using wordmaps.
6.  Tasks and activities	Pre-activities  Clasify the vocabulary into  I know / I can guess the meaning / New for me.  Reading: “What are germs?”  Game: Do you need a flu shot? Cycle activities:  •      Read texts about “Flu” and answer some questions. •      Activity: Good for Prevention / Bad for Prevention. •      A definition for Epidemic and Pandemic. •      Opposites and Find out. Post activities and final task: •      Word map •      Role plays •      Project work: Influenza Survey.
	7. Methodology
Organization and class distribution / timing	Rooms: -       Classroom   -       ICT  room Timing: eight hours (two weeks). Class organization: Individual work, pairs and even in groups of four students.
Resources / Materials	MATERIAL: -       Notebooks. -       Worksheets. -       Interactive board and common blackboard. -       Monolingual dictionaries online. -        Internet
Evaluation criteria	-       Teacher’s rol as the guide for the activities and task -       Proper materials and resources -       Suitable timing and methodology. -       Collaborative and cooperative learning. -       Good selection of tasks and activities. -       Final Project: profits and difficulties.
Key Competences	Communication in the mother tongue Communication is the ability to express and interpret thoughts, feelings and facts in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate way in the full range of societal and cultural contexts — education and training, work, home and leisure. Communication in a foreign language Communication in foreign languages broadly shares the main skill dimensions of communication in the mother tongue: it is based on the ability to understand, express and interpret thoughts, feelings and facts in both oral and written form (listening, speaking, reading and writing) in an appropriate range of societal contexts — work, home, leisure, education and training — according to one’s wants or needs. Communication in foreign languages also calls for skills such as mediation and intercultural understanding. The degree of proficiency will vary between the four dimensions, between the different languages and according to the individual’s linguistic environment and heritage. Mathematical literacy and basic competences in science and technology Mathematical literacy is the ability to use addition, subtraction, multiplication, division and ratios in mental and written computation to solve a range of problems in everyday situations. The emphasis is on process rather than output, on activity rather than knowledge. Scientific literacy refers to the ability and willingness to use the body of knowledge and methodology employed to explain the natural world. Competence in technology is viewed as the understanding and application of that knowledge and methodology in order to modify the natural environment in response to perceived human wants or needs. Digital competence Digital competence involves the confident and critical use of electronic media for work, leisure and communication. These competences are related to logical and critical thinking, to high-level information management skills, and to well developed communication skills. At the most basic level, ICT skills comprise the use of multi-media technology to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in networks via the Internet. Learning-to-learn  ‘Learning-to-learn’ comprises the disposition and ability to organise and regulate one’s own learning, both individually and in groups. It includes the ability to manage one’s time effectively, to solve problems, to acquire, process, evaluate and assimilate new knowledge, and to apply new knowledge and skills in a variety of contexts — at home, at work, in education and in training. In more general terms, learning-to-learn contributes strongly to managing one’s own career path. Interpersonal and civic competences Interpersonal competences comprise all forms of behaviour that must be mastered in order for an individual to be able to participate in an efficient and constructive way in social life, and to resolve conflict where necessary. Interpersonal skills are necessary for effective interaction on a one-to-one basis or in groups, and are employed in both the public and private domains. Entrepreneurship Entrepreneurship has an active and a passive component: it comprises both the propensity to induce changes oneself and the ability to welcome, support and adapt to innovation brought about by external factors. Entrepreneurship involves taking responsibility for one’s actions, positive or negative, developing a strategic vision, setting objectives and meeting them, and being motivated to succeed. Cultural expression ‘Cultural expression’ comprises an appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, corporal expression, literature and plastic arts.
8. Evaluation instruments
	Understanding of oral and written texts	Writing cohesive and coherent texts	Speaking with proper structures and vocabulary	Cooperative learning and work with the others.
	40%	30%	20%	10%