Assignment - CLIL

SUBJECT ASSIGNMENT:
CONTENT & LANGUAGE INTEGRATED LEARNING

Name and surnames:

Group:

Date:

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 Assignment - CLIL

INDEX

INDEX 2
Assignment information 3
Situational and description context 3
Clil project 4
Assessment rubric 5
Types of assessment 6

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 Assignment - CLIL

Assignment:
Make a task-based unit proposal applying CLIL methodology. To do this, first describe
the context in which this proposal can be developed (either real or hypothetical):

 Location
 Student group: nationality, age, number, etc.
 Students’ learning needs
 Timing
 Further considerations

The proposal has to include: learning outcomes, competencies and contents.

1. SITUATIONAL AND DESCRIPTION CONTEXT

Location: This proposal is going to be applied in a high school class, in Cucuta, Norte
de Santander. This is a region from Colombia that is located in the nort- east part of the
country.

Student group: Students are seventh graders. Most of them from the region already
mentioned. Their age rate from 11 to 14. The class is composed by 30 students; a big
quantity of students considering that this school is a private one. In Colombia,
personalized education as a synonym of fewer students per group is very trendy.
However, this school is very suitable due to its high quality education.

Student’s needs: In regards to this aspect it is important to mention that although there
are students with a good level of English (A1) since they have been at the same school
for several years there are others that are new to the school or that even have some
difficulties to learn the language for different reasons. For instance, It is necessary for
one of my classes to adapt the material and adjust the lesson plan for one of my students
that have a special

Those needs are the gap between the learners’ current level of knowledge and skills to
perform a task or reach a set of goals. For this case, it is necessary to show them what
to do as well as guide them trough the process and finally allow them to work as their
learn from their mistakes.

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Timing: This school has an amount of eight hour of English per week. That means that
the students have at least one hour of English every day. Every hour lasts 50 minutes
which provides the opportunity for the teacher and the students to have meaningful
experiences in class.

Further considerations: Those students belong to different social backgrounds. Most

of them are in upper-medium social strata and the remaining is from worker strata. Thus,
those families are not involved completely into their kid´s learning process since kids
have a lot of free time which it is not used to learn. The level for this grade is beginner
and for this last term of the year it was proposed for the English department to work on
a topic of natural science. Through this CLIL project we look forward to help them
improve and learn vocabulary, feel motivated and improve their performance not only in
English but In natural science.

CLIL PROJECT

UNIT TITLE The Muscular System LEVEL Beginner

SUBJECT Natural Science SESSIONS 2
TEACHING  Identify the anatomical difference between the 3 types
OBJECTIVES of muscle.
 Compare cardiac and skeletal muscles based on their
function.
 Appreciate the role of the muscles in our body.
 Perform different types of activities.
LEARNING students will be able to:
OUTCOMES  identify types of muscles (understand)
 what are the functions of our muscles (understand)
 Give advice on which exercises are better for the
muscles in our body (apply) Oral presentation
 Create a hand made project to show during the CLIL
fair. (evaluate)
Contents Muscles
Types of muscles

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4Cs FRAMEWORK Communication Modal verbs

(Key vocabulary) Imperative
Vocabulary: skeletal muscle, cardiac
muscle, smooth muscle.
Cognition To know how muscles work.
To know how to apply exercises in
our lives.
To make an oral presentation
Culture To understand how refraction and
lenses can help make useful device
FINAL TASK
1. In groups create a mock-up of the specific set of muscles that were assigned to
you.
KEY COMPETENCES
LINGUISTIC Students are able to follow instructions and tell stories.
DIGITAL Students are able to make a creative presentation by online
programs.
BASIC COMPETENCE Students are able to infer about the functions of the
IN SCIENCE muscular system.
SENSE OF INITIATIVE Students are able to apply the new acquired knowledge in
AND order to make a creative mock-up..
ENTREPRENEURSHIP

Grading
ASSESSMENT RUBRICS 1 2 3
0,55 0,33 0,11
COMMUNICATION  Student follows the instructions
 Student gives ideas for brainstorm

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 Assignment - CLIL

 Student participates on project

development by interacting with
his/her partners in English
Total:
LINGUISTIC  Student applies present tense
grammar structure and related
vocabulary for completing tasks.
 Student applies modal verbs
grammar structure and related
vocabulary for interaction in
group?
 Student gets information by using
vocabulary about the main
muscles of the human body and
Total:
their use.
BASIC KNOWLEDGE IN SCIENCE  Student understands how muscles
work.
 Student comprehends which types
pf exercises benefit the
development of strength in those
muscles.
 Student applies relevant
information to create a innovative
presentation.
Total:
RUBRIC LABEL Final grade
1: Completely
2: Basically
3: Deficient

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TYPE OF ASSESSMENT
Group Oral Portfolio
assessment assessment assessment

Final task Students own decision.

MATERIAL class Video projector, computing room.
ACTIVITIES Timing
INTRO ACTIVITY Individual research task: To look up about what 2 hours
muscles are.
WARM UP Video:
https://www.youtube.com/watch?v=C6u0u_59UDc 15 m
ASSIMILATION The muscular system: explaining Concept
30 m
CONSOLIDATION What is a muscle?
Types of muscles report: homework checking 30 m
REINFORCEMENT Written worksheet 1. 20 m
APPLICATION Muscles used in our daily life:
Students will create a presentation with the 40 m
information using presentations free software.
Example:
Prezi – Power point etc…
FINAL TASK In groups of 4 create a mock-up of the specific set of
muscles that were assigned to them. 35 m
ASSESSMENT Oral presentation: questions about the experience.
Worksheet 1 checking. 20 m

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 Assignment - CLIL