Didactic Unit Template

Teacher:

Title of the Unit:

Contextualization: brief description of the students’ general context

grade and level.

Justification: reasons to choose the specific topics for the didactic

unit.

Organization of the Didactic Unit: number of sessions, and reason

to divide the sessions in the way you did it.

General Objective The objective of the whole didactic Unit

Specific Objectives Specific objectives or goals that the students

will achieve in this unit or part of the unit.

Subject Content Specific content/topics that will be covered in

English during this unit or part of the unit.
Vocabulary Fundamental vocabulary that will appear in
Language the unit that the student should learn. The
Content English teacher should agree with the
/ vocabulary so that he/she may revise it in the
Communi English class if convenient.
cation Structures Grammar and discourse structures that are
expected to appear and that agree with the
review in the English class.
 Language Communicative language skills that will be
skills / practiced throughout the unit (e.g. Listening,
Discourse speaking) and in what type of activity.
type
Also the type of discourse that will be more
relevant throughout the unit (descriptive,
dialogues, etc.).
Activities Activities that the student will complete
throughout the unit with appendixes. (The
lesson plans designed for the course and the
practice at the institution assigned or some
more adapted)
Methodology
Organization and class The type of work the students will be doing with
distribution / timing each activity should be specified: group work,
individual work, pair work, whole-class activity,
etc.

And also the number of sessions that each

activity will take or the time it will take.
Resources / Materials Resources and materials prepared by the
teacher or by someone else that will be used
throughout the unit. All will logically include a
reference as to where the materials were
found.
Evaluation (criteria Specific skills that will be evaluated and the
and instruments) form of evaluation, that is specific criteria and
instruments of evaluation. (assessment tools
and rubrics)

References:
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología CLIL"
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.

Saenz, S. (2012). Didactic Unit. Zaguan.unizar.es.

https://zaguan.unizar.es/record/8066/files/TAZ-TFM-2012-175_ANE.pdf.