Task 13: Create a CLIL Template

In this task I have created a CLIL template based on the template proposed by Isabel Pérez Torres in 2009. In my case, I have chosen a natural science unit from the curriculum of 1º ESO. This CLIL template is about Minerals and Rocks. 

To create this template I have followed the contents provided by Centro de la Innovación y el Desarrollo de la Educación a Distancia, which is found in the Ministerio de Educación, Cultura y Deporte webpage. 

The template specifies the objectives, the main contents, the language content, the contextual elements, the cognitive processes, the different tasks and their organization, the key competences involved and the evaluation criterio, so that we can have an overall idea of the whole unit. 

To download the template you can click here: 

Minerals and Rocks

1. Learning outcomes/Evaluation criteria	To know the differences between minerals and rocks. To know the traits in order to differentiate and identify minerals. To know the characteristics, origin and utility of minerals. To be able to identify the different types of rocks. To know the Rock Cycle. To be able to identify the different utilities of rocks.
2. Subject Content	Minerals: characteristics, classification, utility. Rocks: cycle, classification, utility.
3. Language Content/Communication
Vocabulary	Nouns: sand, surface, hardness, lustre/luster, stream, transparency, shells, stone, pressure, purity, impurities, - Minerals: borax, copper, feldspar, graphite, fluorite, hematite, quartz, sulfur, talc, iron, zinc, calcium, potassium, phosphorus, magnesium - Rocks: basalt, granite, marble, sandstone Verbs: carry, shape, scratch, make up, made of, glow, shine, melt, squeeze, spread-out, disintegrate Adjectives: solid, inorganic, magnetic, abundant, rare, valuable, hard/soft, clear, white, yellow, blue, purple, green, metallic, non-metallic, dull, greasy, opaque, soapy, vetreous, sturdy, thick, sedimentary, metamorphic, igneous.
Linguistic structures	Identifying different types of minerals and rocks There is... There are... Describing rocks and minerals It is... It has... It is made of... It is used for... Grammar: Present tense: Present Simple Conjunctions: because, so, as, in order to, so that, etc.
Language skills/Discourse types	Reading: students will read texts describing minerals and rocks. Speaking: students will debate in the classroom and they will identify rocks and minerals orally. In addition, in the final task students are supposed to choose one of the minerals or rocks of the unit and they will perform a presentation including description, characteristics and utilities. Listening: Students will develop listening skills by means of documentaries. For example: https://www.youtube.com/watch?v=F11-GE7YWuc Writing: Students will write about rocks and minerals answering questions or creating compositions. Type of discouse: Expositive discourse.
4. Contextual (cultural) elmenent	To establish relationships between rocks and minerals and students' environment. To be aware of the benefits of rocks and minerals.
5. Cognitive processes	To be aware of taking care of the environment. To be able to recognize that rocks and minerals are part of students' everyday life.
6. (a) Task	Performance of an oral presentation with the help of a power point presentation including texts, images or videos as supportive material.
6. (b) Activities	Reading: different fragments about rocks and minerals. See documentaries at the classroom. Identify the different types of minerals and rocks. Writing: different worsheet with questions and exercises. Speaking: class debates and discussion about minerals and rocks. Final task: oral presentation + power point
7. Organization and class distribution/timing	1st session: Introduction to the topic/Reading 2nd session: Listening and documentary. Identification of minerals and rocks. 3rd session: Discussion and debate. 4th session: Worksheet and writing activities. 5th session: Oral presentation.
8. Key competences	Communicative competence. Cultural and artistic competence. Learn to learn. Autonomy and personal initiative. Information processing and digital competence. Social and civic competence. Mathematical competence.
9. Evaluation	Active participation in class. Daily work. Final task.