This document provides a template for designing a CLIL (Content and Language Integrated Learning) didactic unit about gardens for a 6th grade English class. The unit has 6 sessions and aims to teach students to write descriptions of gardens, learn about plant growth, and practice the present continuous tense. Sessions include videos, readings, activities and a final project where students create a project about their own garden. The unit integrates both language and subject content about plants, gardening and insects.

1. Coordinación bilingüe Isabel Pérez Torres
Template to design a CLIL didactic unit
Subject: English Teacher: Elena
Title of the Unit: My garden Course / Level: 6º
1. Learning
out comes
/ Evaluation
criteria
-To write a description of a garden
-To learn about seed and germination growth
-To present and practise a new grammar structure: present continuous questions.
-To practise the new structure through a speaking activity
-To listen for specific information
2. Subject
Content
- The parts of a plant and its germination
- The characteristics of gardening
- Useful insects
3. Language Content / Communication
Vocabulary
Nouns: seed, shell, root, shoot, leave, bird feeder, sweetcorn, oxygen, nuts, vegetables
Verbs: cut, plant, pick, feed, make, eat, dig, laugh, grow, germinate, beetle, bee, butterfly, ant,
grasshopper
Adjectives: beautiful, interesting, useful, hard, soft, noisy, ugly, dangerous, big, small, good,
bad, tall
Structures
Routines:
What´s she doing?
What´re they doing?
Is Mary planting seeds? Yes, she is/ No, she isn´t
Are they watering the plants? Yes, they are/No, they aren´t
What´s the most useful insect?
What´s the insect/are the insects like?
What´s the seed doing?
What happens when the seed starts to germinate?
What grows next?
Do plants need oxygen/water/light to grow?
Content:
Present Continuous negative and affirmative forms
Present Continuous questions and answers
Comparatives and superlatives
It´s (bigger) than a (mouse) // It´s the (biggest (beetle)
Classroom management:
How do you say that in English/Spanish?
Is this right?
Say after me, please

2. Coordinación bilingüe Isabel Pérez Torres
Practise in pairs
Read quietly, please
Have you finished? I´ve finished
Can you guess what we´re going to do today?
Now we are going to listen/do…
Discourse
type
Practise the new vocabulary and structures through dialogues and also description to learn
about germination and growth.
Language
skills
Listening, Reading, writing and speaking
4. Contextual
(cultural)
element
Focus the subject of the activities that take place in a garden, plants and insects in the
environment of student
5. Cognitive
processes
to discover, to think, to know, to learn, to compare, to explain.
6. (a) Task(s) Final Task
A PROJECT ABOUT MY GARDEN
http://mrtemplate.edu.glogster.com/assign-glog/?=glogpedia-source
Take notes about your garden and make a project in pairs:
What´s in the garden?
What do you do there?
What animal or insects visit the garden?
6. (b)
Activities
SESSION 1
Ask pupils what they know about plants and growing.
Write the answers and the new vocabulary on the blackboard
1) Watch two videos about plant parts and its growing, then make a quiz.
2)Learn a song about how a plant grows.
SESSION 2
3)Read a text about gardening and answer the questions (in pairs)
4)Complete the spelling activity then check the answers in pairs
SESSION 3 and 4
Divide the class in two groups, invite one pupil of each group to write names of insects on the
blackboard. The winner is the group that wrote more words.
5)Listen the text about useful insects
6) Choose an useful insect and explore internet in groups
7) Complete the insects crossword and wordsearch puzzles
SESSION 5
8) Watch a presentation about comparatives and superlatives
9) Show two garden posters, ask the pupils to make sentences using the comparatives and
superlatives. Check the answers with the whole class.
SESSION 6
10)Watch a presentation about comparatives and superlatives
11) Speaking activity about present continuos tense

3. Coordinación bilingüe Isabel Pérez Torres
7. Methodology
Organization
and class
distribution /
timing
It will be in big group, pairs, groups and individual assessment.
It will take six sessions around 50 minutes.
Resources /
Materials
PLANTS
http://elenalg77.edu.glogster.com/plants/
STORY 1: Plants parts
http://www.makemegenius.com/video_play.php?id=42&type=0
STORY 2: The process of growing
http://www.makemegenius.com/video_play.php?id=40&type=0
QUIZ ABOUT STORY 1 AND 2: Plants
http://www.makemegenius.com/gk-activities-kids/quiz-or-questions/plants-flower-parts
SONG: How a plant grows?
https://www.youtube.com/watch?v=wj8TGhcCnxs
GARDENING
STORY: Dana´s flower garden (Reading comprehension text)
http://www.abcteach.com/cmd/track_content.php?id=4247
GAME: Spelling
http://www.abcteach.com/cmd/track_content.php?id=52230
USEFUL INSECTS
http://www.amentsoc.org/insects/insects-and-man/
WORKSHEETS: Insects and what I Know about insects
http://www.englishwsheets.com/insects.html
http://www.abcteach.com/cmd/track_content.php?id=6007
http://kidsgrowingstrong.org/PlantParts
COMPARATIVES AND SUPERLATIVES
http://www.slideshare.net/elenalg77/islcollective-worksheets-elementarya1preintermediatea2intermediateb1upperintermediateb2adultselementaryschool103
09753145465afa267753332286497-41620972
WHAT ARE THEY DOING?
http://elenalg77.edu.glogster.com/what-are-they-doing/
http://en.islcollective.com/resources/printables/worksheets_doc_docx/what_are_they_doing/pre
sent-continuous-beginner/21173
DICTIONARY
http://www.spanishdict.com/diccionario

4. Coordinación bilingüe Isabel Pérez Torres
Key
Competences
Social and civic, learn to learn, linguistic communication, digital, mathematical competence and
basic competences in science and technology, sense of initiative and entrepreneurship
8. Evaluation
(criteria and
instruments)
It will be based on the development of activities, by the observation of the class and the
questions asked to the children, their activities in big group, in pairs and individual.
It will be based on the final task (the project), using the new structures and vocabulary,
Puedes usar este modelo de plantilla con la siguiente licencia.
http://es.creativecommons.org/blog/licencias/
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.
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.