This document provides a template for designing a CLIL didactic unit on Spain's Second Republic for a second year baccalaureate history class. The unit aims to help students understand the political changes of the period and causes for the end of the republic. Key learning outcomes include knowing the context for the republic's triumph, distinguishing its different periods, and comprehending reforms enacted. The language content covers vocabulary like "vote" and "reform" as well as structures like "the state is defined as." A variety of materials are provided and student work will be evaluated based on criteria in Document 5.

1. Coordinación bilingüe Isabel Pérez Torres
Template to design a CLIL didactic unit
Subject: History Teacher: Maite Fresnillo
Title of the Unit Second Republic Course / Level 2nd
baccalaureate
1. Learning outcomes
/ Evaluation criteria
·To know the situation in which the triumph of the republic took
place
· To understand the changes the new political system implies
· To know the reforms realised during this period
· To distinguish the different periods inside this form of
government
· To understand the causes due to which the system ended
2. Subject Content · Republic stages
· Result of the different polls
· Characteristics of the 1931 Constitution
· Reasons for the changes of governments.
3. Language Content / Communication
Vocabulary Verbs: Vote, proclaim, elect, campaign for, repress, resign,
appoint someone as president, reform, expropriate, suppress,
cooperate, upraise
Nouns: elections, campaign, repression, resignation,
appointment, reform, expropriation, estate, confessional state,
camera, courts, legislative power, executive power, judicial power,
taxes, suppression, cooperation, riot, upraise
Structures -The causes may be divided in…,
-the state is defined as…,
-the most urgent measures to take were…,
-the change of government was motivated by…,
-as a consequence…,
Discourse type Initial: It will be descriptive, to characterise the previous situation
and understand the changes of the new system
Development: It will continue with the narration of the facts that
lead to the proclamation of the Republic
Process: It will be a combination of description (reforms,
constitution characteristics) and narrative (succession of facts that
are taking place)
Language skills Use appropriate vocabulary related to History
Sequences using relation cause-effect

2. Coordinación bilingüe Isabel Pérez Torres
Description of elements of a legislative norm (a constitution in this
case)
Use of the previous terminology in the writing of text
commentaries
Use the appropriate language in oral activities about the unit.
4. Materials of the unit Document 0: guidelines
Contents Document 1.1:Unit given to the students
Document 1.2: PPT presentation
Exercises Document 2: Unit based (there are different materials together)
Document 3: Language based
Document 4: text commentaries
5. Evaluation Document 5: Criteria and little rubric
Puedes usar este modelo de plantilla con total libertad. Gracias por citar la fuente.
A first sample of this template has been published at:
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.
It is mainly based on the hands-on experience at designing units and on conversations with
experts and peers. The theory of the 4Cs by Do Coyle has also been taken into account. This
theory has been shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D.,
2010. Content and Language Integrated Learning. Cambridge University Press.