This document provides a template for designing a CLIL didactic unit about computer hardware. The unit aims to teach students to identify computer components, understand how they work and interconnect, and analyze technology's influence on society. It includes learning outcomes, subject content on hardware components like the CPU and memory, language skills in reading, writing, listening and speaking, activities like watching a video and workshop to identify parts, and an evaluation plan to assess student understanding.

1. Coordinación bilingüe
Isabel Pérez Torres
Template to design a CLIL didactic unit
Subject: INFORMATION TECHNOLOGY
CONSTANTINO RÓDENAS GARCÍA
Title of the Unit Hardware
1. Learningoutcomes
/ Evaluationcriteria
Course / Level 4º ESO
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2. Subject Content
Teacher:
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To identify the elements which comprise the physical
architecture of a computer
To understand how those elements work, their functions and
their interrelationships
To know how to connect those elements.
To analyse and critically assess the influence of
technological development on society.
Hardware
Central Processing Unit
Circuit boards: motherboard, sound card, video card
Memory. RAM, ROM
3. Language Content / Communication
Vocabulary
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Structures
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NOUNS: device, figure, input, output, storage, cache
memory, chip, circuit, connector, drive, flash memory,
memory stick, microprocessor, motherboard, pen drive, port,
power supply unít, RAM, ROM, BIOS, slot, hub, switch
VERBS: check, run, save, spin, start, turn into, turn off,
update, transmit
ADJECTIVES: external, magnetic, optical, physical, wide,
wireless
Quantifiers
Superlatives
Phrasal verbs
Gerund used to denote an action
Zero conditional
First conditional
Passive voice
Relative pronouns
What is the hardware of a computer system?
Which part of the computer runs the programs?
Where are stored the programs?
What type of memory loses its data when the computer is
switched off?

2. Coordinación bilingüe
Isabel Pérez Torres
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Where are calculations carried out in a computer?
A computer is advertised as having 5GB of RAM. How many
bytes is that?
What is the smallest unit of data called?
According to Moore's Law, how often does the number of
transistors in a processor double?
What part of RAM is used for queuing up as it's being input?
Discoursetype
Reading, writing, listening and speaking
Languageskills
Reading, writing, listening and speaking
4. Contextual (cultural) To know the elements which comprise the physical architecture of a
computer in order to understand how this common device works
element
5. Cognitive (thinking)
processes
To identify, to analyse, to understand, to explain
6. (a) Task(s)
The student has to:
identify the parts of a computer,
- explain how they work and their function within the overall
system.
6. (b) Activities
1. Watch the video. The students discuss in groups the main ideas.
They write a handout.
2. At the workshop, the students open a computer and identify its:
- motherboard,
- microprocessor,
- different types of memory and storage,
- expansion slot,
- connectors
- power supply
Once they have finished the activity, they will be asked to explain to
their partners the parts of the computer.
3. The teacher recap the contents with a presentation.
4. The students revise the main concepts with an exercise for
choosing the suitable quantifier.
5. The students check their learning with a couple of forms.
7. Methodology
Organization
classdistribution
timing
and Lesson 1 (55 minutes): Activity 1
/ Lesson 2-3 (110 minutes): Activity 2
Lesson 4 (55 minutes): Activity 3
Lesson 5 (55 minutes): Activity 4
Lesson 6 (55 minutes): Activity 5

3. Coordinación bilingüe
Isabel Pérez Torres
Resources / Materials
Video:
http://computer.howstuffworks.com/23-computer-tour-video.htm
Presentation:
https://drive.google.com/file/d/0B9Z_DaKDQKLsNnpITDdnc0xFWFk
/edit?usp=sharing
Contents (Identify the suitable quantifiers):
https://drive.google.com/file/d/0B9Z_DaKDQKLsMDJXLUN4dmJzS
W8/edit?usp=sharing
Practice questions:
https://docs.google.com/forms/d/136JwZ3uJdMy66EItIAiZArQJenOsIdFLG5LZUntIYk/viewform
Quick test and key words:
https://docs.google.com/forms/d/12eDJDnz2v31RY_aCn_PAYPnOt
0YcngREDrD8gSaaJRA/viewform
Key Competences
Competence in knowledge and interaction with the physical world.
Mathematical competence.
Processing information and digital competence.
Linguistic competence.
Autonomy and personal initiative.
8. Evaluation (criteria
and instruments)
The student has to be able to identify a computer's motherboard,
microprocessor, different types of memory and storage, chipset,
expansion slot, connectors, power supply, casing and input and
output peripherals.
He/she has also to understand the function of each of these
elements, their importance and how they work within the overall
system.
Actitude: class participation, teamwork habits... (20 %)
Workshop… (50%)
Exercises and forms (30 %)
Puedes usar este modelo de plantilla con total libertad. Gracias por citar la fuente.
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 LanguageIntegratedLearning. Cambridge UniversityPress.

4. Coordinación bilingüe
Isabel Pérez Torres