This document provides a template for designing a CLIL didactic unit about Ancient Egypt for 6th grade primary students. The unit aims to teach students about the chronology, location, daily life, art, and legacy of Ancient Egypt through activities integrated with both content and language learning. Students will organize an exhibition to share what they've learned. The unit is proposed to take place over 8 sessions and include warm-up activities, content reception, production, and sharing. Resources listed include reference books, reading materials, maps, websites, videos, games, and worksheets. Students will be evaluated based on their performance in activities and diaries, as well as their final exhibition.

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Isabel Pérez Torres
Template to design a CLIL didactic unit
Subject:
SOCIAL SCIENCES
Title of the Unit
EGYPT
Teacher: BENI SAIZAR
Course / Level
PRIMARY 6TH
1. Learning outcomes
/ Evaluation criteria
-To share previous knowledge about the new topic by answering to
the teacher’s questions in a whole class situation.
-To show interest and motivation to learn more, both content and
language.
-To learn general aspects such as: time and map location, daily life,
art and legacy about ancient Egypt.
-To search for the necessary information
-To revise content previously dealt with.
-To show general understanding of the topic by producing and
presenting timelines, posters and works of art that will be displayed
in a final exhibition.
2. Subject Content
-Chronological and map location of Ancient Egypt
-Daily life aspects: housing, family life, food…
-Overview of important art pieces and Egyptian symbolism
-Legacy: what do we have from Ancient Egypt?
-Comparison of way of living
3. Language Content / Communication
Vocabulary
-Related to the Topic: housing, family life, food, clothes, medicine,
believes, materials, transport, art, jewellery,…
(Egypt, king, pharaoh, mummy, treasure, pyramid, temple, tomb,
mystery, hieroglyphs, code, mask, coffin, sarcophagus, shrine, boat,
god/goddess, canopic chest, dismantled chariot, container, funeral,
couches, throne, doorway, passage, burial chamber, antechamber,
annex, staircase, statue, sculpture, figure, bracelet, gold, silver,
wood, alabaster, gilded, …)
Structures
-Simple Past: regular and irregular verbs / ago
-Comparatives and superlatives: -…er than / more … than
- the …-est … in / the most … in
-Transformation from past tense to present tense and vice versa
using comparison.
Discourse type
-Descriptions, locations, presentations, articles, narrations.
Language skills
-Listening to different medias
-Reading articles or information
-Writing (posters, obtained information,…)
-Speaking (feedback, presentations, …)

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Isabel Pérez Torres
-Social sciences – to learn about one of History's most important
ancient civilisations.
4. Contextual (cultural) -Art- activities related to art are integrated in the main parts of the
unit.
element
-Maths - some activities included in the parts deal with time
measure, symmetry…
5. Cognitive (thinking)
processes
-Writing skills: linking chronologically short texts, describing things,
decoding messages, summarizing.
-Reading skills: scanning a text looking for specific information
-Listening skills: understanding main information.
6. (a) Task(s)
-The whole class organises an exhibition for other students and
teachers in the school. Catalogues, guided tours, plans, etc. could
also be provided
To foster motivation, information search and, finally, the presentation
of the work done, this is the pattern of activities proposed.
-Location of cultures both in time and place through work on
timelines and geographical location.
6. (b) Activities
-Short introductory activities aimed at arousing curiosity (games,
songs, pictures,…)
-Information search activities following a given scheme and other
kinds of tasks aimed at investigating on different aspects: language,
art…
-Presentation of findings.
-Creation and display of exhibits for the final task.
7. Methodology
This unit is proposed for 8 sessions (60 minutes each)
Warm up and reminder: 10 minutes
Reception: listening, reading, understanding, working in pairs or
Organization and class groups (dialogues, songs, games,…); 20 minutes
Production: 20 minutes
distribution / timing
Sharing ideas: 10 minutes.
Organization: Class, small group, pairs or individual depending on
the activity.
Resources / Materials
REFERENCE BOOKS
-100 Things You Should Know About Ancient Egypt . Miles Kelly
Publishing Ltd
READING MATERIALS

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Isabel Pérez Torres
-Oxford Literacy Web. Non-fiction: Key Stage 2, Year 3: Ancient
Peoples Topic: Pack (One of Each Title) by Pierce Fiertear / Elspeth
Graham / Fiona Macdonald, Paperback | Oxford University Press
ANCEDOTES AND PUZZLES
-Wonders of the Ancient World
-Ancient Egypt Fun Book
MAPS:
-Big photocopy of blank map of the world.
-My First Atlas. Dorling Kindersley
-The Picture Atlas of the World. Dorling Kindersley
USEFUL INTERNET SITES:
http://home.freeuk.net/elloughton13/index.htm
http://www.dke-encyc.com/
http://members.aol.com/Donnclass/indexlife.html
http://www.ancientegypt.co.uk/
http://www.ancient-egypt.org/
http://www.mnsu.edu/emuseum/prehistory/egypt/index.shtml
http://www.bbc.co.uk/history/ancient/egyptians/
http://www.bbc.co.uk/history/ancient/egyptians/tutankhamun_gallery.
shtml
SONGS AND VIDEOS
-Along the Nile - Sara Jordan
-Walk like an Egyptian! –The Bangles
-Prince of Egypt
-The Mummy
-Asterix and Cleopatra
-Life of Brian
GAMES AND PUZZLES
Key Competences
-Competence in knowledge of and interaction with the physical world
-Competence in linguistic communication
-Autonomy and personal initiative.
-Competence in social skills
-Cultural and artistic competence

4. Coordinación bilingüe
Isabel Pérez Torres
-Competence in learning to learn
-Autonomy and personal initiative.
-Competence in new technologies.
-Apart from observation sheets to help the teacher assess individual
students’ performance, individual diaries and outcomes of the
activities are also good resources for assessment at the end of each
part. The diaries will collect plans, drafts and handouts.
-The final task could also be used as an assessment tool when the
8. Evaluation (criteria unit is over. The teacher will choose one or more items to observe
and instruments)
(e.g. “the student is able to give a short comprehensible explanation
of an exhibit” or “they completed their task in time” etc.) and will take
notes for each student.
-Teachers’ feedback.
-Evaluation of the unit itself (to be filled in by the teachers at the end)
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