The document provides details on 6 portfolio activities designed to teach economics to first year bachelor students. The activities cover a variety of topics and skills: 1) A video activity to spark debate around marketing concepts. Students will debate content from the video and write a summary. 2) A crossword game to assess prior knowledge of economic concepts like microeconomics. 3) Use of flashcards on economic systems to introduce new vocabulary and have students match terms and definitions. 4) A storytelling activity using Malala's story to raise awareness about inequality. 5) A poster-making activity where students explain supply and demand graphs in groups and present their posters. 6) A role-

1. Portfolio CLIL
MATERIALES Y RECURSOS DE LA ENSEÑANZA PLURILINGÜE.
CAPACITACIÓN LENGUA EXTRANJERA 2014/2015
ALEJANDRO ROMERO SORIANO

2. 1
INDEX
1. Introduction……………………………………………………………… .……...2
2. Resources……………………………………………………………………….....3
2.1 Video………………………………………………………………...........3
2.2 Game …………………………………………………………………4
2.3 Flashcard …………………………………………………………………6
2.4 Story telling………………………………………………………………..9
2.5 Posters…..……………………………………………………………….10
2.6 Role playing…………………………………………………………… 12

3. 2
1. Introduction
The following Portolio contains six resources designed to teach economics to
students from 1st Bachelor.
I'll try to be innovative in these resources and, at the same time, to develop the
four skills of language: (reading, listening, writing and speaking).

4. 3
ACTIVITY 1: Video
Number of sessions: 1
Length: 50 minutes
Subject: Economy 1º Bachelor
Topic: The four P’s of marketing
Type of activity: Debate Activity
Difficulty: Low difficulty
Source / autor: Youtube
Resources: Video
Involvement: Group work
PROCESS
Introduction:
With the use of video and songs in the classroom I intend to break the monotony of
classes. Video as a teaching resource serves as reinforcement and provides clarity
and simplicity to the content.
Development:
https://www.youtube.com/watch?v=JIirzTdaey4
At the beginning of the class this video will be screened and then I will open a debate
trying that students relate the contents studied in the subject with the video.
Moreover, using a video in English students can improve their vocabulary related to
business and marketing.
To homework students will summarize the debate to practice writing.
MAIN SKILL: LISTENING, WRITING AND SPEAKING
Objectives: 1. Be aware of the importance of good brand image for a company.
2. Be respectful with other opinions in a debate.
Content
learning
1. The four p’s of marketing
2. Vocabulary related with marketing like brand, product life, etc.
Language
learning
1. Goods and services, money, distribution, market, packaging,
actions of promotion, manufacturers, products, consumers, etc
Assessment: 1. More participatory in the debate students will gain a positive
point in order to improve the final exam mark.

5. 4
ACTIVITY 2: CROSSWORD GAME

6. 5
Number of sessions: 1
Length: 15 minutes
Subject: Economy 1ºBachillerato
Topic: Basic concepts of economy
Type of activity: Game
Difficulty: Low difficulty
Source / autor: Author’s own research
Resources: www.educima.com
Involvement: Individual work
PROCESS
Introduction:
Games let students the opportunity to learn contents while they are enjoying.
This resource has the objective of identify different companies according to
different aspects.
Development:
I will leave 10 minutes to solve the crossword individually and then we will
correct it together.
MAIN SKILL: READING
Objectives: 1. To know the level of previous knowledge of students
Content
learning
1. Conceps related with macro and micro economy.
Language
learning
2. Vocabulary like: microeconomy, macroeconomy,
communism, capitalism,…
Assessment: 3. This game has not a specifically assessment because is
thought to know the level of previous knowledge of
students and adapt the classes to that level.

7. 6
ACTIVITY 3: Flashcards
The flashcards are a kind of laminated cardboard that are especially useful for
presenting new vocabulary, review, create stories, stimulate discussions ...
I have prepared Flashcards about "ECONOMIC SYSTEMS" and I have written
the name of the economic system on the front and the definition on the back.
SOCIALISM
Political and economic doctrine that advocates
the ownership and administration of the means of
production by the working class in order to
achieve an organization of society in which there
is a political, social and economic equality of all
people.
COMMUNISM
Economic, political and social doctrine that
advocates a social organization in which there is
no private property or class differences, and
which would be the means of production owned
by the state, which would distribute the assets
equitably and according to the needs .
LIBERALISM
Political, economic and social doctrine, born
in the late eighteenth century, which
advocates individual liberty and minimal state
intervention in social and economic life.
CAPITALISM
Economic and social system based on private
ownership of the means of production, the
importance of capital as a generator of wealth
and in the allocation of resources through the
market mechanism.

8. 7
Number of sessions: 1
Length: 50 minutes
Subject: Economy 1ºBachillerato
Topic: Economic Systems
Type of activity: Flashcards
Difficulty: Low difficulty
Source / autor: Author’s own research
Resources: Author’s own research
Involvement: Individual work
PROCESS
Introduction:
The flashcards are a kind of laminated cardboard that are especially useful for
presenting new vocabulary, review, create stories, stimulate discussions ...
I have prepared Flashcards about "ECONOMIC SYSTEMS" and I have written
the name of the economic system on the front and the definition on the back.
Development:
I’ll read the flashcards and I will explain the different economics systems with
the purpose to get both objectives: students learn content and language.
Then I will allocate a piece of paper with three columns with messy data
(authors, economic system and definition) and students must join with arrows.
MAIN SKILL: READING
Objectives: To know which are the main features of each of the studied
economic systems.
Content
learning:
1. Comunism features and main economists.
2. Capitalism features and main economists.
3. Liberalism features and main economists.
4. Socialism features and main economists.
Language
learning:
Socialism, capitalism, liberalism, communism, economic
policy, state, working class, order production,…
Assessment: The delivery of such simple activities will be used to improve
the final exam mark.

9. 8
AUTHORS SYSTEM DEFINITION
K.Marx
M.Friedman
R. Owen
A.Smith
Capitalism
Communism
Liberalism
Socialism
Economic and social system based on private ownership of the
means of production, the importance of capital as a generator of
wealth and in the allocation of resources through the market
mechanism.
Economic, political and social doctrine that advocates a social
organization in which there is no private property or class
differences, and which would be the means of production owned
by the state, which would
Political and economic doctrine that advocates the ownership
and administration of the means of production by the working
class in order to achieve an organization of society in which there
is a political, social and economic equality of all people.
Political, economic and social doctrine, born in the late
eighteenth century, which advocates individual liberty and
minimal state intervention in social and economic life.

10. 9
ACTIVITY 4: Story telling
Number of sessions: 1
Length: 30 minutes
Subject: Economy 1ºBachillerato
Topic: Inequality
Type of activity: Storytelling
Difficulty: Low difficulty
Involvement: Group work
Objectives: 1. I will try to raise awareness among students of the
importance of living in a social and economic equality.
Content
learning:
1. Types and definition of equality (sexual, economic, racial
and social)
Language
learning:
1. Poverty, xenophobia, solidarity, unemployment,
marginality, education,…
Assessment: 1. The aim of this resource is just to give some real
examples of fighting against inequality to the students.
2. This activity will be used as support for the teacher and
not be evaluated
PROCESS
Introduction:
Stories or narratives have been shared in every culture as a means to
entertain, educate, teach moral values. The essential elements in the act of
storytelling include plot, characters and narrative point of view.
Development:
We’ll read the story about the history of Malala. And then we will comment it
giving some opinions relating it with the theory.
MAIN SKILLS PRACTISED: LISTENING AND SPEAKING

11. 10
ACTIVITY 5: Posters
Number of sessions: 2
Length: 50 minutes
Subject: Economy 1ºBachillerato
Topic: Market functioning
Type of activity: Poster
Difficulty: Medium difficulty
Involvement: Group work
Objectives: 1. Be aware of the importance of the market as a basic
mechanism in the allocation of assets.
Content
learning:
1. Law of supply and demand, market equilibrium.
2. Substitutes and complementary assets
Language
learning:
2. Assets, complementary, substitute, elasticity, market,…
Assessment: Once that every group has finished their market functioning
poster, they must expose it to the rest of the class.
With this activity students will practice: READING, WRITING and
SPEAKING.
Teacher will use a rubric to assess the poster and the oral
presentation.
PROCESS
Introduction:
Posters are creations normally made in groups that try to explain or summarize
a particular subject in a visual way.
Development:
In the first class I will explain the law of supply and demand in a normal market
and how reacts the balance point to changes in the price or quantity of the
product.
In the second class student, students should develop a poster in groups to
explain the law of supply and demand and to make an oral presentation of their
findings.

12. 11
Example of poster:

13. 12
ACTIVITY 6: Role - Play
Number of sessions: 1
Length: 50 minutes
Subject: Economy 1ºBachillerato
Topic: Human resources Department
Type of activity: Role-Play
Difficulty: Medium difficulty
Involvement: Group work
Objectives: To know the functions of the human resources department of a
company
Content
learning:
Functions of HR department
• Staff selection
• Solve laboral disputes
Language
learning:
salary, employment, interview, experience, work dispute…
Assessment: Teacher will assess vocabulary and implication using a rubric.
PROCESS
Introduction:
The role playing facilitates the understanding of theoretical concepts. It
stimulates and motivates from the experiential.
It is similar to the theatrical dramatization, but in this case the members
do not adhere to a scripted story, but improvise.
Development:
Students will be divided into groups of 4 with the following roles:
Student 1: worker
Student 2: worker
student 3: HR responsible
student 4: manager of the company
Students must invent a conflict and try to resolve it with the agreement of all
concerned

14. 13