This document outlines a CLIL didactic unit on the human body for primary level 2 students. The unit aims to teach students body parts, the skeleton, and circulatory system in English. It includes learning outcomes, subject and language content, contextual elements, activities and a methodology section. A variety of activities are proposed across 10 sessions, including songs, games, worksheets and stories to reinforce vocabulary in an engaging, student-centered way. Formative assessment tools like observation and student work will be used to evaluate progress made with language and content.

1. Coordinación bilingüe Isabel Pérez Torres
Template to design a CLIL didactic unit
Subject: English Teacher: Natalia Rodríguez Morán
Title of the Unit: Human Body Course / Primary Level 2
1. Learning outcomes
/ Evaluation criteria
- to use the English language to communicate in class.
- to express their own opinions.
- to read and understand simple texts.
- to sing and act out songs linked to the topic.
- to use measures, superlatives, comparatives.
- to identify, name and label different parts of the body.
- to identify, name and label different parts of the skeleton.
- to identify, name and label different parts of the circulatory
system.
2. Subject Content  Maths: measures, superlatives, comparatives, chart.
 Science: skeleton and circulatory system.
 Art: human bodies in Art, x-ray, funny bodies, skeleton puppet.
3. Language Content / Communication
Vocabulary
Body, head, hair, ears, eyes, nose, mouth, shoulders, arm, hand,
fingers, leg, foot, toes, tummy.
Headache, backache, leg ache, stomach pain.
Skeleton, skull, rib cage, pelvis, femur, humerus, radius.
Shortest, longest, bigger, smallest.
Up, down, right, left.
Heart, beat, arteries, veins, blood, drop, oxygen, lungs.
Structures
Touch your…, bend your…, stretch your….
He complained about a ____ ache.
He complained about a pain in the___.
With my ____ I can ____.
Discourse type I do not understand this part.
Language skills Listening, speaking, reading and writing.
4. Contextual (cultural)
element
Primary School situated in a small city. The cultural and economic
Level of the families is mid-low. They mostly work in the secondary

2. Coordinación bilingüe Isabel Pérez Torres
sector. The class consist on 20 children, 11 girls and 9 boys with 2
immigrant children.
5. Cognitive (thinking)
processes
I include this in the Methodology
6. Activities I will show you an example of activities from two of the ten
sessions.
WARM UP ACTIVITIES:
- Assembly
- Daily routines: calendar, weather, season, register.
LEARNING ACTIVITIES:
SESSION 1
Activity 1: Song: “Hokey-Cokey”. Action song to introduce the
parts of the body.
Activity 2: Assembly to know about children’s prior knowledge, we
can ask them: “What can we do with our body?”
Activity 3: Science-Art activity. Kids have to articulate the parts of
the body in different actions. We give them four different colour
sheets and they have to make four different body actions by cutting
and pasting a paper body and its parts. This activity helps to review
vocabulary, to realize that arms and legs consist on two parts each
and to know that the limbs have movements.
Activity 4: Jolly Phonics
SESSION 2
Activity 1: TPR Game. “Touch your…” Actions: touch your…,
bend your…, stretch your… First step: I say it and demonstrate how
to do it and they look at me. Second step: I say it and do it and they
copy me and last step, I just say it and they have to do it.
Activity 2: Activity sheet about parts of the body and the
movement it can do.
Activity 3: Story: “Doctor Monkey”. “Hello, good morning, I’ve
got a pain in my… head, stomach, back, leg.”
Activity 4: Jolly Phonics
7. Methodology
Organization and class
distribution / timing - Daily routines will be done at the beginning of every session: date,

3. Coordinación bilingüe Isabel Pérez Torres
weather, registration…
- They will be seated in big group, small group, pair work, assembly,
etc. it depends on the activity.
- English will be used as the vehicular language in class, but Spanish
will be allowed when communication is impossible and the correct
model in English will be given at the very moment.
- Mistakes are allowed, as a natural part of the learning process, and
they will be corrected in a constructive way and giving the right form
in English.
- Fluency is more important than accuracy and I will take this into
account at every moment.
- Children have to feel comfortable to speak, so I will respect their
learning pace.
- Teacher acts just as a guide and the teaching-learning process is
child’s centred.
- TPR activities will be used at the first stages of the lesson, to
introduce new vocabulary and structures.
- Multiple intelligences are taken into account, so activities planned
are very varied to cater for all learning styles in the group.
- Use of visual materials.
Timing:
This Lesson Plan consists of 10 sessions. Each session consists of 55
minutes. Timing will always be open and flexible, as we cannot
predict, before hand, the length of the activities planned. More or
less, we can count on certain duration, but it will depend on many
factors, such as children’s mood, weather, time of the school day, if
they have had a PE session before, etc. Sessions could be modified
depending on the different activities planned in the School PGA,
improvised activities that will take place during the year, children’s
involvement and participation, learning needs and priorities we see
as the sessions develop, etc.
Resources / Materials General resources:
Spaces to be used: classroom, computers room and playground.
Audio-visual resources: cd player, posters, flashcards, calendar,
weather poster, realia items, magazines
Teaching resources: storybooks, worksheets, x-ray, skeleton, cards to
play pelmanism, human body flashcards, construction paper, A2

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cards, bubble bottle, pasta, paper plates.
Teacher´s resources:
Notebook, classroom observation charts, English dictionary
Children´s resources:
Personal filer, self-evaluation sheets, Picture Dictionary (first cycle),
notebook, pencil, rubber, crayons, scissors, glue, finger-paint, ruler,
measuring tape.
Other resources:
PC´s, educative CD-Roms in English, tablet PC’s and interactive
board (only for Advance Use of ICT Projects).
Key Competences - Linguistic communication competence.
- Mathematical competence.
- Competence in knowing and interacting with the physical
World.
- Treatment of information and digital competence.
- Social and civic competence.
- Cultural and artistic competence.
- Competence in learning how to learn.
- Personal autonomy and initiative.
8. Evaluation (criteria
and instruments) Evaluation Procedures and Instruments:
- Peer observation in the classroom: control lists, diaries,
observation charts, etc.
- Children’s products analysis: oral, written, artistic, dramatic,
etc
- Oral exchanges with children: debates, interviews, etc.
- Tests: open, multiple choice, cloze tests, problem solving, etc.
- Questionnaires and class surveys: to detect previous
knowledge, to carry out self-evaluation, etc.
- Portfolio
Assessment Instruments:
As these kids are very young I will not make any test, so, there will
be no assessment, although it will be an evaluation.
Feel free to use this template. Thanks for attributing the source.
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.

5. Coordinación bilingüe Isabel Pérez Torres
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.

6. Coordinación bilingüe Isabel Pérez Torres
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.