This document provides a template for designing a CLIL didactic unit on computer science for 4th year secondary students. The unit focuses on the history of computer science and includes learning outcomes, subject content, language content, contextual elements, cognitive processes, tasks and activities, methodology, and an evaluation plan. The subject content section outlines the major developments in computer technology from early designs to modern computers, while language lessons focus on technical vocabulary, comparative structures, and discourse around the history of the field. Students will watch a documentary, complete research projects, and give presentations to apply their understanding of the evolution of computer science.

1. Computer science (4th ESO)
Alfredo García Moreno
Template to design a CLIL didactic unit
Subject: Computer science
Teacher: Alfredo García Moreno
Unit 1: History of computer science
Course / Level: 4º ESO
1. Learning outcomes
/ Evaluation criteria
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2. Subject Content
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To be aware that computers were born before the 20 th
century
To know the main scientifics and goals that took part in the
history of computer science
To know the main technologies that were, are, and will be
developed, which computers were created using these
technologies and how did these computers influence our
society
To know where and when these technologies were
developed
First designs and ideas: Charles Babbage, Ada Lovelace and
the binary logic
First computers and its uses: Herman Hollerith and the IBM
The WW2: Enigma, Colossus and ENIAC
The miniaturization: from the vacuum tube to the transistor
The miniaturization: from the transistor to the integrated
circuit
Massive use of the miniaturization: the microchip
Massive use of the computers: the PCs and the GDIs
The future: supercomputers, IA and the quantum mechanics
3. Language Content / Communication
Vocabulary
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Structures
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Nouns: binary code, supercomputers, the difference engine,
punched card, vacuum tube, transistor, integrated circuit,
microprocessor, microchip, miniaturization, PC (personal
computer), I/O (input/output), GDI (graphics device
interface); AI (artificial intelligence), software, hardware,
memory
Verbs: install, build, research, program, develop, break in,
success, hit, help
Adjectives: fast, reliable, massive, big, small, easy to use,
powerful, smart
Prepositions: before, after, late, soon
Comparatives: faster than…, smaller than…, as big as…
more reliable than…
e.g. Was ENIAC as big as your bedroom? Was the
vacuum tube more reliable than the transistor? Will be the

2. Computer science (4th ESO)
Alfredo García Moreno
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Discourse type
Language skills
4. Contextual (cultural)
element
quantum computers more powerful than the binary based
ones? Is your smartphone bigger or faster than a PC from
1981? According to you, who was the most important
computer scientific? Was Alan Turing older than John von
Neumann? And than your parents? Do you use more
computers than a few years ago?
The past and the passive voice: was created, was born, were
created due to, …
e.g. Were you born when the first computer was made?
And the first smartphone? Why was ENIAC created?
When did you start using computers? Why do you think
that was (and is) so important the miniaturization? How
did (and do) it affect you and your everyday life?
The conditional:
e.g. If Colossus wasn’t created before WW2, would
Germany have won the war? What would have happened
if Alan Turing had never been born? If computers didn’t
exist I would probably not be able to do…How do you
imagine your life without computers? What things
wouldn’t you be able to do?
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Mostly reading and listening, mainly from internet sources
Also some writing (for tasks) and speaking (involvement in
class and public presentation of some of the tasks)
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To know where and when these technologies were
developed and how do they influenced our society and our
future
5. Cognitive (thinking)
processes
The students must be aware of:
• The computer technologies that were developed, its
differences and how do they affect the development of
different kinds of computers (mechanical computers,
electronic computers, mainframes, personal computers,
smartphones…)
• The influence of each one of these computers in the society
• The people that made it possible (Babbage, Turing, Von
Neumann, Cerf, Berners-Lee…)
6. (a) Task(s)
The pupils will have to:
• Read an introductory script and fill it with unknown
vocabulary, asking the teacher if necessary (reading
comprehension and speaking skills)
• Watch a video about history of computers (listening
comprehension, reading if subtitled, speaking for asking
doubts)
• Write an essay / design a poster about a topic related with

3. Computer science (4th ESO)
Alfredo García Moreno
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6. (b) Activities
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the video (reading comprehension for research the topic,
writing one to develop it)
Present it in class and discuss about it (speaking and
listening skills)
Read the script with keywords and names, trying to guess its
meaning or asking the teacher for them
Watch the documentary, identifying names and keywords
Create a timeline and sort chronologically the main events
related with computer science that were explained in the
documentary
In groups, choose a technology or scientific to research and
write an essay or design a poster about it/him
Present the essay/poster to all the class
Discuss about the importance of the topic chosen and try to
imagine what if this technology or scientific wasn’t ever
existed
7. Methodology
Organization and class Six / seven sessions of fifty minutes each:
1. Read, try to understand and discuss the script about the
distribution / timing
documentary. Ask the teacher about keywords and names
2. Resume session 1, watch the documentary (first half) and
comment it with the teacher
3. Resume session 2, watch the documentary (second half) and
comment it with the teacher
4. Resume session 3. Form groups (four pupils each), choose
topic and start its research from internet
5. In groups, write an essay or design a poster and prepare
presentation
6. In public, present each research and discuss about it
7. Continue presentations and discussions
Resources / Materials
To watch:
• Modern marvels: the computer (History Channel)
http://www.youtube.com/watch?v=xcvXMBV55nI
To research (recommended sources, other ones chosen by the
pupils are also welcomed):
• http://www.ehow.com/info_7982362_history-computerskids.html
• http://www.ehow.com/about_4586472_was-computerinvented.html
• http://www.timetoast.com/timelines/history-of-the-computerfor-kids
• http://www.slideshare.net/pica_pt/computer-story

4. Computer science (4th ESO)
Alfredo García Moreno
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http://www.computerhistory.org/exhibits/
http://en.wikipedia.org/wiki/History_of_computer_science
http://en.wikipedia.org/wiki/History_of_video_games
http://en.wikipedia.org/wiki/Computer
http://www-03.ibm.com/ibm/history/ibm100/us/en/icons/
Old commercials are funny!
http://www.youtube.com/watch?v=NPLGvI03Vrk
http://www.youtube.com/watch?v=WTAisXvXs3Q
http://www.youtube.com/watch?v=3pNGO5ppfQ8
http://www.youtube.com/watch?v=8UZV7PDt8Lw
Materials:
• Computer with internet connection
• Google Drive, OpenOffice or any other free word processor
(for the essay)
• Popplet, GIMP or any other free design tool (for the poster)
• Web browser
Key Competences
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8. Evaluation (criteria
and instruments)
L2 competences (listening, reading, writing, speaking in a
foreign language)
Cultural competence
Technological competence
Learn to learn competence
Social competence
Video: 25%
• Attendance and accuracy of doubts,
participation (15%)
• Listening comprehension (10%)
Essay: 50%
• Quality of the essay / poster (20%)
• Cooperation, teamwork (10%)
• Reading comprehension (10%)
• Writing skill (10%)
Discussion: 25%
• Attendance and accuracy of doubts,
participation (15%)
• Listening and speaking skills (10%)
questions
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questions
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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.

5. Computer science (4th ESO)
Alfredo García Moreno
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.
English Assessment in the classes
Name:
Year:
ORAL PRODUCTION
N FT ST VO A
Does he/she say words in English?
Does he/she say sentences in English?
Does he/she use the expressions given by the teacher to use in the class?
- Looking at them
- Without looking at them
When he/she cannot manage to say something in English, which strategies
does he/she use?
- Say it in L1 (castellano)
- Ask the teacher
- Look at the script (with the expressions given)
- Other solutions
Does he/she make the effort of speaking in English?
Does he/she use the vocabulary related to the unit?
Can he/she follow the class?
ORAL COMPREHENSION
Can he/she understand the teacher's explanations/instructions?

6. Computer science (4th ESO)
Alfredo García Moreno
Can he/she understand his/her classmate when they say something in
English?
WRITTEN COMPREHENSION
Can he/she understand the meaning of the expressions given by the teacher to
use in the class?
TARGETS:
N: never
FT: few times
ST: sometimes
VO: very often
A: always

7. Computer science (4th ESO)
Alfredo García Moreno
Can he/she understand his/her classmate when they say something in
English?
WRITTEN COMPREHENSION
Can he/she understand the meaning of the expressions given by the teacher to
use in the class?
TARGETS:
N: never
FT: few times
ST: sometimes
VO: very often
A: always