Coordinación bilingüe Isabel Pérez Torres

Template to design a CLIL didactic unit

Subject: Arts and Crafts Teacher: Camino Gutiérrez

Title of the Unit: About Colour Course / Level: 1st

ESO

1. Learning outcomes To learn language related to colour.

/ Evaluation criteria To recognise that we see colours as a result of light being
absorbed and reflected.
To differentiate between the effects of colours.
To create compositions exploring the colour properties and colour
relationships.

2. Subject Content -Light and Colour. How do we see colours?

-Mixing colours
-Colour Families
-Colour Properties
-The expressiveness of colour and the Color Psychology

3. Language Content / Communication

Vocabulary BICS
-Nouns: Rainbow, Light, Sun´s Rays, Raindrops, Surface, Powder, Substance.
-Verbs: To split, To absorb, To bounce off, To colour, To mix, To paint.
-Adjetives: Bright, Coloured, Dark, Conventional.
-Prepositions: Across, Around, Among, Between, Like, With, Without, Instead of.

CALP
-Nouns: Prism, Refraction, Colour Spectrum, Indigo, Absorption, Primary colours:
Cian-Yellow-Magenta, Secondary colours, Coloured lights, Colour Pigments,
Binder, Watercolours, Crayons, Pencils, Markers, Pastels, Texture.
-Verbs: To fade.
-Adjetives: Ablaze, bleached.

Structures Comparatives
Pasive Voice

Discourse type Exposition

Language skills Listening , speaking and writing.

4. Contextual (cultural) Experiments with colors and light.

element

5. Cognitive (thinking) Analyzing (with the experiments), understanding and applying.

processes
Coordinación bilingüe Isabel Pérez Torres

6. (a) Task(s) Self-portrait

6. (b) Activities Sheet 1. Gap-fill with Roy G. Biv image

Activity 1: Roy G. Biv videos: original video and song with lyrics.

Activity 2: Video: Light and colour, Bill Nye

Sheet 2. Experiment with coloured cellophane

Activity 3: Video OK GO

Sheet 3. Colour Wheel

Sheet 4. Finding colours (Collage)

Activity 4. Find Pairs Games (app)

Task. What's your colour, What's your mood

7. Methodology

Organization and class The methodology will be active and participatory; in addition, it
distribution / timing must facilitate both individual learning and group comunication.
The methodology will be applied through the establishment of work
habits.
Class distribution: groups of three.
Timing:

Session 1. Sheet 1 and activity 1

Session 2. Activity 2 and sheet 2

Session 3. Activity 3 and sheet 3

Session 4. Sheet 4 and activity 4

Flipped class: Presentation about self portraits in the

History of Art

Session 5, 6 and 7 Task

Resources / Materials Video: Light and Colour Bill Nye

Video: Roy G Biv (original) , with lyrics.
Video: Primary Colours, OK GO
Sheet 1
Coordinación bilingüe Isabel Pérez Torres

Sheet 2: student's book page 65

Sheet 3
Sheet 4: student's book page 67
Presentation about self portrait in the History of Art (flipped
learning)
Find Pairs App

Magazines
Three torches
Red, green and blue cellophane

Key Competences Cultural and artistic competence

Competence in the knowledge and interaction with the physical
world.
Linguistic communication competence

8. Evaluation (criteria With a rubric for the unit sheets.

and instruments)

Puedes usar este modelo de plantilla con la siguiente licencia.

http://es.creativecommons.org/blog/licencias/

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.