Task 8: CLIL

CLIL UNIT

SUBJECT: Classic Culture/ English

Teachers: Ian Jerez and Míriam Pastor

Title of the Unit: Alexander The Great and the Hellenistic Culture 

Level: 2^nd ESO

Didactic Objectives		●       To contextualize Alexander the Great in the historical period where he lived ●       To understand the importance of Alexander the Great for History ●        To identify the main threats of the Hellenistic period
Contents of the Unit explained in English		1.      Greece before Alexander 2.       Alexander’s biography 3.       Alexander’s empire 4.       Alexander’s death and its consequences: a new era
Linguistic contents (Both teachers should deal with this aspects)	Vocabulary	●        PROPER NAMES: People: Alexander the Great, Philip II of Macedonia, Olympia of Ephesus, Dario the III, Aristotle, Hephaistion, Nearchus, Cassander, Ptolemy, Perdiccas, Cletus, Parmenion, Roxane, Bucephalus Places: Greece, Sparta, Athens, Kingdom of Macedon, Persia, India, Egipt, Alexandria, Babilonia Battles: Gaugamela, Issus, Persian Gate ●        WEAPONS: Spear, sword, shield, helmet, arrows, cuirasses, greaves. ●        OTHER TERMS Military camp, palace, battlefield, empire, to conquer, legacy
	Structures	Present tenses: present simple and present continuous Past tenses: past simple Connectors: cause, consequence, addition
	Skills and type of texts	●       Speaking. Role play ●       Listening. A short fragment of the film Alexander the Great by Oliver Stone ●        Writing. A biography ●       Reading. Real materials extracted from Classical Culture magazines. Type of texts. In this unit students will learn the main aspects of biographical text. However, they will also deal with historical texts, narratives, and explicative texts.
Final task		Role play. Students will be divided into some groups. Then, they will select a moment of Alexander’s life and they will try to perform it. They are free to change events to make it funnier.
Activities		In this unit, the activities will be communicative and they will be orientated to give the students different tools to achieve their final task.
Methodology/ Organization/ Temporalization		The methodology followed in this unit will be a task-based one. Thus, we will use communicative activities and we bet for cooperative work. This unit will be carried out in the month of February, from the 13th to the 23rd.
Resources / materials		We will use resources such as the Internet (WebQuest, Kahoots, Google Forms...) and the book.
Evaluation Criteria		In this unit we will evaluate both the process and the final task. Process: 50% Final task: 50% In addition, we will take into account the individual implication of the students into the different activities propose.
Evaluation		Class diary and rubrics

This template is based on:

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.

Coyle, D., Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.