Itinerario metodológico PALE 2010 - Cantabria -

PLANNING TEMPLATE
For CONTENT – RICH ENVIROMENTS
UNIT TITLE: Xstmas Countdown
AUTHORS: Patricia López Expósito
CLASS / AGE: 3rd of Primary / 8 year old children
LEARNING
SUBJECTS, SITUATION:and/or TEACHERS INVOLVED: English, Art, Music, Maths,
LANGUAGES
-Englishofclassroom
Knowledge the world -Walls in the corridor
-Computers’
NUMBERS room
OF LESSONS: 4 -3rd of Primary classroom
-Music room
COE LEVEL: A1 / A2 / B1 / B2 / C1 / C2

INTRODUCTION TO THE TASK: I’ll try to let them know some vocabulary related to
Xstmas in the English speaking countries and, of course, some things about its
celebration there, in an easy and motivating way.

OBJECTIVE/S / GOALS:
By the end of the unit / lesson / task, the students will be able to…
-To learn vocabulary about Christmas around English speaking countries;
-To achieve cooperation and collaboration between pupils and among their
families;
-To revise colours and numbers;
- To learn a typical carol;
-To enjoy and have fun.

DOMAIN or TOPIC RELATED

CONTENTS MAIN TARGET
KNOWLEDGE
-English: costumes at Christmas time;
some structures;
-Art: the colours, cut-out, stick,...
-Music: a melody and the lyrics of a
typical English carol;
-Maths: cardinal and ordinal numbers
-Knowledge of the world: some
vocabulary related to this area.
DOMAIN OR TOPIC-RELATED
CONTENTS MAIN TARGET SKILLS
-To listen and read a song in L2;
-To ask and answer questions in L2;
-To use the new vocabulary orally;
-To sing a carol in L2;
-To use the digital board;
-To decorate a huge poster while we use
the L2;
-To upload the work in the school blog.

CLIL – SI 2010. Based on the template developed by the collaborative team CLICL-SI within the
2006ARIE10011 & 2007ARIE00011 research projects. More information at:
http://grupsderecerca.uab.cat/clilsi/
 Itinerario metodológico PALE 2010 - Cantabria -

CONTENT OBLIGATORY / CONTENT COMPATIBLE LANGUAGE

DISCOURSE GENRE (TEXT TYPE)
- TO UNDERSTAND and - TO TERMINOLOGY
GENERATE: ”What is it?- It’s - DOMAIN or TOPIC SPECIFIC:
*Vocabulary: 24 Christmas words
a/an...”; “What number/colour is (candle, Xstmas tree, reindeer,…)
it?”; “Colour, cut-out, stick...”; Can
*Structures: the ones I have written in
you pass me the..., please?/Yes, I the previous chart. DEVELOPMENT
SOCIAL & CULTURAL VALUES AND PERSONAL & EMOTIONAL
can/No, I can’t”; I’ve got a/an...”
To show interest for the English costumes at Christmas time
To collaborate and cooperate to do the tasks
-
To talk and be immerse in a communicative situation
-

SUMMATIVE ASSESSMENT
ASSESSMENT CRITERIA and/or
SUMMATIVE ASSESSMENT ASSESSMENT INSTRUMENTS:
TASK: -They are able to listen and read a song
Children will be able to work through in L2;
cooperation in making 24 Christmas -They can ask and answer questions in
decorations to hold in the main tree which L2;
will be used by all the groups. -They can use the new vocabulary
They will be also able to learn and act-out orally;
an English carol. -They sing a carol in L2;
I’ll try them to use the English language to -They use the digital board;
communicate. -They decorate a huge poster while we
use the L2.
-To upload the work in the school blog.
MATERIALS AND RESOURCES
-Score with the carol;
-Written text;
-Cards;
-The Internet resources;
-PDI

CLIL – SI 2010. Based on the template developed by the collaborative team CLICL-SI within the
2006ARIE10011 & 2007ARIE00011 research projects. More information at:
http://grupsderecerca.uab.cat/clilsi/
 COMMENTS
Itinerario metodológico PALE 2010 - Cantabria -
rd
There are two 3 of Primary groups at school. We are not a bilingual school, though I
like them to use their English as much as possible, so I will give them enough
structures and help to do it. There is just one PDI in one the classes, so we will move
from one to the other to carry out the tasks. I have asked the Music teacher for help
with the carol and there won’t be any problem, so it will be easier for me. On the other
hand, I will use the Art sessions (cause I am also this area teacher) to go on with the
activity.
The last aim of this task will be to use all the vocabulary and structures and to upload
the work in the school blog, so children, parents and teachers could have a look to it.

LESSON-BY-LESSON PLANNING
Activities THE PROCESS
and steps to follow

SESSION 1:
1.Routines, as everyday.
2.We’ll watch some Xstmas cards by
using the PDI and we’ll play some
games to learn them by using them.
APPROXIMATE TIMING
3.I’ll use some flash-cards with
and TYPE OF
characters and objects about Xstmas
INTERACTION
and we’ll play with them.
5 min.
4.We’ll remember numbers and colours.
10 min.
5.We’ll go out, to the corridor, to start
decorating a huge poster where we will
10 min.
hold the cards the children are going to
get ready.
5 min.
20 min.

CLIL – SI 2010. Based on the template developed by the collaborative team CLICL-SI within the
2006ARIE10011 & 2007ARIE00011 research projects. More information at:
http://grupsderecerca.uab.cat/clilsi/
 LESSON-BY-LESSON PLANNING
Activities and steps to follow

Itinerario metodológico PALE 2010 - Cantabria -

SESSION 2:
1.Routines, as everyday.
2.We’ll decorate some Xstmas balls in
the Art session. We’ll use different
techniques and materials to give the
children the chance to experiment and
use their imagination. APPROXIMATE TIMING
3. They will put a piece of thread in and TYPE OF
order to hold the ball later, when we get INTERACTION
the Xstmas tree ready. 5 min.
50 min.

SESSION 3:
1.Routines, as everyday. 5 min.
2.We’ll have a look to the vocabulary by
using the PDI and playing different
games (miming, matching, reading my
lips, using the magnifying glass...)
3.We’ll listen to a short and easy carol 5 min.
to work the vocabulary. 10 min.
4.Each pupil will pick up their Xstmas
balls and they will stick a number form
1 to 24 on each ball. 10 min.
5.They will put their balls in the tree, 5 min.
outside the classroom, so everybody
will watch it when walking through the 10 min.
corridor. This will be very motivating.
*This huge poster will be also used by
the other English teacher with Infant
and 1st cycle pupils to revise colours,
numbers and Christmas vocabulary.
From the 1st of December, each day a
ball will be turned around to learn that
word and that will be the MAGIC WORD
for that day for all the groups at school.
5.We’ll say “bye” while we sing the 10 min.
carol.

CLIL – SI 2010. Based on the template developed by the collaborative team CLICL-SI within the
2006ARIE10011 & 2007ARIE00011 research projects. More information at:
http://grupsderecerca.uab.cat/clilsi/
 Itinerario metodológico PALE 2010 - Cantabria -

LESSON-BY-LESSON PLANNING
Activities and steps to follow

SESSION 4:
1.Routines, as everyday.
2.At the MUSIC ROOM and helped by
the MUSIC TEACHER, each group will
prepare a choreography for the carol. APPROXIMATE TIMING
3.It’s time to act-out the choreography and TYPE OF
in front of the whole group. INTERACTION
The group which obtains more points 5 min.
after a voting, will be the one to put the 25 min.
STAR in the Xstmas tree.
20 min.

BLOG:
After all these activities, we will try to 5 min.
leave the activities, pictures, carol,...in 10 min.
the School’s blog.

CLIL – SI 2010. Based on the template developed by the collaborative team CLICL-SI within the
2006ARIE10011 & 2007ARIE00011 research projects. More information at:
http://grupsderecerca.uab.cat/clilsi/
 Itinerario metodológico PALE 2010 - Cantabria -

Communication in the mother tongue

KEY COMPETENCES
In case they need it, they will use some structures and words in L1.

Communication in foreign languages

I will try them to use the L2 as much as they can.

Mathematical competences and basic competences in science and technology

They will use ordinal and cardinal numbers, from 1 to 24.

Digital competence
We will make use of the Internet and the digital board.

Learning to learn
They will try to learn by imitation, repetition and not being afraid of failing.

Social and civic competences

Cooperation and collaboration will be the stress of the tasks.

Sense of initiative and entrepreneurship

Unless they will work as a group, they will also try to be autonomous when
colouring, cutting-out,...

Cultural awareness and expression

All the time they will be using their hands and their imagination, they will be
using their cultural awareness and expression, like when inventing a
choreography for the carol.

CLIL – SI 2010. Based on the template developed by the collaborative team CLICL-SI within the
2006ARIE10011 & 2007ARIE00011 research projects. More information at:
http://grupsderecerca.uab.cat/clilsi/