Assignment - CLIL

SUBJECT ASSIGNMENT:
CONTENT & LANGUAGE INTEGRATED LEARNING

GENERAL INFORMATION:

This assignment must be done individually and has to fulfil the following conditions:

- Length: between 6 and 8 pages (without including cover, index or appendices –if there are
any-).
- Type of font: Arial or Times New Roman.
- Size: 11.
- Line height: 1.5.
- Alignment: Justified.

The assignment has to be done in this Word document and has to fulfil the rules of presentation
and edition, as for quotes and bibliographical references which are detailed in the Study Guide.

Also, it has to be submitted following the procedure specified in the “Subject Evaluation”
document. Sending it to the tutor’s e-mail is not permitted.

In addition to this, it is very important to read the assessment criteria, which can be found in
the “Subject Evaluation” document.
 Assignment - CLIL

Assignment:

Make a task-based unit proposal applying CLIL methodology. To do this, first describe the
context in which this proposal can be developed (either real or hypothetical):

 Location
 Student group: nationality, age, number, etc.
 Students’ learning needs
 Timing
 Further considerations

The proposal has to include: learning outcomes, competencies and contents.

Important: you have to write your personal details, the option and the subject name on the
cover (see the next page). The assignment that does not fulfil these conditions will not be
corrected. You have to include the assignment index below the cover.
 Assignment - CLIL

CONTENT & LANGUAGE INTEGRATED

LEARNING
Name and surnames:

 Dennis Antonio Ramos Quinteros

Group:
 FP_TEFL_2019-06

Date:

 January, Saturday 25th, 2020

TASK-BASED UNIT PROPOSAL

APPLYING CLIL METHODOLOGY
 Assignment - CLIL

Contents
Background ....................................................... 1
The Proposal ...................................................... 3
 Aims ...................................................... 3
 Competencies ................................................ 4
Tasks And Contents ................................................. 6
 Contents .................................................... 6
 Tasks ...................................................... 6
Appendixes ....................................................... 9
Appendix 1 ..................................................... 9
Lesson Plan 1-Sample .............................................. 9
Lesson Plan 2-Sample ............................................. 12
Appendix 2 .................................................... 15
Appendix 2.2 Sample Material-Lesson Plan 1 ............................. 16
Appendix 2,3 Sample Material-Lesson Plan 1 ............................. 17
Appendix 2.4 Sample Material-Lesson Plan 2 ............................. 18
Appendix 2.5 Sample Material-Lesson Plan 2 ............................. 20
Appendix 3 .................................................... 22
References ...................................................... 23
 Assignment - CLIL

Background

Would it be beneficial to incorporate English across the curriculum to enhance the capacity
of students to acquire and to gain proficiency? Is the system ready to incorporate a foreign
language within core subjects? Those are important questions a teacher could ask if he or she
lives in El Salvador. A program for the English language in El Salvador has not changed
whatsoever since 2008 with the incorporation of certain updates made on the original
curriculum from 1998 according to the Ministry of Education Programme. Bearing in mind that
as education has evolved and new tendencies and approaches have emerged, the current
program used in El Salvador does not seem to adjust to students’ language needs. Across the
country, according to Nelson Martinez (2019, p. 40-50) in his article, “Porque los estudiantes
de las escuelas publicas no aprenden inglés”, establishes several factors that prevent students
from public schools develop an acceptable proficiency level. He includes: the philosophy in
regards of why English is learnt, The National English Curriculum, teacher training, technology,
etc. By taking these factors into account, the development of the following proposal looks for a
new vision of how the program or the programs can incorporate English across the curriculum
within core subjects as in Natural Science, for instance.

The following proposal, explained and defined later on this document, shall address
learners’ needs from the state of Cabañas, El Salvador. The selection of this part of El Salvador
revolves around the multidimensional perspective of poverty, which according to the Secretaría
Técnica y de Planificación de la Presidencia in El Salvador (2015, 16-20), possess a deficit to
address youth and children’s needs in regards of social prevention, education and security. The
ages to be considered as English is more commonly taught from seventh grade goes from eleven
to fourteen years old coming from rural areas.

Since the English subject is a supplementary subject, information regarding the proficiency
and performance of students is little or no available. Based on the admission process carried out
by the University of El Salvador, in 2019 only three applicants were admitted to continue their
studies in an English major in the first round and 117 out of 503 were accepted in the second
round. For the admission process of the major in English teaching, a proficiency test is
administered. This provides an overview of how English is being taught and the quality it has
among students from both public and private institutions.

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 Assignment - CLIL

Due to the factors express above, a didactic unit (a weak version of CLIL) has been
designed with a set of samples and contents which may help learners achieve proficiency and
awareness at school joining Science and English. By establishing this model, dimensions and
focuses proposed by Marsh in his publication “Profiling European CLIL Classrooms” (2010)
seem to adjust perfectly in an easier manner. In addition to it, contents selected adjust accurately
for its meaningful and grading characteristics. The selection criteria fall under the assumptions
suggested by Harlen (1989, cited by the Organizacion de Estados Iberoamericanos). The utility
of the following proposal relies on updated and catchy sources of information that can be easily
related to students’ interests and the impact it will have on the perception of the world. It is
feasible to learn as materials and resources contain useful language and lexis which provides a
comprehensible input to students and to trigger meaningful and accurate outcomes at the time
producing not only language but also metacognitive and analytic skills.

At the content section, a clear picture of the so called “Holy Trinity” suggested in the
publication from FUNIBER’s material Content and Language Integrated Learning (2019, p. 55-
56) has been included to illustrate the sequence and what learners are to do throughout the
course alongside the contents that are compatible and obligatory for a better understanding of
each theme.

Tasks involve discussion and research. On the section of competencies, a set of abilities
are listed aiming to help students acquire the required information to their cognitive, social and
linguistic ability. As the material is presented, it would be easy to see the behavior that is
expected to be seen in the class.

Beyond the boundaries of language learning, the importance of the content of the unit
and the access of information from its direct language source will make learners capable to
reshape the knowledge they have up to this point about the universe and the importance of
research to explain natural phenomena and will enable them produce the language required for
the objectives of this unit explained below. The Ministry of Education proposes some objectives
in regards of the Natural Science unit. However, the nature of this proposal will have some
changes and adaptations to incorporate new information and the language to be taught.

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 Assignment - CLIL

THE PROPOSAL
 Aims
The aims of the following proposal will fall under the models provided by the TKT Cambridge
program (1996, p.5-50). By incorporating this format, teachers will have a clearer idea of what
is intended to be achieved. The aims have divided into three categories of what the learner
should know by now; what they will be able to do, and what they will be aware of. These three
criteria will serve teachers locate the content and the language with ease trying to avoid
misunderstandings and confusions. The aims are thought to address both language and contents
in a coherent and connected manner.
 What the learner should know by now
Natural Science Language
 Basic or intermediate knowledge about the  Basic knowledge of the simple past tense (yes/no
Earth and its place in the Universe questions; information questions; affirmative
 Composition of the Earth forms and negation)
 Eras and historical periods of time  The simple present tense
 What they will be able to-Outcome objectives
Objectives have been categorized to assess students’ performance in both content and language
following the sequence suggested by Bloom’s taxonomy starting from the lowest levels of
cognition to more complex ones.
Content Outcome objectives Language objectives
 Describe the origins of the solar system using  State with simple statements in simple past in
data from theories as the Big Bang, Nebulae affirmative forms in written and oral forms the
theory among others. origins of the Solar System accurately in small
 Name planets of our Solar System and talks.
common celestial bodies (as the Sun, the  Use the simple present tense to talk about facts
Moon, etc.) based on historical discoveries and data during oral and written exchanges.
made by astronomers.  Summarize information from written and oral
 Explain the composition of the Solar System in texts using the simple past forms in essays.
oral and written forms based on researches and  Use passive constructions in present and simple
recent breakthroughs. past tenses to describe the composition of the
 Categorize the characteristics of the planets Solar System during presentations and opinions.
based on differences and similarities.  Compare different models of Solar Systems
 Discover the main traits and characteristics of proposed throughout history using passive voice
every planet as size, mass, density, gravitation, constructions through diagrams.

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 Assignment - CLIL

rotation and the like through facts and data  Use comparative and superlative forms to
obtained through telescopes and magazines. describe the characteristics of the planets in the
 Contrast previous studies and new Solar System.
breakthroughs about the Solar System and the  Apply present perfect tense to illustrate new
impact on human’s life. breakthroughs about the Solar System.
 Combine the simple tenses (past and present)
with the present perfect to compare information
gathered from old and new researches.
 What they will be aware of (transversal axis)
1. Education based on Values: On this axis learners rise their awareness of the
importance of values practiced in the society as respect, solidarity and cooperation
among their peers while working and sharing ideas together.
2. Environmental Education: By comparing and contrasting planet characteristics,
learners will develop a more environmental and green attitude towards the protection of
our natural resources to avoid the natural phenomena which have occurred in other
planets based on the evidences taught across the unit.
3. Preventing Education: As related to the environmental education, learners will rise a
preventing education beyond the understanding of the content to avoid the reduction or
destruction of the environment to prevent accidents, casualties and extinctions.
 Competencies
On this proposal, the concept of competence obeys to the definition provided by Tuning
Educational Structures in Europe which state that:

“Competences represent a dynamic combination of knowledge, understanding, skills

and abilities... Competences will be formed in various course units and assessed at
different stages.”

Thus, to make the process of understanding and acquiring not only the language used but the
content itself, competencies have been divided into three distinctive categories: basic
competencies, generic competencies and specific competencies. Generic and specific
competencies have been taken from Tuning as a standard framework to set up the most
appropriate and suitable competencies for this proposal.
 Basic Competencies
 Ability to read scientific and regular texts

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 Assignment - CLIL

 Ability to write texts in scientific forms.

 Comprehension of both morphological and phonological units.
 Ability to distinguish numbers and symbols
 Ability to organize words into sentences in writing and oral forms
 Ability to establish social relationships
 Generic Competencies
 Ability to communicate in a second language
 Ability to undertake research at an appropriate level
 Ability to work in a team
 Ability to design and manage projects
 Determination and perseverance in the tasks given and responsibilities taken
 Ability to work autonomously
 Skills in the use of information and communications technologies
 Specific Competencies
 Ability to formulate linguistic generalizations on the basis of language data
 Ability to use linguistic data in the construction of linguistic argumentation
 Ability to gather data, construct linguistic corpora, manage, maintain and retrieve
information from them
 Ability to describe the core components of any one theoretical model in a given area of
analysis
 Ability to describe and analyze psychological aspects of knowledge, production and
comprehension of language.
 Show a broad knowledge and understanding of the essential features, processes, history and
materials of System Earth
 Recognize the applications and responsibilities of Earth Science and its role in society.
 Capacity to perceive and understand the spatial and temporal dimensions of geological
processes and their effects on the planet.
 A capacity for observing and understanding the environment.
 The capacity to gather, process and interpret, both qualitatively and quantitatively, data
from different sources.
 Be able to understand and master the use of the most commonly used mathematical and
numerical methods
Source: (Europe, s.f.) https://www.unideusto.org/tuningeu/competences.html

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 Assignment - CLIL

To ensure competencies work without flaws and misconception in regards of what sort of
language will the teacher use, what language will the content have and what language will the
students use, a distinction of them are made in the following section based on Cummings (1979)
distinctions.
 Basic Interpersonal Communication Skills (BICS)
In this proposal, BICS play an important role as the tasks in the appendix section contain social
interaction activities as well as opportunities to students to expand their knowledge in both
language and content matter. Not only will students be able to comprehend the subject but their
awareness on the language will increase exponentially, too. In the content section below, further
explanation on how BICS will work have been included.
 Cognitive Academic Language Proficiency (CALP)
As part of this proposal, CALP is incorporated across the tasks that follow the foundations of
competencies, transverse axis and objectives. Such sort of language required by the subject will
be carefully located to facilitate the understanding of the content. In this case, the language
required to understand the nature and composition of the Solar System and all its components
explained in the Content Section below.

TASKS AND CONTENTS

 Contents
Contents have been subdivided into three main categories: Concept, Procedure and Attitudes.
On the Concept aspect, topics have been classified into blocks of study as a reference on what
scientific articles usually use to express their findings. Students will experience some ease at the
moment of analyzing the materials presented as input.
 Tasks
The tasks of this unit involve reasoning and vocabulary understanding at very first stages of the
unit. As the teacher moves on, tasks can involve the creation of crafts and other in-class
materials so that students can develop a more sophisticated understanding of the content and the
language to be used. Tasks most address the procedural contents of the following table to
achieve the best results possible. Procedures have been designed to address the nature of tasks
students will be asked to complete in both forms content and linguistic aspects. On the attitude
aspect, the behavior and the values expected to be seen have been classify in terms of both
content and social interaction and team building.

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 Assignment - CLIL

Concept Contents Procedural Contents Attitudinal Contents

BLOCK 1 Listening  Getting interested in
Subject-content  Identifying key information from texts and audio-visual researching information
 The Solar System sources. about the universe to
 The Origins of the solar system  Computing data received to accomplish written and oral share it with their peers
 The Sun reports. and community.
 The planets  Judging numerical data and historical facts from audio-  Appreciating the
 Satellites visual materials. importance of taking

 The Solar System’s Breakthroughs Reading care of the planet while

Language Reflection (CALP)  Scanning essential information based on numbers, comparing other

 Vocabulary related to numbers, dimensions and dimensions and features. planets’ features.

operations  Comprehending historical facts and theories from academic  Allowing the

 Simple present texts. incorporating of team

 Simple past  Investigating information related to the Solar System in work skills while
conducting researches.
 Passive voice constructions regards of theories that explain their origins.
  Accepting with empathy
 Vocabulary related to numbers, dimensions and Labeling information gathered from texts in comparative
diagrams. findings and ideals from
operations
Speaking the scientific
 Superlatives and comparison
 Simple present Review and expansion  Explaining of points of view about theories and facts about community.
 Tolerating ideas and

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 Assignment - CLIL

 Present perfect the Solar System. findings from the

Oral and Written Communication (BICS)  Constructing sentences in active and passive forms to scientific community in
 Expressing opinions with appropriate tense usage. describe planet features and history of the Solar System. the construction of
 Expressing contrast and comparison among object  Applying tenses to refer to information about the Solar knowledge and a wide

 Asking questions closed and open ending questions System, gathered from written and aural sources in understanding of the

 Expressing likes and dislikes presentations. universe.

 Expressing reasons  Comparing theories, facts and information about Planets and  Becoming aware of our
the Sun during debates, presentations and questioning. role into the universe
 Summarizing key points and breakthroughs of the Solar and the pursuit of
System with the appropriate use of tenses. solution for our planet’s
Writing main issues.

 Creating reports and essays based on the analysis of

information.
 Representing through charts, tables and graphics key points
about the Solar System.
 Answering questions about the Solar System in essays and
reports.

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 Assignment - CLIL

Appendixes

Appendix 1

LESSON PLAN 1-SAMPLE

School Name XXXX Grade 7th
Level Basic-3 Block 1 Subject Natural Science
Topic The Solar System Time 90’ Age group 12-14
Aims  Discover the main traits and characteristics of every planet as size, mass, density,
gravitation, rotation and the like through facts and data obtained through telescopes
and magazines.
 Use the simple present tense to talk about facts and data during oral and written
exchanges.
Basic Competencies Generic Competencies Specific Competencies
 Ability to read scientific  Ability to communicate in a  Ability to formulate linguistic
and regular texts second language generalizations on the basis of
 Comprehension of both  Ability to work in a team language data
morphological and  Determination and  Ability to gather data, construct
phonological units. perseverance in the tasks given linguistic corpora, manage,
 Ability to organize words and responsibilities taken maintain and retrieve information
into sentences in writing  Ability to work autonomously from them
and oral forms  Skills in the use of information  Ability to describe and analyze
 Ability to establish social and communications psychological aspects of
relationships technologies knowledge, production and
comprehension of language.
 A capacity for observing and
understanding the environment.
 The capacity to gather, process
and interpret, both qualitatively
and quantitatively, data from
different sources.
 Be able to understand and master
the use of the most commonly
used mathematical and numerical

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 Assignment - CLIL

methods

Stage Procedure Materials Time

Cognates
Introduce the terms: planet, asteroid, meteorite, satellite, 10’
galaxy and other terms which are related to the target
language. Ask students if they know what they mean in Projector
their L1. PowerPoint 10’
Facts or Lies? Presentation (click
1. On this activity sts will be presented on the board a list on the link)
of facts and names of the planet and lies (which they Video
do not know if they are true or false). The teacher will
serve as a source of input. Take up to 5 minutes to 10’
explain and present the facts.
2. Play a video about the solar system. Have sts listen
and watch the video. Tell them pay attention to the
information on the video. 5’
3. When the video is over, have students tick whether the
information is true or false. Check their answers with
the whole class.
Locate the planet
1. Use the worksheet from the link. Have students cut Worksheet
and paste the planets and to locate them in the map. (Planets)* 7’
2. Show students some sentences on the board. Have
them put the information where it corresponds.
3. Tell them walk around the class and share their work 3’
with the rest of their peers.
Content

5’

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 Assignment - CLIL

How facts are expressed

1. Tell students how facts are expressed using the verbs: Worksheet 2 15’
revolve, consist, make, orbit, have/has, be (am, is, are), (Information
contain, etc. Emphasize the usages with colors and gap)*
examples as: The Earth orbits the Sun.
Language Reflection

2. Divide the class in two teams. Tell students complete

the worksheet from the link. 7’
3. Have sts complete the information from different 3’
partners.
4. Compare their answers with the rest of the class.
Your own facts Worksheet 3
1. Have students work in groups. Give students a grid (Facts)* 10’
with the following categories: Facts about the Solar
System, facts about the nature, facts about you.
Oral and Written
Communication

2. Tell students compare their ideas with their group. 5’

3. When they finish practicing, have them walk around
and present their own ideas.
5’
Assessment Self-assessment: At the end of the class, check if students can recall the information
presented during the class.
Formative: Assess student’s participation and motivation during the activities. Scaffold
anytime you can to help sts achieve their potential.
Summative: Check the number of correct answers when checking the exercises.

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 Assignment - CLIL

LESSON PLAN 2-SAMPLE

School Name XXXX Grade 7th
Level Basic-3 Block 2 Subject Natural Science
Topic The Solar System Origins Time 90’ Age group 12-14
Aims  Describe the origins of the solar system using data from theories as the Big
Bang, Nebulae theory among others.
 Name planets of our Solar System and common celestial bodies (as the Sun, the
Moon, etc.) based on historical discoveries made by astronomers.
 State with simple statements in simple past in affirmative forms in written and
oral forms the origins of the Solar System accurately in small talks.
Basic Competencies Generic Competencies Specific Competencies
 Ability to read scientific  Ability to communicate in a  Ability to formulate linguistic
and regular texts second language generalizations on the basis of
 Ability to write texts in  Ability to undertake research language data
scientific forms. at an appropriate level  Ability to describe the core
 Comprehension of both  Determination and components of any one
morphological and perseverance in the tasks theoretical model in a given
phonological units. given and responsibilities area of analysis
 Ability to organize taken  Show a broad knowledge and
words into sentences in  Ability to work understanding of the essential
writing and oral forms autonomously features, processes, history and
 Ability to establish  Skills in the use of materials of System Earth
social relationships information and  The capacity to gather, process
communications and interpret, both qualitatively
technologies and quantitatively, data from
different sources.

Stage Procedure Materials Time

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 Assignment - CLIL

Brainstorming “Name that planet” Cards*

Give sts a set of cards. Be aware of having all the
planets and the sun in each card.
Tell students walk around the classroom verifying
the planets they have.
Tell them form the Solar System with the cards
they have.
When the Solar Systems are ready, ask students
recall the facts studied in the previous class.
Origins of the Solar System
On a timeline, present the most relevant events
that happened during the formation of the Solar
System. Video
Use simple sentences as the following to introduce
the vocabulary: “The nebulae exploded”; “The
cloud of gases collapsed itself.”; “The Sun was
born”, etc.
Content

Ask students help you putting the events in the

correct order.
Other theories
Have sts get in groups of three.
Tell sts to study some cards with theories. Tell
students put the some of the events in the card in
order.
Language Reflection

Have sts put the events that are similar and

different in a Venn’s diagram. Have sts socialize
their findings with the rest of the class.
Explain sts that for events in the past, verbs get a
different form from facts which are in the present.

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 Assignment - CLIL

Agreements and disagreements

Have sts choose one theory. Tell them write some
Oral and Written
communication

conclusions about why they agree with those

theories and why do they disagree with others.
Tell students present their findings with the rest of
the class.
Assessment Self-assessment: At the end of the class, check if students can recall the information
presented during the class.
Formative: Assess student’s participation and motivation during the activities.
Scaffold anytime you can to help sts achieve their potential.
Summative: Check the number of correct answers when checking the exercises.

* Materials have been designed using the guidelines provided in the Subject Materials, design
and evaluation. The information has been gathered from official sites and data cited in the
bibliography. In addition, an editable file has been attached by clicking on the highlighted text
in each lesson plan.

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 Assignment - CLIL

Appendix 2
Appendix 2.1 SAMPLE MATERIAL-LESSON PLAN 1
Worksheet 1.

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 Assignment - CLIL

Appendix 2.2 SAMPLE MATERIAL-LESSON PLAN 1

Worksheet 2

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 Assignment - CLIL

Appendix 2,3 SAMPLE MATERIAL-LESSON PLAN 1

Worksheet 3
FACTS
Instructions: Use the examples provided throughout the lesson and discuss what you have
learned. Include facts about you so that your comrades know you better as well.
Facts about the Sun Facts about planets Facts about you
1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

 Share with your classmates what you learned today.

FACTS
Instructions: Use the examples provided throughout the lesson and discuss what you have
learned. Include facts about you so that your comrades know you better as well.
Facts about the Sun Facts about planets Facts about you
1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

 Share with your classmates what you learned today.

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 Assignment - CLIL

Appendix 2.4 SAMPLE MATERIAL-LESSON PLAN 2

Worksheet 1

MERCURY

VENUS

EARTH

MARS

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 Assignment - CLIL

JUPITER

SATURN

URANUS

NEPTUNE

THE SUN

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 Assignment - CLIL

Appendix 2.5 SAMPLE MATERIAL-LESSON PLAN 2

Theories
Nebular Theory
According to the nebular theory, a solar system began when an interstellar cloud, containing
approximately 75 percent hydrogen, 25 percent helium and traces of other elements, began to
form areas of higher concentration, or clumps. As the clumps grow, gravitational forces
increase and get converted to the kinetic energy of the increasingly fast-moving particles,
which collide with one another and generate heat. Eventually one clump dominates, and when
its temperature reaches 10 million degrees Kelvin (18 million degrees Fahrenheit), nuclear
fission begins.
As a proto-star grows in size, the gases in the nebula from which it is born form a disk and
spiral more and more quickly around its center. Eventually, elements on the fringe of the disk
begin to form into globules with compositions that depend on their distance from the center.
Retrieved from: https://education.seattlepi.com/nebular-theory-4444.html
Kant-Laplace theory
A theory for the origin of the Solar System put forward by the French mathematician Pierre-
Simon de Laplace in 1796 and similar to a suggestion of the philosopher Immanuel Kant in
1755. It was proposed that the Solar System formed from a great rotating cloud, or nebula, of
material (gas and dust) collapsing under its own gravitational attraction. An interaction of
forces caused the cloud to form a rotating flattened disk, called the solar nebula. To conserve
angular momentum, the disk rotated more rapidly as the contraction progressed. Laplace
suggested that rings of material became detached from the spinning disk when the velocity at
its edge exceeded a critical value, and that the material in these rings later coalesced to form
the planets. The central product of the contraction is the Sun, while the planetary satellites may
have formed from further rings shed by the condensing planets.
The hypothesis, popular throughout the 19th century, went out of favor. The main problem was
that it indicated that the Sun should still be spinning on the verge of rotational instability; it
could not explain why the Sun has almost 99.9% of the mass of the Solar System but only
about 2% of the total angular momentum. In addition, calculations showed that the rings would
not condense to form planets. However, in a modified form, it is the basis of most modern
ideas for the formation of the Sun and planets.
Retrieved from: Kant-Laplace theory. (n.d.) The Columbia Electronic Encyclopedia®. (2013).
Retrieved January 15 2020 from https://encyclopedia2.thefreedictionary.com/Kant-
Laplace+theory

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 Assignment - CLIL

Modern Nebular theory

The explosive death of a star — that may have been up to a dozen times the sun's mass
— might have triggered the formation of the solar system, a new study finds.
Using new supernova models, Qian and his colleagues found that a low-mass
supernova could generate vast amounts of ghostly particles known as neutrinos. Prior
work has suggested that a supernova's shock wave might have packed enough energy
to compress the preexisting cloud of dust.
Retrieved from: https://www.space.com/35151-supernova-trigger-solar-system-
formation.html

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 Assignment - CLIL

Appendix 3
Appendix 3.1 ASSESSMENT INSTRUMENT-NARRATIVE LOG
Teacher’s name: _______________________________ Grade/Section: _____________
Date: ____________
Stage Time Behavior
Activity 1

Activity 2

Activity 3

Activity 4

Adapted from: Centre for Teaching Support & Innovation. (2017). Peer observation of
teaching: Effective practices. Toronto, ON: Centre for Teaching Support & Innovation,
University of Toronto.

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References

Bentley, K. (2010). The TKT Course CLIL Module. Cambridge.

Daniels, P. (2016). The New Solar System. Washington: National Geographic.
Educación, M. d. (2016). Boletín Estadístico Nº 11. Dirección de Planificación Gerencia de
Monitoreo, Evaluación y Estadísticas Educativas, 1.
Educación, M. d. (2018). Boletin Estadístico Nº 34. Direccion de Planificacion , 1.
Europe, T. E. (s.f.). Tuning Educational Structure in Europe. Obtenido de Tuning Educational
Structure in Europe: https://www.unideusto.org/tuningeu/competences.html
Geographic, N. (2015). National Geographic. Obtenido de
https://nationalgeographic.com/science/space/our-solar-system/
Geographic, N. (30th de August de 2017). YouTube. Obtenido de YouTube:
https://www.youtube.com/watch?v=libKVRa01L8
Huitt, D. W. (2011). Educational Psychology Interactive. Obtenido de Educational Psychology
Interactive:
http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf
Macedo, J. N. (1997). Organización de Estados Iberoamericanos. Obtenido de Organización de
Estados Iberoamericanos:
https://www.oei.es/historico/oeivirt/curricie/curri05.htm?fbclid=IwAR2oudBhGjnYBU
ODB9ZGc1srUo9W2xFL_D5um3uSvaTv2ABAaetcKrMtK4s
Martínez, N. (s.f.). Por qué los estudiantes de las escuelas públicas no aprenden inglés. San
Salvador.
Salvador, G. d. (2008). English Syllabus Third Cycle of Basic Education. San Salvador:
Ministerio de Educación.
Salvador, G. d. (2008). Programa de Estudios Ciencias Naturales Tercer Ciclo. San Salvador:
Ministerio de Educación.
Salvador, U. d. (2018-2020). Secretaria de Asuntos Académicos. Obtenido de Secretaria de
Asuntos Académicos: https://academica.ues.edu.sv/estadistica/ingreso

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