Task 8. CLIL template

1. Learning objectives/      Assessment criteria	●     To use maps in order to locate diverse countries around the world ●     To learn specific terminology to deal with geographical topics ●     To explain characteristics related to flora and fauna, climate, geographical features, cultural issues, monuments or gastronomy ●     The ability to interact with the natural world ●     To know how to select the important information from different sources
2. Contents	1. Geographical space (mountain ranges, rivers, oceans,         borders…)  2.  Environmental problems (climate change, global      warming…)  3. Cultural issues (monuments, festivals, gastronomy)
	3. Language content/ Communication
Vocabulary	Nouns: gulf, ocean, north, south, east, west, border, currency, square kilometers, river, temperatures, tropical, subtropical, precipitations, dry, wet, rainfall, flora, fauna, biodiversity, landmarks, castle, festivity, anthem, hymn, savannah, jungle, rainforest, forest, etc. Specific geography locutions: weather conditions, mountain ranges, sporadic rainfall, traditional dishes, global warming, climate change, greenhouse effect, increasing temperatures, tight vegetation, etc. Animal and plant species: Phantera leo (lion), Phantera tigris (tiger), Psittacines (parrot), anthropod phylum (insect), Salix babylonica (willow tree), Sequoia sempervirens (sequoia), Arecaceae  (palm tree)
Structures	Routine: Identifying different aspects of the country: : Where/When….?/ Become/ How….? Why…..?/ How long…?/ How deep…?/ How popular…?/ How far…?/ How many…?  Describing physical spaces and animals: How tall…/ length, height, weight, geographical features, seating capacity, How often does it rain…?/ What are the neighbouring countries?/ What is the official currency of the country? Content: Present Simple/ Past Simple/ Present Perfect/ Past Perfect Comparative and superlative: the driest, more expensive than, as popular as, the deepest, the largest, the most famous, etc. Present and Past Simple to describe facts Connectors: because, therefore, for this reason, also, moreover, etc. Correct translation into Spanish of measures: a billion (mil millones), difference between Centigrade and Fahrenheit grades, etc. Correct translation into Spanish of proper names: Sierra Madre Oriental/ Occidental, Rio Grande, chili, etc. Classroom management: Identifying where are the countries, what are the similarities and differences between different species, identifying what are the most important climate conditions, etc. Expressing opinions about cultural issues: Why do you think…?/ Do you believe…?/ In my opinion, I think/ I believe , and support them with arguments: because, therefore, etc.
Discourse genre	Descriptive discourse
Linguistic skills	Listening: ●       Students will listen to a real video called Climate change (according to a kid) in order to have a basic idea on the climate change ●       The teacher will do an oral presentation giving information about a country in order to show the students what they need to do in their final task. Students will need to listen and copy structures and vocabulary Reading: ●       Students will need to put into order the text The day of the dead Writing: ●       Students will use Google Docs to write a short paragraph depending on the picture they have been given Speaking: ●       Students will need to answer some questions made by the teacher through VoiceThread ●       A debate will be created in class in order to discuss about the Day of the Dead in Mexico and compare it to festivities students know ●       They will do a final presentation on a country chosen by the teacher, where they need to put into practice everything they have learned