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Template to design a CLIL didactic unit
Subject: GEOGRAPHY Teacher: AZUCENA BADENES
Title of the Unit: WORLD POPULATION Course / Level GES I
1. Learning outcomes
/ Evaluation criteria
To know the history of population in the world. Two stages
To research about factors of population increasing
To use the principal demographic indicators. Working with
population data
2. Subject Content The population in the world. Human Geography
Population related to economical development
3. Language Content / Communication
Vocabulary Nouns: Inhabitant, age structure, population annual growth rate,
life expectancy, mortality rates, total death rate, total birth rate,
total fertility rate, infant mortality, population below poverty line,
population density, gender imbalance, improvement,…
Verbs: Increase, decrease, estimate, rise, fluctuate, reach, rose,…
Adjectives: biggest, lowest, global, stable, unstable, the greater
Expressions: According to…
In the last… Approximately… Has grown significantly… Has
increased… has decreased
The most populated… The less populated…
Population is getting… population by (ages, sex…)
Population has slightly more…than
Structures ROUTINES.
What do you know about population?
How many people are in the world today?
Which countries are the most populated in the world? And Which
are the less populated? Why?
How many people are in your town nowadays? How many women
and men?
Which is the most important cause of mortality in developed
countries? And what about underdeveloped countries?
CONTENT
Comparatives
Superlatives
Present perfect
Passive voice
How many..? How much…?

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CLASSROOM MANAGEMENT
Do you know…? What about…?
Could you tell me…? What do you think about…?
Can you repeat… please? Do you think you could…?
I can’t understand… What/which is de meaning of…?
Well done! Good job! Way to go!
Discourse type To describe things, facts and process.
Comparisons between different countries.
To analyse graphs, charts, figures and Population pyramids.
To chat to the partners about what do you know about population.
Language skills Reading, listening and speaking
Compare the ideas with your partner about the different towns
where they live.
Reading. Short texts in Spanish and English.
Both languages are needed to allow the students to understand
and translate the topics of the unit.
Most of the ideas in the topic are difficult to understand, at the
beginning for adult students.
The unit will be in Spanish and are added short texts in English.
Listening. We could use short documentaries with the concepts
of the text in English with subtitles in Spanish.
Looking for information on The Internet. They will look for news in
English or Spanish related to the topic of the unit.
Speaking. Students will explain the ideas in pairs. They will try to
use both languages at the same time.
They could prepare short sentences and share it with other
students.
Activities to pronounce the words of the topic.
Repeating sentences from the documentaries.
4. Contextual (cultural
element)
We will study the population data from Alto Palancia Region.
Students will use their own town population data.
They will work in pairs to get the information from the Council and
from the INE webpage.
5. Cognitive (thinking)
processes
The main cognitive processes are:
- To know about population in the world and in the region.
- To understand which are the reasons of that and to deduce
the consequences of the evolution of population in the
world, country and town
- To solve problems related to data and to analyse.

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- To compare the results of different cities, towns or
countries and to make conclusions and inferences about
the data.
- To evaluate what are they learned, their own work and
make self-assessment.
- To create new activities and exchange it with other
students.
6. a) Task (s) 1. Videos 7 billion National Geographic yUNED: Crecimiento de la
población mundial e indicadores de población.
2. Vocabulary: Learning new vocabulary in Spanish and English
about population. Oxford CLIL flashcards. Moodle: create its own
vocabulary.
3. BBC’s web page. 7 billion. Graphics of world’s population, life
expectancy, gender…
Population pyramids. Make the pyramids of two different countries
and towns and compare it.
4. Ask in your council. Create a questioner and work out about
your own town population evolution in 2 or 3 different years. (Work
in groups or pairs) Share the information with your mates.
5. Review. Organise the information you got in a Conceptual Map,
add the activities and problems about population.
6. Create different questions to the assessment test, solve them
and share with other students.
6. b) Activities Using Moodle, we can prepare the lesson.
- Watching and comment videos.
- Vocabulary from different resources on The Internet.
Thinking about population and the evolution across centuries.
- Conceptual map with the main ideas about this process
- Graphics. Gender, life expectancy…
Making population pyramids in groups:
- Decide the towns and the countries
- Make the pyramids
Solving population problems
Prepare the questions to the final lesson test.
7. Methodology
Organization and class
distribution/timing
8 classes
1 hour per class
1st
Task. 1 class.

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Puedes usar este modelo de plantilla con total libertad. Gracias por citar la fuente.
A first sample of this template has been published at:
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.
2nd
Task. 1 class
3rd
Task. 2 classes
4th
Task. 1 class
5th
Task. 2 classes
6th
Task 1 class
Resources Materials The resources are in the webmix:
http://www.symbaloo.com/mix/socialesedadultosclil
Virtual classroom MOODLE FPA Alto Palancia
http://www.icap.org.es/ancia/
Magazines, newspaper, poster cardboard, organizers, colored
pencils…
Work in groups to get structure the information found in videos,
texts, news…
Work in pairs: Developing oral communication, research in
council…
Assessment test with items suggested by the different groups to
summarize the lesson and check learning made by the students.
Key Competences Communication in mother tongue. Communication in English
(foreign languages.
Mathematical competence
Digital competence. ICT
Learning to learn
Competence in social skills and citizenship
Autonomy and personal initiative
8. Evaluation, criteria
and instruments
The assessment processes will be organized with different
instruments:
- Test with different tasks and questions, the objectives and
activities will be some of them.
- Assessment grid. Self-assessment and groups and pairs
evaluation.
The criteria are related to the objectives and the tasks we are
going to work in class.

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It is mainly based on the hands-on experience at designing units and on conversations with
experts and peers. The theory of the 4Cs by Do Coyle has also been taken into account. This
theory has been shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D.,
2010. Content and Language Integrated Learning. Cambridge University Press.