Greek philosophy programacion-unidad-didactica-clil-template 1

Diseño de una unidad AICLE / CLIL
ETICA. 4º ESO
ETHICS IN ANCIENT GREECE
PROF.CLIL: CLARA ALBERT PÉREZ plantilla:Isabel Pérez Torres
Materia / Área ETICA
Título de la Unidad
LA ÉTICA EN LA ANTIGÜEDAD: GRECIA
Curso/ Nivel 4º ESO
1. Objet ives
St udent s wi l l be able t o communicate
t he resul t s of t hei r analyses ef fect ively
in bot h wri t ing and spoken language
t hrough t hei r f inal project about
ancient GREEK PHILOSOPHERS:
SÓCRATES,PLATO AND ARISTOTLE.
2. Cont ent
Plat o, Cri to
Aesop, Fables
Ari st ot le, Nicomachean Et hics
Thi s chapt er int roduces t he idea t hat
t he majorit y of t he people should be
t he source of right and wrong. The
relat ionship of individual s t o t he group
i s considered as wel l as t he idea of
individual human right s; t here i s an
int roduct ion t o t he concept s of
f reedom, equal i t y and t he concept of
f riendship.
© Isabel Pérez Torres http://isabelperez .com/

ETICA. 4º ESO
Ancient Greece:
ht tp://et hics13.blogspot .com.es/searc
h/label /4%20The%20Ancient%20Greeks
Socrates pleads his case:
ht tp://ethics13.blogspot .com.es/search/lab
el/Socrates%20pleads%20his%20case
Plato´s Myths:
ht tp://ethics13.blogspot .com.es/2012/12/pl
ato.html
The Fox and the rooster (Aesop´s fable)
ht tps://www.youtube.com/watch?v=KLIyx0
wyWW8
3.
Language
Cont ent /
Comunicat
ion
Vocabulary
-Democracy, vot e , earl ier civi l i zat ions
People, Jury
-Right , wrong, group et hic, majority
rule, hand down, decide, int roduce,
At hens, At henians.
-during t he height of Greek civi l i zat ion
-hand down laws,
-use judges t o decide cases,
-t he Greeks int roduced juries who
vot ed by majorit y rule.
Estructures
Comparat ive and superlat ive
adject ives; intensi fiers wi t h
comparat ives
Adverbs
Comparat ive adverbs
Skills Li st ening, speaking,reading,debat ing,w
ri t ing
4.Cont ext ual and cul t ural
element s
Connect ion can be est abl i shed
bet ween t he cont ent and ot her
cul t ural aspect s (pol i t ical corrupt ion in
ancient Greece and t oday), applying
mainly t he st udent 's l i fe and
envi ronment .

ETICA. 4º ESO
5. Cogni t ive Processes
Cogni t ive processes t hat st udent s must
perform:
1.Analysi s: t he ideas expressed in t he
t hree t ext s (Ari st ot le: Nicomaquean
Et hics/ Plat o: Cri to/Aesop Fable: The
Fox and t he Roost er)
2. Synt hesi s: in hi s essay should
summari ze t he ideas of t he Greek
aut hors who has previously t ranslated.
3. Evaluat ion: should value t he
consequences of di f ferent et hical
at t itudes are ref lected in t he t ext s.
6. (a). Tasks(f inal ) Essay: Is i t right t o di sobey t he law?
Socrat es says no. Can you st ate hi s
reasons in your own words? Do you
agree?
6. (b). Act ivit ies
1.Translat ion (homework):
Plat o, Cri to
Aesop Fable: The Fox and t he roost er
Ari st ot le: Nicomaquean Et hics
ht tp://ethics13.blogspot .com.es/2012/10/ethi
cs-workbook-i-chapter-four-ancient .html
2.Smal l Groups di scussions (3-4 st udent s)
2.1.What i s a feud or a vendet ta? How
does t hi s kind of behavior lead t o a
never-ending cycle? What examples of
feuds can you give? According t o
Socrat es how do you break out of t he
feud-revenge cycle?
2.2. Thi s Aesop´s st ory i s obviously about
lying, and what lying leads t o. In what
ways does t his st ory show t he same
reasoning as Socrat es used t o explain

ETICA. 4º ESO
w hy he w oul dn’ t break t he l aw s of
At hens?
2.3, Why do you t hink having f riends was
so important for Ari stot le?
Wri te about what f riends mean t o you?
Tel l what you t hink t rue f riendship i s.
Di scuss t hi s wit h your group.
……………………………………. . . . . . . . . . . . . .
Groups are t o prepare a f ive-minute
present at ion .
Groups should be prepared t o answer
any quest ions t hat may ari se f rom t hei r
fel low classmates or t eacher.
3. Debate.
7. Met odology
Student s need to prepare at home the Workbook I act ivities.
We will read and t ranslate the workbook in class and then discuss about
the different topics: Listening, reading,oral comprehension
7.1. Sesions/Time 3 sesions(50 minutes)
-Essay about Socrat es (individual )The
st udent s may use t hi s material to help
t hemselves answering t he quest ions.
Homework.
Each session:
-smal l group di scussions. Preparing t hei r
argument s for t he debat e. (20 minut es)
Final Debat e (30 minutes)
7.2. Mat erial s. Workbook
Blog de aula
Workbook 1. The Ancient Greeks
ht tp://ethics13.blogspot .com.es/2012/10/ethi
cs-workbook-i-chapter-four-ancient .html
Plato´s Allegory of the Cave (opt ional)
ht tp://ethics13.blogspot .com.es/2012/12/plat
o.html
Aesop´s Fabl e:
ht tps://www.youtube.com/watch?v=KLIyx0wy
WW8

ETICA. 4º ESO
7.3. Ski l l s
Lingui st ics: Oral and wri t ten expression.
Mat hemat ics: Reading Roman numeral s
and dat es.
Social : respect ing each ot her t urn in t he
t alking di scussion/debate
Digi tal : using classroom blog, ppt
present at ion ski l l s
Cul t ural : civic values common t o Greece
and al l current civic cul t ure values.
Learning t o learn: search internet
references about t he di f ferent t opics.
Aut honomy t he st udent must be able t o
search by t hemselves al l t he di f ferent
mat herial s needed for t he debat e.
8. Evaluat ion
1.Present at ion Brief Essay on Socrat es (2
point s)
2. Oral Translat ion of t ext s Workbook (2
point s)
3. Part icipat ion in t he Debat e (2 point s)
4. Insert a blog post classroom (2 point s)
5. Exposure t o a real case applying what
I learned (2 point s)

Greek philosophy programacion-unidad-didactica-clil-template 1

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Greek philosophy programacion-unidad-didactica-clil-template 1