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.

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 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.

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 Assignment - CLIL

Name and surnames: Emmanuel Ayembila Awuni

Group: FP_TEFL_2018-02_unini

Date: 23rd September, 2018

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 Assignment - CLIL

Content
Preface ................................................................ Error! Bookmark not defined.

Lesson 1: What are wild animals ......................... Error! Bookmark not defined.

Lesson 2. Colombian wild animals ................................................................... 10

Lesson 3: Threats to wild animals .................................................................... 12

Lesson 4: Endangered animals in Colombia ................................................... 14

Lesson 5: Conservation of wild animals .............. Error! Bookmark not defined.

Bibliography: ...................................................... Error! Bookmark not defined.

Appendices:......................................................... Error! Bookmark not defined.

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 Assignment - CLIL

PREFACE
About the Students This task-based unit proposal is intended to apply CLIL methodology
background:
in teaching science/geography content (wild animal conservation). It
Location: Colombia is developed for 9th and 10th grade Colombian bilingual school
students with CEFR Level B1. According to the (Cambridge English
L1: Spanish
Assessment, 2018): B1 students are able to maintain interaction and
L2: English
get across what they want to express in a range of contexts and
Education level: High follow the main points of extended discussion around them. Based
School
on this consideration, the unit focuses on tasks that require students
Grade: 9th and 10th to communicate about familiar contents such as animals,
grade
conservation, the environment, etc. The lessons in this unit are
Age: 14-16 strong form of CLIL and thus don’t focus on language per se, but
does in a highly contextualized form and circles mainly around
Educational system:
Private Bilingual conceptual content. This approach is based on the consideration that
School
the school has, apart from the five hours of science/geography
Hours of Instruction: 5 lesson in English, 5 more hours of English class where they focus
hrs per week (55 mins
primarily on language, so they have already have a very strong
per each hour)
language input and in this lesson just needs to use it in context.
English Proficiency:
It is also considered that the school is a highly resourced bilingual
B1 according to the
CEFR school with access to computers with internet available to students
anytime they need them.
Type of Syllabus:
CLIL/Task-Based Through this lesson, students will be able to talk about wild
animals, their threats and how to conserve them. Not only are they
going to learn these contents, the task they are given will also help
them to think deeply about these wild animals around the world and
in Colombia and create their own contents and most importantly
come up with strategies to help conserve these animals, especially
those endangered in Colombia.
Every lesson lasts for two hours, with extra hours for students to
plan, develop and practice at home for a presentation of a task.

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 Assignment - CLIL

UNIT TITLE: TAKING CARE OF WILD ANIMALS

Lesson 1-What are wild animals

Time: 2hrs (55mins per hour)

Skills: Reading, Speaking, Listening and Writing
Content objective: To describe wild animals.
Language objectives: To describe wild animals using a complex sentence with
present tense verbs, to state reasons using ‘because’.
Pre-task
1. Look at the pictures of some animals and write their names in the boxes
provided below them.
Caiman Cat Hen Pig Wildebeest Macaw Rhinoceros Sheep Condor dog

2. Classify them under farm animals, domestic animals and wild animals and
add two more animals to each group.
Farm animals Domestic animals Wild animals

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3. In groups of two, match the following description to the wild animals. One of
them doesn’t fit any of the wild animals. Use your dictionary to find words you
don’t understand
Wild animals Description
1. Caiman It is a flying insect closely related to
wasps and ants, known for its role in
pollination and for
producing honey and beeswax

2. Macaw It is relatively small sized crocodilian; with

an average maximum weight of 6 to
40 kg (13 to 88 lb).Humans are their
main predators as they have been
hunted for their meat and skin.

3. Condor It is even-toed, horned, greyish-brown

ungulates resembling cattle. It inhabits
the plains and open woodlands of parts
of Africa south of the Sahara.

4. Wildebeest It is famous for its bright colors and it to

flies through the trees in the forest, with a
streamlined body and tail shape and
wings that don’t flap deeply

5. Rhinoceros It is the largest flying bird in the world by

combined measurement of weight and
wingspan found in South America.

It has an immense body and large head,

a short neck and broad chest and two
horns. It is killed by some humans

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 Assignment - CLIL

for their horns, which used by some

cultures for ornaments or traditional
medicine.

Task cycle
1. Watch a video about wild animals. In groups of three, complete the mind map
below based on the description and characteristics of wild animals.
https://www.youtube.com/watch?v=xDMP3i36naA&t=121s

They normally live in

………..
They normally eat ………..
They are undomesticated

Wild animals

They are mostly hunted

by………….. They are ………………
They are not controlled by
…………………….

2. The paragraph below the definition of wild animals. Fill in the gaps with the
keywords below.
live ecosystems wild undomesticated humans

Wild animals refer to …………… animal species, that …………… in the …………. without
being introduced by ……………... Wild animals can be found in all………………….. Deserts,
plains, grasslands, rain forests and other areas including the most developed urban areas.

3. Based on the definition of wild animals above, complete the table in groups of
two and decide if the animals in the table are wild animals or not.

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 Assignment - CLIL

Animals Where are they Are they Wild animal or

found? controlled by not wild animal
humans?
Pigeons
mice
tigers
panda
donkeys

4. Share your answers with your partner and give reasons using the expression
below.
‘I think …………. is a wild animal because……..’

Task planning
In groups of three, look for information about a wild animal and prepare a fact file
poster about it. The fact file must include the following information. (Refer to appendix 1
as an example)
-Name of animal:
-Type: for example, bird, mammal, fish, etc.
-Home: for example, Australia, Colombia, etc
-Habitat
-Food
-Description
-life span
-endangered or not endangered.
Report
Present your poster and explain the information to the rest of the class.

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 Assignment - CLIL

Lesson 2-Colombian Wild animals

Time: 2hrs (55mins per hour)

Skills: Reading, Speaking and Writing
Content objective: To talk about Colombian wild animals.
Language objective: To Compare and contrast Colombian national national
parks using a complete sentence and precise adjectives: similar, comparable,
identical, different.
Pre-task
1. Discuss the following questions with your partner.

a. What three words would you use to describe Colombia to someone who has
never been here before?
b. What special places do you think visitors to Colombia should visit if they want to
see wild animals in Colombia? Why?

2. Before reading the article below, answer the following quiz questions.
i. Colombia has ________ species of birds.
a. 2000 b. more than 1,800 c. an uncountable
ii. Condor is ___________
a. one of the largest birds in the world. b. the largest bird in the world.
c. only found in Colombia.
iii. 22% of Colombia’s mammal species are ___________
a. extinct. b. endangered. c. alive.
iv. Which of the following animals can be found in the Caribbean coastline?
a. Lions b. Tigers c. Leather back sea turtles
v. Colombia has about ___________ national natural parks.
a. 150 b. 56 c. 29
3. Share your answers with your partner and see if you have the same answers.

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4. Read the article quickly and find answers to the quiz. (Refer to Appendix 2 for
the article)
5. What do you think the article is about? Discuss with your partner.
Task cycle
1. Read the article again. Which word in bold means the same as…
a. animals of a partular region
b. a safe place
c. undomesticated animals
d. land
e. animals that are near extinction
f. plant of a particular region
g. an ecosystem which is so heavily impacted by an 'un-natural' (human?)
event
h. a protected area of importance for wildlife

2. Together with your partner, discuss the following questions and share with the
rest of the class.

a. What is the best title for the article?

b. How does Colombia’s diverse geography help it host the most diverse nature
and wildlife?

c. Why do you think the Andean Condor is considered as Colombia’s national

bird
d. In what ways are Rosario and San Bernardo Corals National Natural Park
different from Tayrona National Natural Park?
e. In what way do you think ecotourism can help protect Colombia’s wildlife?
Task planning

1. Using information from the article and additional information from the internet,
draw a map of Colombia on a cardboard and show at least 5 wild animals that
can be found in each department. Follow the guidelines below.
Guidelines
1. The size of the cardboard should be 70cmX100cm

2. On the map, indicate all the departments in Colombia

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 Assignment - CLIL

3. Draw the wild animals in the department they are founds and include information
such as; their common and scientific name, how many are there in the region,
whether they are endangered or not.

4. The poster can be designed digitally and printed or illustrated by hand.

Report

2. Mount your posters on the walls of the classroom and invite members of other
groups and present to them.

Lesson 3- Threats to wild animals

Time: 2hrs (55mins per hour)

Skills: Speaking, Listening and Writing
Content objective: To discuss the threats to wild animals, their causes, who are
responsible and how to curb those threats.
Language objective: Articulate the key idea and details in an informational text
using precise academic terms: text topic, focus, key idea, detail.
Pre-task
1. Look at the following picture. What do you do you think are some of the threats
wild animals face?
2. Who do you think are responsible for these threats?
Task cycle

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 Assignment - CLIL

1. Watch a video about threats wild animals face and discuss the questions in
groups of two. https://www.youtube.com/watch?v=XDMIir0ViqI
a. How do human activities pose threats to wild animals?
b. Why did the writer think the biggest threat to wildlife is loss of habitat?
c. Do you think wild animals are worth saving? Why? / Why not?
2. In groups of three, use information from the video to complete the table.
Wild animal threat Causes Effects on wild
animals

Task planning
1. Using the internet, search for more information about threats to wild animals.
2. Use the information from the internet and your table above to design a
PowerPoint presentation about at least 5 threats to wild animals. Use the
guidelines below.
Guidelines
1. For each threat, talk about the sources, who is responsible, which animals are
affected and how they are affected, how to curb these threats.
2. Include a lot of pictures and not too much text.
3. You may include videos in your presentation.
4. The presentation must last between 4-7 minutes
Report
Present your PowerPoint to the rest of the class. You are not expected to read the
slides

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 Assignment - CLIL

Lesson 4- Endangered species in Colombia

Time: 2hrs (55mins per hour)

Skills: Reading, Speaking and Writing
Content objective: Talk about endangered animals in Colombia and write an
article about them.
Language objectives: Predict the consequences of actions using the second
conditional.
Pre-task
1. The paragraph below is taken from the article about Colombian wildlife. In
groups of two, read and discuss the following questions.
‘As well as birds, Colombia also hosts over 450 mammal species. Of these 450
species, approximately 22% are listed as either endangered or critically
endangered.’
i. Why are 22% of the over 450 mammal species listed as endangered or
critically endangered.’?
ii. What do you think cause these animals to be endangered?
iii. What is the difference between endangered and critically endangered
animal?
Task cycle
1. Read an article about endangered wild animals in Colombia and answer the
questions that follow. (Refer to appendix 3 for the article)
a. According to paragraph 1, what activities threaten both the flora and fauna of
the country?
b. According to paragraph 3, how does drug production pose threats to certain
wildlife species?

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 Assignment - CLIL

c. Paragraph 4 talks about how social conflict causes wild animals to be

endangered. Mention some wild animals that are threatened and how they are
threatened by social conflict?
d. What would happen if nothing is done about to help these endangered animals?
Explain your answer.
2. Using the internet, look for more information about at least 5 endangered or
critically endangered wild animals in Colombia. Summarize your information.

Task planning

In groups of 3, use information from the table to write an article about endangered and
critically endangered wild animals in Colombia and how they can be saved from
extinction. Follow the guidelines below.

Guidelines

1. The article must have a suitable title.

2. It must be between 200 and 350 words.
3. You may include pictures in the article.
Report
Submit your article to be published online in the National Geographic Magazine.
https://www.nationalgeographic.com/magazine/

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 Assignment - CLIL

Lesson 5- Conservation of wild animals

Time: 2hrs (55mins per hour)

Skills: Reading, Speaking and Writing
Content Objective: Talk about how to conserve wild animals and come up with a
conservation strategy to conserve an endangered native Colombian wild animal.
Language objective: Evaluate conservation strategies using text evidence and
precise phrases for elaboration: for example, for instance, as an example, to
illustrate.
Pre-task
1. Read the statement about conservation of wild animals and do the activities that
follow.
‘Wild animal conservation is the practice of protecting wild
and animal species and their habitat. ... The goal of wildlife
conservation is to ensure that nature will be around for future
generations to enjoy and also to recognize the importance
of wildlife and wilderness for humans and other species alike.’
i. Describe conservation of wild animals using the acronym.
C-
O-
N-
S-
E-
R-

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 Assignment - CLIL

V-
E-
ii. Write your descriptions of conservation on pieces of paper and stick them on
the walls of the classroom then share your ideas with members of the other
groups.
Task cycle
1. Using the internet, research on at least 5 wild animal conservation strategies.

Summarize your information in the table below and share with the rest of the

Task planning
Your group has been invited to an international forum on wild animal conservation in
The USA.
1. Choose one endangered or critically endangered wild animal in Colombia and
plan a conservation strategy to save those animals from extinction.
2. Prepare a PowerPoint presentation, a video documentary, a poster or a website
with the information you have gathered on wild animals and their conservation.
Follow the guidelines below.
Guidelines
1. Your presentation must include the following information;
name of wild animal, characteristics and general information about the animal,
what threats they face, what conservation strategy do you propose, goals and
outcomes, how the strategy will be implemented and any further considerations.
2. Information taken from other sources must be referenced.
3. The presentation must last between 10-15 minutes.
4. Prepare to present your work without having to read.
Report

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 Assignment - CLIL

1. Practice your presentation at the forum and simulate in class, with the whole
class as your audience.

BIBLIOGRAPHY
Goway n.d, Colombia-Nature and Wildlif. accessed: 16th September, 2018,
https://www.goway.com/travel-information/central-and-south-america/colombia/nature-
and-wildlife/
Learnenglishkids.britishcouncil n.d, Animal fact file, accessed: 16th September, 2018
http://learnenglishkids.britishcouncil.org/en/writing-practice/animal-fact-file
Raisingcolombiankid, 2009, Endangered Species in Colombia, accessed: 18th
September, 2018, http://raisingcolombiankids.blogspot.com/2009/06/endangered-
species-in-colombia.html

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APPENDICES
1.

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(learnenglishkids.britishcouncil, n.d)

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Colombia has a very diverse geography and as such, it’s home to equally diverse nature and
wildlife. With two coastlines on different oceans as well as the famous Andes Mountain range and part
of the Amazon rainforest, there are many opportunities to experience unique flora and fauna throughout
the country.

A favourite destination for bird watchers, Colombia is home to over 1,800 species of birds. This number
is more than the amount of bird species found in North America and Europe combined. The national bird
of Colombia is the Andean Condor which, naturally, inhabits the Andes Mountain range. One of the largest
birds in the world, the condor has a wingspan of up to 3.2 m (10.5 ft).

As well as birds, Colombia also hosts over 450 mammal species. Of these 450 species, approximately
22% are listed as either endangered or critically endangered. Interestingly, Colombia has the largest
number of terrestrial mammals (those that live predominantly or entirely on land) in the world. Some of
the most common animals that are found in Colombia are anteaters, sloths, tapirs, spectacled bears, deer,
capybaras, pumas, jaguars and several monkey species.
While there is a large population of terrestrial mammals in the country, Colombia’s two coastlines, one
on the Pacific Ocean and one on the Caribbean means that the waters surrounding the country are home
to diverse marine life. Humpback whales are common here and the isolation of the area provides an
incredibly unique experience. In the Chocó department on the northern Caribbean coast, leatherback sea
turtles are frequent visitors returning each year to lay their eggs. Colombia hosts the island of Malpelo, a
nature reserve and UNESCO listed World Heritage Site located 378 km (235 mi) from the
mainland. Malpelo affords visitors amazing diving adventures as the area is known for its unique shark
population which includes hundreds of hammerhead and silky sharks.
In order to preserve the country’s remarkable wildlife and fragile ecosystems, a network of protected
areas has been established throughout the years. As of 2013, there were fifty-six designated areas that
have been classified as national natural parks, flora and fauna sanctuaries, national reserves, parkways
and unique natural areas. Two of the most popular national parks of Colombia are Rosario and San
Bernardo Corals National Natural Park and Tayrona National Natural Park. Rosario and San Bernardo
was established in 1977 as a way to protect colourful coral reefs and the underwater ecosystem that exists
there. It is the only underwater park in the country boasting 52 species of coral and 215 fish
species. Tayrona National Natural Park was designated in 1969 to preserve the biological and
archaeological integrity of the area. Popular with bird lovers, the area is home to over 300 bird species as
well as more than 100 mammal species.
(Goway, n.d)

1
Even though Colombia is among the top 12 most biologically diverse countries in the world,
the lack of sustainable development and the over exploitation of biologically diverse areas
threatens both the flora and fauna of the country.
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2
According to an article in El Tiempo, Colombia has the most unique species of birds and
amphibians in the world. It is second in the world in the number of different plant species. It is
 Assignment - CLIL

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