CLIL UNIT: THE CITY, THE

VILLAGE AND MY STREET

Mabel Albuixech Perales
Prof: Beatriz Pastor
INDEX

1.1.- UNIT JUSTIFICATION 3

1.2.- CLIL UNIT TEMPLATE 4

TASK 5

1.3.- SEQUENCE OF ACTIVITIES AND 4 CS 5

1.4.- SESSIONS, ACTIVITIES AND MATERIALS 9

1.4.1. - SESSION 1: PRETEACHING-TOPIC PRESENTATION AND INITIAL ASSESSMENT 9

1st ACTIVITY: WHAT DO YOU SEE? 9
2nd ACTIVITY: IS IT A VILLAGE OR A CITY? 10
3rd ACTIVITY: LET’S BUILD 10
4th ACTIVITY:VERT DIAGRAM: ELEMENTS OF THE CITY AND VILLAGE 11
1.4.2. - SESSION 2: PUBLIC AND PRIVATE BUILDINGS 12
5th ACTIVITY: IS IT A PUBLIC OR PRIVATE BUILDING? 12
6th ACTIVITY: WHAT CAN I DO IN A PUBLIC OR PRIVATE BUILDING? 12
7th ACTIVITY: FIND OUT! 13
8th ACTIVITY: THE JUMPING BALL 14
1.4.3. - SESSION 3: ELEMENTS OF THE STREET 15
9th ACTIVITY: THE STREET-MY STREET 15
10th ACTIVITY: WHERE DO YOU LIVE? 15
11th ACTIVITY: GAME- LISTEN AND DANCE! 15
12th ACTIVITY: GAME- MOVING AROUND. INTRODUCTION OF WHERE IS…? 16
13th ACTIVITY: GAME- WHERE ARE THE BUILDINGS IN OUR CITY OR VILLAGE? 16
1.4.4. - SESSION 4: LET’S BUILD OUR CITY 17
14th ACTIVITY: LET’S DRAW OUR CITY 17
15th ACTIVITY: LET’S BUILD OUR CITY 17
16th ACTIVITY: PREPARE A RIDDLE 18
1.4.4. - SESSION 5: LET’S SHOW OUR CITY 19
17th ACTIVITY: ORAL EXPOSITION OF THE CITIES 19
18th ACTIVITY: TEST WITH 19
1.1.- UNIT JUSTIFICATION

TOPIC: THE CITY, THE VILLAGE LEVEL: PRIMARY GRADE: 2nd OF

AND MY STREET PRIMARY
DESCRIPTION OF THE UNIT:

The objective of this didactic unit is the students know and recognize the environment
that surrounds them and the different elements and buildings that can be found in it.
It is intended that the student is able to recognize the distribution, location and
interconnection of the different elements that characterize the places and the different
geographical spaces of different magnitude, such as cities, towns and within these, the
streets.
Through this didactic unit, students will learn to recognize their environment, to compare
it with different ones, to locate themselves in it and to understand the functionality of the
different buildings that surround them because children need to know their environment,
understand the distribution of it and develop the sense of location and belonging.
To achieve the objectives, the student will perform different activities both individually
and in pairs and in groups, to promote the development of the different skills included in
the curriculum.
1.2.- CLIL UNIT TEMPLATE

Unit: THE CITY SUBJECT: SOCIAL SCIENCES/ ENGLISH/ARTS Lessons: 5 Ed. Level: 1ST PRIMARY
▪
▪
▪
▪
▪ To be able to understand the concepts of a city and a
village and identify the differences between them.
▪ To establish the differences between public buildings and
private building and understand their different purposes. • To build, in groups, a Lego city and make an
▪ To use English (oral and written) in different situations oral presentation to the class.
such as to ask for the location and to know how to locate • To answer a plickers test (a questionnaire)
Teaching a building in a city. Final Task done by them.
Objectives ▪ To develop spatial orientation.
▪ Identify common elements in a street, their location and
the address where each student lives.
▪ To understand a simple bi-dimensional map.
▪ To build a city following some instructions
▪ To work individually, in pairs and in groups.
▪ To help learners understand that the content can be
acquired in a L2.

Assessment
Criteria
▪ Identify the elements of a city and of a village.
▪ Establish differences between public and private buildings.
▪ Understand the different purposes of public and private buildings. Competences
▪ Locate a building with respect to others.
▪ Develop spatial orientation in a city.
▪ Identify common elements in a street and its location.
▪ Ask and answer your personal address.
▪ Listen and understand short sentences in English.
▪ Read and understand simple questions in English with visual support.
▪ Write short answers to contextualized questions in English.
▪ Understand and follow written instructions in English to build a map.
▪ Be able to describe orally a city and its elements.
▪ Be able to work individually, in pairs and in groups respecting the other
children.
▪ Competence in linguistic communication:, to be able to
speak in public, understand, write and read simple
sentences in English.
▪ Mathematical competence: to develop spatial sense.
▪ Learning to learn competence: To develop creativity and
imagination.
Key ▪ Social skills and citizenship competence: To interactive
properly with others in class
▪ Competence in knowledge and interaction with the
physical world
▪ Computer and board.
▪ Material that they use in their everyday activities such as
pencils, erasers, scissors, colours, long mural paper.
Materials ▪ Plastifying machine for the flashcards.
Resources ▪ Lego pieces.
▪ Visual display with cities, villages and vocabulary about
buildings in a city.
▪ Worksheets, videos of parts of a city and prepositions.

▪ Identify a city, a village and a street.

▪ Identify different buildings, if they are public or private and their
purpose.
▪ Locate a building spatially with respect to others.
▪ Greetings and presentations.
▪ Request and offer of help, information, instructions,
permission.
▪ Interaction with directed comprehension, rehearsed, guided
and spontaneous.
▪ Oral comprehension of the language to communicate and
learn.
▪ Classify their own place in a village or in a
▪ Basic description patterns.
city.
▪ Discrimination of sounds, accent and intonation.
▪ Classify different kind of buildings and
identify their purpose.
▪ To understand and draw a simple map.
▪ To follow location instructions to build a city. Content
▪ Venn diagram to classify buildings: city, town
or both. ▪ To compare our city to others in terms of size
▪ Extract information of different web sites and and elements.
associate it to an element. THE CITY, THE ▪ To compare different kind of cities in the
▪ Cognitionn world.
Thinking games: to construct a riddle. VILLAGE AND Culture ▪ Understand different types of homes and
▪ Solve riddles about location.
▪ Locate themselves respecting the others. MY STREET es addresses.
▪ Analyse data on different displays. ▪ Work with classmates: cooperative work, pair
work.
▪
▪
Communication ▪
▪

Language for the topic Language for interaction

▪ ▪
▪ ▪
▪ ▪
Vocabulary ▪ ▪
Structures
▪
▪
▪
▪
▪
▪
▪ Vocabulary related▪ to the city, village and ▪ Affirmative structures: There is / There are ▪ Can I go (to the bathroom)?
▪
street. ▪ Question structures asking, “Where is the school?” ▪ Can you repeat it again, please?
▪ Location adverbs: in front of, behind, ▪ Where do you live? I live in… ▪ Can you help me, please?
between. ▪ Negative questions: No, it isn’t. ▪ I don´t understand it.
▪ Verbs related to the functions of different ▪ Location structures, “The school is between the ▪ Please, can I borrow you pencil/eraser etc.?
buildings: buy, learn, save, play, swim, etc. bank and the fountain”. ▪ Silence, please.
▪ Specific vocabulary such as Venn diagram. ▪ It is a private/public building. ▪ I have a question/doubt.
▪ Adjectives such as colours and sizes. ▪ In this building I can do something. ▪ You are wrong/ right.
▪ Numbers
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TASK

1.3.- SEQUENCE OF ACTIVITIES AND 4 Cs

PREPARACIÓN HOW ASSESSMENT
KEY CONTENT COMMUNICATI COGNITION CULTURE SEQUENCE
COMPETENCE OBJECTIVES S ON ¿Qué secuencia CRITERIOS
S ¿Qué debemos ¿Qué vamos a seguir?: ¿Qué han
¿Qué aprender? trabajamos proceso, aprendido?
desarrollamos? ? organización…
ÁREA: CASTELLANO: LENGUA Y LITERATURA
SESSION 1
1.- Extraer 1.- 1.- Analiza la
1. Picture
información de Obtención and say estructura de
textos en de what you una carta en
diferentes soportes información see. formato
Tratamiento de 2. Video with
: textos estándar con
la información y elements
científicos. of the city. ayuda de sus
competencia
(Procedime 3. Mural and compañeros y
digital flashcards
ntal) del maestro en
4. Draw your
city and segundo
write término.
some

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 elements. 2.- Extrae la
idea principal de
SESSION 2
un texto carta.
5.
3.- Explicar los 3.- 4.- Elaboración 3.-
contenidos de las Explicación del
Conocimiento y (obj.2, 8)
informaciones de
la interacción
requeridas en el contenidos 5.- Ensayo de la
con el mundo
trabajo. del tema. explicación
físico (obj. 3, 5)
(Conceptua
l)
6.- Exposición a
2.- Actuar 2.- 2.- Actúa
los alumnos de 3º
democráticamente Actuación democráticamen
(obj. 3, 5)
en el trabajo en democrátic te en el equipo,
equipo, a: participando y
Social y manteniendo participació aceptando la
ciudadana equilibrio entre su n. participación de
participación y la (Actitudinal sus compañeros
de sus ) sin imposiciones
compañeros. ni inhibiciones.

ÁREA: EDUCACIÓN ARTÍSTICA

Cultural y 4.- imagen real. 4.- 4.-
artística Combinaci

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 ón de
colores:
similitud.
(Procedime
ntal)
ÁREA: CASTELLANO/VALENCIANO: LENGUA Y
LITERATURA
5.- Expresarse 5.- 5.- Se expresa
oralmente ante sus Exposición oralmente ante
compañeros, oral: sus compañeros
Comunicación construyendo oraciones construyendo al
lingüística frases con compuesta menos tres
oraciones s. frases
compuestas (Procedime compuestas.
ntal)
6.- Convertir la 6.- 6.- Convierte la
información Comunicac información
obtenida en ión escrita obtenida en
Comunicación respuestas de la respuestas
lingüística escritas acordes información escritas acordes
con lo demandado : rellenado aunque tengan
de escasez de
cuestionari información

7
 o(Procedim
ental)

ÁREA: MATEMÁTICAS
7.- Deducir en 7.- Uso de 7.- Deduce las
equipo las escalas dimensiones a
dimensiones a (Procedime escala ayudado
escala 1:100.000 ntal) por su equipo
de compañeros.
Matemática 8.- Representar 8.- 8.- Representa
una elipse Representa una elipse
aproximada en ciones aproximada
equipo. geométrica junto con sus
s: elipse compañeros de
equipo.

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1.4.- SESSIONS, ACTIVITIES AND MATERIALS

1.4.1. - SESSION 1: PRETEACHING-TOPIC PRESENTATION AND INITIAL ASSESSMENT

1st ACTIVITY: WHAT DO YOU SEE?

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY / COOPERATIVE

DEVELOPMENT:
Through the projection of a power point, the students, in turns, must identify what they see
if a village or a city. Next they should try to number what we can find in a town and in a city. The
names said by them will be written on the blackboard. The structure that they should use will be:
• “There are houses in the village”
• “There is a theatre in the city”

MATERIALS: Picture, blackboard, Power Point

2nd ACTIVITY: IS IT A VILLAGE OR A CITY?

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY /

COOPERATIVE
DEVELOPMENT:
Students will have to differentiate which photo belongs to a town and which photo
corresponds to a city. To the question of why, they will have to say, for instance:
• "This is a city because it is big"
• “This is a city because there are skyscrapers”
• “This is a village because it is small”
MATERIALS: http://es.pinterest.com/olgalines/villages-and-cities, board and projector, Internet
connexion.

3rd ACTIVITY: LET’S BUILD

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY /

COOPERATIVE
DEVELOPMENT:
Two very large murals will be placed on the floor of the class. In each one of them the
name of Village and City will be placed. The teacher will show the children different flashcards
with drawings of buildings that can be in a city and a town. It will try at first that the students
name them without seeing their names. In case they cannot remember it, the teacher will be shown
the name so they can read it. Each student will be assigned a flashcard. Then they will have to
show the flashcard and say what it is, if it belongs to the town or the city and place the flashcard in
the corresponding mural.
• “There is a hospital in the city”
• “There is a store in the village”
MATERIALS: two large continuous paper murals and flashcards with the different pictures and
names of buildings and parts of the city and village, crayons and colours.

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 Vocabulary of the city: hospital, train station, bus station, town hall, store, supermarket,
shopping centre, gas station, buildings, hotel, big park, big library, school, secondary school,
university, big square, police station, cathedral, skyscraper, theatre, bank, etc.
Vocabulary of the village: clinic, store, supermarket, townhouse, house, park, library, school,
small square, police station, farm, church, town hall, bank, etc.
https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/flashcards-places-in-a-
town.pdf

4th ACTIVITY:VERT DIAGRAM: ELEMENTS OF THE CITY AND VILLAGE

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY / COOPERATIVE

DEVELOPMENT: An exercise will be given to the students where they will have to locate
buildings in a Venn diagram depending on whether they belong to a town, a city or both.
MATERIALS: Exercise, paper and eraser.

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 1.4.2. - SESSION 2: PUBLIC AND PRIVATE BUILDINGS

5th ACTIVITY: IS IT A PUBLIC OR PRIVATE BUILDING?

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY / COOPERATIVE

DEVELOPMENT: The students will visualize a series of images and will have to differentiate if
the buildings are public or private. They will have to use sentences such as:
• “The school is a public building”
• “The bank is a private building”
MATERIALS: Video projector, speakers, Internet connection. Suggestion: create the activity
through www.quizlet.com.

6th ACTIVITY: WHAT CAN I DO IN A PUBLIC OR PRIVATE BUILDING?

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY / COOPERATIVE

DEVELOPMENT: The students will see some pictures of public and private buildings and what
we can do in each of them. After that, students will have to say what can be done in each public or
private building that they will see.
MATERIALS: Video projector, images, Internet connection.

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 “The school is a public building. “The bakery store is a private building.
I learn in the school” I buy bread in the bakery store”

7th ACTIVITY: FIND OUT!

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY / COOPERATIVE

DEVELOPMENT: the students, in peers, using a webquest, will have to find which building
corresponds to these definitions.
MATERIALS: Video projector, images, Internet connection,
http://www.webquestcreator2.com/majwq/
Examples:
1. A public building where I can learn.
http://dictionary.reverso.net/english-cobuild/school%20children

2. A place where I can save my money.

http://www.scholastic.com/browse/article.jsp?id=3750579

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 8th ACTIVITY: THE JUMPING BALL

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY / COOPERATIVE

DEVELOPMENT:

Two balls will be given to boys and girls. In them there will be stickers turned inside out with the
names of the buildings that were seen in the previous session and that belong to both the city and
the town. A music will sound and the balls will go hand in hand. The moment you stop, the boys or
girls who have the balls will have to choose a sticker, read what it says and say: "It is a hospital and
it is in the city. It is a public building". Placing next the name next to the corresponding flashcard in
the mural.
MATERIALS: two balls, stickers with the names of the buildings saw in the previous session,
some tape or blue tack.

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 1.4.3. - SESSION 3: ELEMENTS OF THE STREET

9th ACTIVITY: THE STREET-MY STREET

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY / COOPERATIVE

DEVELOPMENT: Elements of the street and its usefulness will be presented to the children.
https://quizlet.com/43797928/flashcards
After that, the students will make a drawing of their street drawing the elements that are in it.
MATERIALS: Video projector, images, Internet connection, paper and colours.

10th ACTIVITY: WHERE DO YOU LIVE?

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY / COOPERATIVE

DEVELOPMENT: The students will write the complete address of their house in the previous
drawing. They will all stand up and to the sound of a music they will move. When the music stops,
they will be placed in pairs and they will ask each other: "Where do you live?" And they will
answer: "I live in ...... My address is ....”
MATERIALS: Video projector, music, Internet connection, previous drawings.

11th ACTIVITY: GAME- LISTEN AND DANCE!

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY / COOPERATIVE

DEVELOPMENT: Students will visualize twice a video about the prepositions: in front of, behind
and between. In the first they will only listen. In the second, they will listen and repeat the
information dancing. After this, try to sing the song without sound so that the children identify in
the flashcards if the object is in front of, behind, between.
https://www.youtube.com/watch?v=xERTESWbqhU&list=PLI7CJtl8J5Im8QyceJCjTVnrTg36-
f0Vp
MATERIALS: Video projector, speakers, Internet connection.

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 12th ACTIVITY: GAME- MOVING AROUND. INTRODUCTION OF WHERE IS…?

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY / COOPERATIVE

DEVELOPMENT: There will be a game in which the teacher will tell the students different
positions to be placed. The class will divided in three groups. First of all, the teacher will give a
flashcard with a building to each student of the first group. Then, the students will be place
following the instructions of the teacher, for instance:
For example: “The hospital is in front of the Bank”, “The fountain is between the bank and the
school”. is between Rosa and Javier, etc.”, until placing all the children in the group. The rest of the
groups will check the positions.
When one group is finished, the teacher will ask the rest of the groups: “Where is the Hospital?”.
And the groups will answer: “The Hospital is in front of the bank”.
If they are ready, they can ask the questions.
MATERIALS: flahscards with elements of the city

13th ACTIVITY: GAME- WHERE ARE THE BUILDINGS IN OUR CITY OR VILLAGE?

METHODOLOGICAL STRATEGY: INDIVIDUALLY

DEVELOPMENT:
Students will have to fill out an exercise where they should write the position of 2 elements of the
murals. “The hospital is between the hotel and the school. The theater is behind the park " and two
elements of their street.
MATERIALS: Exercise, paper, pencil and eraser.

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 1.4.4. - SESSION 4: LET’S BUILD OUR CITY

14th ACTIVITY: LET’S DRAW OUR CITY

METHODOLOGICAL STRATEGY: INDIVIDUAL/PEERS

DEVELOPMENT: the students, following some simple instructions, should draw the drawing of a
street or city.
There is a long street.
The bank is behind the school.
There is a street lamp in front of the school.
There is a hotel between the school and the pool.
Once the exercise is finished, they will be corrected in peers.

MATERIALS: exercise, pencil and eraser.

15th ACTIVITY: LET’S BUILD OUR CITY

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY / COOPERATIVE

DEVELOPMENT:
Students, in groups of four, will build their own city using Legos. Each group must follow
instructions like those of the previous exercise. For instance:
There are 4 streets.
One street is very long.
There are three trees.
There is a hotel in front of the school.
There is a fountain behind the school.
Then, they can add the elements they want. Once finished, they should prepare the next day's
exhibition. They will be given a guide for this:
• Is it a city or a village?
• Name the different buildings. Describe their location.

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 • Are they private or public buildings?
• What can we do in those buildings?
• Are the streets long or short?
• What kinds of elements are in the streets?

MATERIALS: Legos, instructions, guide

16th ACTIVITY: PREPARE A RIDDLE

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY / COOPERATIVE

DEVELOPMENT: The students of each group, in pairs, must write the description of a building
and its position in their city.
For example:
It is a public building.
We can learn many things there.
Is between the bank and the fountain.
MATERIALS: piece of paper, pencil, eraser.

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 1.4.4. - SESSION 5: LET’S SHOW OUR CITY

17th ACTIVITY: ORAL EXPOSITION OF THE CITIES

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY / COOPERATIVE

DEVELOPMENT: Students, by groups, will make oral presentations of their different cities.
MATERIALS: city legos, video camera.

18th ACTIVITY: TEST WITH

METHODOLOGICAL STRATEGY: COLLECTIVE-PARTICIPATORY / COOPERATIVE

DEVELOPMENT: Students will take a test with the program. The questions will be the riddles
made by themselves together with a photograph of their cities.
MATERIALS: The riddles made by the students, projector, https://www.plickers.com/

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