Subject name

Classroom Material: Design, Creation and Development
Master in Bilingual Education
Four-month period
Second four-month period
Type of subject Compulsory


This subject aims to be practical and useful for your future work in the classroom. All the different sections that you will find here aim to contribute to ease your job as a teacher.

Unfortunately, there is little material already available for CLIL instruction and a great deal of what you will use in your classroom will have to be either adapted or fully created by yourself. This may seem complex, but the purpose of this subject is to provide general guidelines in order for you to carry out such task. There is little theory to read in these units, just what is absolutely necessary to provide the overall context for the topic.

Most of the following units follow a similar format by providing ideas for the adaptation of materials and the scaffolding process for the development of the students’ skills and competences. In all of them there is a strong presence of TICs applied to each of the aims. The objective is to offer you an array of possibilities and resources to make your classes effective and interesting.

There are free Internet resources to help you with almost every need that you may have in the classroom in the future. Remember that part of your job as a teacher in a CLIL context in the 21st century will be to keep abreast of developments and new technologies. They will be your allies in order to make the most of your students’ potential.


Basic Competences

  • BC6. Achieve and understand the knowledge that provides a base and an opportunity to be original in the development and implementation of the ideas, often in a research context.
  • BC7. That the students are able to apply the knowledge acquired and their ability to solve the problems in new or not very well known environments among wider contexts (or multidisciplinary) related to their field of study.
  • BC8. That the students are able to integrate knowledge and face the complexity of judging from an information, that being incomplete or limited, includes reflections about the social and ethic responsibilities linked to the application of their knowledge and judgements.
  • BC9. That the students know how to communicate their conclusions and knowledge and reasons that support them to specialized and non-specialized audiences in a clear and unequivocal way.
  • BC10. That the students have the abilities to learn that allow them to continue studying in such a way that will be self-directed or self-sufficient.

General Competences

  • GC1. Know the specific problems of teaching in a foreign language both linguistically and culturally, in an environment of bilingual education.
  • GC2. Develop skills to promote an atmosphere that ease learning and interaction among students.
  • GC3. Transmit social and cultural values in accordance with the multilingual and multicultural context.
  • GC5. Understand the effectiveness and necessity of promoting the integrated teaching of a foreign language and the own contents of the non-linguistic discipline.
  • GC6. Analyze critically the performance of teaching work and good practices using assessment models and quality indicators.
  • GC7. Understand and reflect on the impact of ICT on the society and culture of students.
  • GC8. Be competent users of L2 in all the skills necessary for teaching.

Specific Competences

  • SC1. Teach a non-linguistic subject in their area of expertise through English.
  • SC2. Design an integrated curriculum in their area of expertise with linguistic contents.
  • SC3. Create and adapt learning materials for bilingual education considering the educational level of students according to the CEFR.
  • SC4. Develop, plan and guideline the contents of discipline in bilingual environments according to the formal format CLIL Module.
  • SC5. Design and develop educational activities based on CLIL methodology.
  • SC7. Add new teaching strategies and new information technologies to bilingual education for the design of new learning environments in the classroom.
  • SC11. Develop and implement teaching methodologies adapted to the diversity of students in a bilingual environment.
  • SC12. Be able to foster the application of different techniques and procedures to develop the students’ abilities.
  • SC13. Know and apply the advantages of the communicative approach and task-based learning for linguistic interaction in two languages.
  • SC14. Integrate training in audiovisual and multimedia communication in the teaching and learning process.

Transversal Competences

  • TC1. Analyze reflexively and criticize the most important issues of today's society for a coherent decision-making.
  • TC2. Identify new technologies as teaching tools for communication exchange in the development of processes of investigation and group learning.
  • TC3. Apply the knowledge and skills acquired by the studies to real cases and in an environment of workgroups in companies or organizations.
  • TC4. Acquire the ability to work independently, promoting the organization and encouraging independent learning.


Unit 1. Key points when designing CLIL materials
Elements of a CLIL unit
The design of a CLIL unit

Unit 2. Adapting and presenting text
Simplification, elaboration and discoursification
TLDR extension

Unit 3. Activities and Tasks
What is the difference between activities and tasks?
Choosing a suitable activity
Task break-down
Task and project-based learning approaches

Unit 4. Vocabulary development
Breath and depth of vocabulary
Activation of previous knowledge
Tools for vocabulary development

Unit 5. Tools for communication
What is communication?
Communication in the CLIL context
Tools for productive skills
Tools for receptive skills
Tools for conversational skills

Unit 6. Tools for Cognition I
What is cognition?
Cognition in the CLIL context
Bibliographical references

Unit 7. Tools for Cognition II
Tools for organizing information
Tools for developing cognition

Unit 8. Tools for Content
What is content?
Content in the CLIL context
Tools for teaching content
Audiovisual presentations

Unit 9. Tools for Culture
What is culture?
Culture in the CLIL context
Tools for teaching culture: flipped classroom

Unit 10. Gamification
Theoretical foundations of gamification
Gamification in the classroom
Tools and examples

Unit 11. Social networks in the classroom
Teachers’ use of social media
Students’ use of social media

Unit 12. Teacher toolkit
Tools for assessing students
Tools for sharing students’ achievements
Tools for content-sharing




The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.

The activities included in the subject are:

  • Assignments.In your weekly program you will see the different kind of tasks designed for the course such as practice cases, research, critical thinking and, also, you will find information about how to complete them and when to send them to your teacher.
  • Participation in events. During the course you will be participating in different events. Some of those events are attendance to online classes, forums, self-evaluation tests.

In the weekly program you can find the specific tasks you need to complete in this subject.

Descarga el pdf de la programación

These activities are combined with the following aspects:

  • Personal Study
  • Tutoring. The tutoring class can be implemented through different tools and means. During the course of the subject, the teacher-tutor plans the individual tutoring on specific days for the resolution of academic-oriented doubts through “Consultation sessions”. Supplementing these sessions, students have also available the “Ask your teacher” forum through which they can formulate questions and check the corresponding answers on general aspects of the subject.  Due to the very nature of the media used, there are no fixed schedules for the students.
  • Mandatory on-site final exam

The hours dedicated to each activity are detailed as follows:

Assistance to virtual classes       15,0  
Basic material study       90,0  
Additional resources readings       20,0  
Task and practice cases       33,0  
Self-evaluation test         2,0  
Individual and group tutoring       10,0  
Collaborative work, forums, debates, etc.       10,0  
Master's Dissertation work development           -    
Final evaluation           -    


You can personalize your study plan choosing the type of activity that best matches your profile. The tutor will advise you and help you elaborate your study plan. S/he will always be available to guide throughout the course..


Basic bibliography

The section Basic Bibliography is essential for the course. If any document (reading, article,…) is not available in the virtual classroom, you will have to find it by other means: UNIR bookshop, virtual library…

Unit 1

Unit 2

Unit 4

Unit 5

  • Bentley, K. (2007). STT: Student Talking Time. How can teachers develop learners¿ communication skills in a Secondary School CLIL programme? Revista Española de Lingüistica aplicada, [Vol Extra] 1 (1), 129-149. Retrieved from:

Unit 6

  • Jensen, E. (2005). Rules we live by. In Author, Teaching with the Brain in Mind (pp.33-52). Alexandria, VA: Association for Supervision & Curriculum Deve.

Available at the virtual campus with a CEDRO license.

Unit 8

Unit 9

  • Dewayne S. (2011). Teaching Culture in the Foreign Language Classroom. [Paper completed for the Master Teacher Program] Center for Teaching Excellence. United States Military Academy West Point, N.Y. Retrieved from:

Unit 10

Unit 11

  • Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J.V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. Internet and Higher Education 13 (3), 134–140.
  • Available at the virtual campus with a CEDRO license.

* This work is protected by copyright and its reproduction and public communication, in the available modality, have been authorized by CEDRO. It is forbidden its subsequent reproduction, distribution and public communication in any form or by any means, except one printed reproduction by each authorized user.


Additional bibliography

Coyle, D. (2007). Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies. In The International Journal of Bilingualism 10(5), 543-562.

Marsh, D. (1994). Bilingual Education & Content and Language Integrated Learning. International Association for Cross-cultural Communication, Language Teaching in the Member States of the European Union (Lingua). Paris: University of Sorbonne.

Vigotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological processes. Cambridge, MA:Harvard University Press

Adger, C.T., Snow, C. & Christian, D. (2003). What teachers need to know about language. Washington DC: Delta Systems.

Banegas, D.L. (2013). An investigation into CLIL-related sections of EFL coursebooks: issues of CLIL inclusion in the publishing market. In International Journal of Bilingual Education and Bilingualism 17(3), 345-359.

Floimayr, T. (2010). CLIL in Biology – an evaluation of existing teaching materials for Austrian schools. In VIEWS 19(3), 21-28.

McDonough, J., Shaw, C. and Masuhara, H. (2012). Materials and Methods in ELT: a teacher’s guide (3rd edition). Chichester: Wiley-Blackwell.

Moore, P. and Lorenzo, F. (2007). Adapting authentic materials for CLIL classrooms: An empirical study. In VIEWZ 16(3), 28-35.

Harrison, P. and Moorcroft, C. (1996). Science in action Book 3. Dunstable: Folens.
Eldrige, J., Neufeld, S. and Hancioglu, N. (2010). Towards a lexical framework for CLIL. In International CLIL Research Journal 1(3), 80-95.

Gablasova, D. (2014). Learning and retaining specialized vocabulary from textbook reading: comparison of learning outcomes through L1 and L2. In The Modern Language Journal 98(4), 976-991.

Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Franken, R. (1994). Human Motivation. Brooks/Cole Publishing Company, Belmont, CA

Průcha, j., Walterová, e., Mareš, J. (2008). Pedagogický slovník. 4. vyd. Praha: Portál. In Hanesová , D. (2014) Development of Critical and Creative Thinking Skills in CLIL, Journal of Language and Cultural Education 2 (2).

Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39 (8), 12–17.

Seelye, H. N. (1993). Teaching Culture, Strategies for Intercultural Communication. Lincolnwood, III: National Textbook Company.



Evaluation and Assessment

The evaluation system is based on the following numerical chart:

0 - 4, 9



5,0 - 6,9



7,0 - 8,9



9,0 - 10



The grade is made up of two components:


On-site final exam (60%). At the end of the semester, you need to assist a mandatory on-site final exam. You need to pass the final exam so the grade obtained from the assignments (continuous assessment) is summed up to the final grade of the subject. 

Continuous assessment (40%): this type of assessment will be measured through the different assignments you need to complete during the course:

    • Active participation and involvement in forums, online classes.
    • Tasks. The completion of the different activities the students need to send through our virtual classroom such as research, critical thinking, practice cases.
    • Self-evaluation tests. At the end of each unit, students will find a short quiz which will help the students to check the knowledge acquired during the course.

Remember that you can check the points (value) of each assignment in the weekly program.

Take into account that the sum of the grades of the assignments included in the continuous assessment is 6 points. You can fulfil as many as you want to a maximun of 4 points (which is the max. grade that you could acomplish in the continuous assessment). In the weekly program, you can find the grade of each assignment.

Assessment method

Min. Score

Max. Score

Participation in forums, classes, etc.



Task, practice cases and activities



Self-evaluation test



On-site final exam




Bear in mind…
That if you decide to only take the final exam, you will need to have 5 points out of 6 to pass the subject. .


Cristina Castillo

Academic background: European Doctorate in Translation and Interpreting. BA in Translation and Interpreting at the University of Málaga.

Academic and professional experience: Specialized freelance translator (2003-2011). She received a predoctoral research grant in the Translation Department at the University of Málaga (2006-2010). She has also worked as a supply teacher at the English, French and German Philology Department at the University of Málaga. Currently working as an assistant lecturer at UNIR.

Research lines: ICT tools applied to the learning of foreign languages and translation, specialized translation (medical, pharmacy, tourism, economic, among others), corpus linguistics, lexicography, terminology, ontology, and interdisciplinarity in the university context.

José María Díaz Lage

Academic background: PhD in English Philology (University of Santiago de Compostela), M.A. in English Studies: Literature, Culture and Modernity (Queen Mary and Westfield College, University of London), BA in English (University of Santiago de Compostela).

Academic and professional experience: Lecturer at the University of Santiago de Compostela and at the University of Vigo.


Orientación para el estudio

Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:

  1. From our online platform you will have access to each of the subjects you are enrolled. Apart from this, the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting). In this section, you have available all the documents on how to use the different tools included in the virtual classroom, how a subject is organized and you will also have the possibility to organize your study plan with the tutor.
  2. Do not forget to check the weekly program. You will see which part of the content of the course you have to work on every week.
  3. After knowing your work for the week, go to Temas in your virtual classroom. There, you will have access to the study material (theory and practice) from the unit you need to study throughout the week.
  4. Start by reading the Key ideas of each unit, there you will find the specific study material and it will help you understand the most important points of the unit. Afterwards, check out the sections Specially Recommended and More Information where you will find more resources in order to deepen on the topic of the unit. .
  5. Devote some time to the practical cases and tasks in the subject (assignments and test). Remember that in your weekly program you find all the information related to the schedule for each assignment and the maximum grade you can obtain in each of them.
  6. We strongly recommend you to participate in the Events of the course (online classes, forums….). To know the precise schedule of the events, you need to check the communications tools in the virtual platform. Your teacher and tutor will inform you on the updates of the course.
In the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting) you will always find available information on the structure of the units and information on their sections

Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.

Please, take into account the following tips…

  • Whatever you study plan is, go often to the virtual classroom so that you are always up to date about the course and you are in contact with your teacher and your tutor.
  • Remember you are not alone: send an email to your tutor if you have any doubt. If you attend the online classes, you can also ask your teacher about the contents of the unit. Also, you can always write your doubts and questions about  the contents in the Forum of each subject (Ask the teacher).
  • Be active and participate!  Whenever it is possible, attend the online classes and take part in the forums. The exchange of information, opinions, ideas and resources enrich us and the course.
  • And, remember, you are studying online: your effort and perseverance are the key element to obtain good results. Don’t leave everything to the last minute!!!