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Diseño de una unidad AICLE / CLIL
ETICA. 4º ESO
ETHICS IN ANCIENT GREECE
PROF.CLIL: CLARA ALBERT PÉREZ plantilla:Isabel Pérez Torres
© Isabel Pérez Torres http://isabelperez .com/
Materia / Área ETICA
Título de la Unidad
LA ÉTICA EN LA ANTIGÜEDAD: GRECIA
Curso/ N ivel 4º ESO
1. Objet ives
St udent s wi l l be able t o communicat e
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 t o
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 individuals 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.
Diseño de una unidad AICLE / CLIL
ETICA. 4º ESO
ETHICS IN ANCIENT GREECE
PROF.CLIL: CLARA ALBERT PÉREZ plantilla:Isabel Pérez Torres
© Isabel Pérez Torres http://isabelperez .com/
Ancient Greece: ht t p://et hics13.blogspot .com.es/searc
h/label/4%20The%20Ancient %20Greeks Socrates pleads his case: http://ethics13.blogspot.com.es/search/lab
el/Socrates%20pleads%20his%20case
Plato´s Myths:
http://ethics13.blogspot.com.es/2012/12/plato.html
The Fox and the rooster (Aesop´s fable) https://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; int ensi fiers wi t h
comparat ives
Adverbs Comparat ive adverbs
Skills Li st ening,speaking,reading,debating,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 .
Diseño de una unidad AICLE / CLIL
ETICA. 4º ESO
ETHICS IN ANCIENT GREECE
PROF.CLIL: CLARA ALBERT PÉREZ plantilla:Isabel Pérez Torres
© Isabel Pérez Torres http://isabelperez .com/
5. Cognit ive Processes
Cognit 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 t o/Aesop Fable: The
Fox and t he Roost er)
2. Synt hesi s: in hi s essay should
summarize t he ideas of t he Greek aut hors who has previously t ranslat ed.
3. Evaluat ion: should value t he consequences of di f ferent et hical
at t itudes are ref lect ed in t he t ext s.
6. (a). Tasks(f inal) Essay: Is i t right t o disobey t he law?
Socrat es says no. Can you st at e hi s reasons in your own words? Do you
agree?
6. (b). Act ivit ies
1.Translat ion (homework):
Plat o, Cri t o Aesop Fable: The Fox and t he roost er
Ari st ot le: Nicomaquean Et hics http://ethics13.blogspot.com.es/2012/10/ethi
cs-workbook-i-chapter-four-ancient.html
2.Smal l Groups discussions (3-4 st udent s)
2.1.What i s a feud or a vendet t a? 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
Diseño de una unidad AICLE / CLIL
ETICA. 4º ESO
ETHICS IN ANCIENT GREECE
PROF.CLIL: CLARA ALBERT PÉREZ plantilla:Isabel Pérez Torres
© Isabel Pérez Torres http://isabelperez .com/
why he wouldn’t break t he laws of
At hens? 2.3, Why do you t hink having f riends was
so import ant for Ari st ot le?
Wri t e 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-minut e 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 classmat es or t eacher.
3. Debate.
7. Met odology Students need to prepare at home the Workbook I activities.
We will read and translate the workbook in class and then discuss about the different topics: Listening, reading,oral comprehension
7.1. Sesions/Time 3 sesions(50 minut es)
-Essay about Socrat es (individual)The
st udent s may use t hi s mat erial t o help t hemselves answering t he quest ions.
Homework. Each session:
-smal l group discussions. Preparing t hei r
argument s for t he debat e. (20 minut es)
Final Debat e (30 minut es)
7.2. Mat erial s. Workbook
Blog de aula
Workbook 1. The Ancient Greeks http://ethics13.blogspot.com.es/2012/10/ethi
cs-workbook-i-chapter-four-ancient.html
Plato´s Allegory of the Cave (optional) http://ethics13.blogspot.com.es/2012/12/plat
o.html
Aesop´s Fable: https://www.youtube.com/watch?v=KLIyx0wyWW8
Diseño de una unidad AICLE / CLIL
ETICA. 4º ESO
ETHICS IN ANCIENT GREECE
PROF.CLIL: CLARA ALBERT PÉREZ plantilla:Isabel Pérez Torres
© Isabel Pérez Torres http://isabelperez .com/
7.3. Ski l l s
Linguist ics: Oral and wri tten expression. Mat hemat ics: Reading Roman numerals
and dat es.
Social : respect ing each ot her t urn in t he t alking discussion/debat e
Digi t al : 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 int ernet
references about t he di f ferent t opics.
Aut honomy t he st udent m ust 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 icipation 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)
