unidad didáctica AICLE

Template to design a CLIL didactic unit

Subject: ECONOMY                                                           Teacher: Angélica Robles Pastor

Title of the Unit

“   Economics focuses on the behavior of agents”                                              

 Course / Level         ELEVENTH GRADE

1. Learning outcomes  / Evaluation criteria	-To know the analysis basic elements including individual agents, their interactions, such as outcomes and incomes. -To investigate how organizations succeed at corporate entrepreneurship avoid high costs focusing on the behavior of agents. -To designated an organization creating new resources which can be applied throughout agents of the society. -To distinguish the different behavior of agents in the actually world and their different dimensions.
2. Subject Content	-Principal concept of the economy and the main agents what are interacting. -Principal concepts including demand, marginalism, rational choice theory and opportunity cost. -Characteristics of experimental economics and the use of scientifically controlled experiments by agents.
	3. Language Content / Communication
Vocabulary	-Noums: Agronomics, austerity, boom and bust,capitalist, consumer confidence, deflation,credit crunch,depression,downtrend, economic cycle, economic indicator, finance, geoeconomics,global economy,globalization, gross domestic product,growth, hyperinflation, industry,inflation spiral,market forces,microfinance, national debt,national product, activity, crisis, development, downturn, growth, policy, recovery, reform, slowdown and political economy. -Verbs: To administer, to confirm, to support, to advertise, to declare, to insure, to product, to benefit, to need, to require, to buy, to import, to depend on, to sell, to trade in, to obtain, to control, to increase, to export, to earn,  to organize and to gain. -Adjetives: Frequently tested empirically, cheap, economic, competitive, lucrative, profitable, cost-effective, economical, fiscal, ailing, and aggregate.
Structures	Understanding the economy requires a basic knowledge of the key flows that influence economic activity. How do interest rates affect households and businesses? How does government policy influence GDP? Forming a view on these and many other policy questions requires some knowledge of the economy’s structure. ·         Macroecomics ·         Microeconomics ·         Indicators of economic structure ·         Total person income
Discourse type
Language skills	Abstract and simplify in order to identify and model the essence of a problem. Analyse and reason – both deductively and inductively evidence and to assimilate the structure. Analyse qualitative and quantitative data. Communicate concisely results to a wide audience. Think critically about the limits and to analyse in a socio-economic context. Draw economic policy inferences and to recognize the potential constraints in their implementation. Apply literary and information-processing skills, as well as interpersonal skills.
4. Contextual (cultural) element	Past and present cultural elements. Cultural economics develops from how wants and tastes are formed in society.
5. Cognitive (thinking) processes	Traditional economics: data on naturally occurring market choices and time allocations only Experimental economics: data on choices in artificial situations with real stakes Field experiments Laboratory experiments Neuroeconomics: data from brain imaging and other ways of measuring brain activity, data on eyeball orientation and data on other physiological measures, such as skin conductance, muscle activation or hormone levels Genoeconomics: data on genes Cognitive economics: data on hypothetical choices, psychometric data, and self-report data on mental contents
6. (a) Task(s)	Survey measures of expectations Survey measures of preference parameters Direct measures of intelligence Direct measures of decision-making skill Self-reported emotions, including self-reported happiness Survey measures of beliefs about how the world works.
6. (b) Activities	Imagine a bathtub full of water, where the water level represents the level of employment or economic activity. There are two drains on the bathtub: taxes and savings. The government collects taxes and then uses it to fund a lot of other activities like health, education, justice, social welfare, etc. The government can control how much it spends through its annual Budget. Savings are invested either by households or by businesses. So we could put our savings towards a house, or we could it put in the bank. The bank would then lend it to businesses to invest. That comes back to the economy.
	7. Methodology
Organization and class distribution / timing	22 people , 10 girls and 12 boys. People used to be sitting in a group of four or five people.
Resources / Materials	Text Book. Homework book. Digital resources. APP live 360º. QR CODE. Movil telephone.
Key Competences	What is open government in practice?                What do we get when we open the government?                How to get an open government?                Open government and technology                 Right to digital skills                Digital social inclusion or exclusion?                Internet as a human right?
8. Evaluation (criteria and instruments)	Transferable skills, including: communication and presenting findings and explaining complex data, numeracy handling complex data and applying mathematical and statistical analysis methods. problem solving extracting information, drawing conclusions and making recommendations.

Tarea 3.2 Objetivo de los Recursos Educativos en el IES GIL de JUNTERÓN. BENIEL

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