Presentacion Trabajo de Grado

Patricia Bermúdez Baracaldo
Svetlana Stefanova Radoulska

Director
Master Degree in Bilingual Education
Natural Sciences Sample Unit for Third

Grade Colombian Primary Education
Syllabus
Introduction
In Colombia, CLIL has
been established only in a
few schools. (Mc.Dougald,
2015)
At this time, there are not
enough materials made for
CLIL, therefore, teachers
should design new ones or One of the
CLIL (Content and
adapt the ones known disadvantages is the
Language Integrated
Learning) has been
scarcity of teaching
considered a flexible, materials (Coyle, D.,
innovative and Hood, P., & Marsh, D.,
comprehensive approach 2010).
because it contributes to To design a - The planning and the
the development of Natural preparation of materials
diverse abilities. Sciences is time consuming.
sample unit for
Third Grade
Colombian
Primary
Education
Natural Sciences Sample Unit for Third Grade Colombian Primary Education Syllabus
Patricia Bermúdez 2
Aims
Main objective
• The main aim is to design a Natural Sciences sample unit as part of a
Natural Sciences textbook that the author of the present dissertation
has the intention to complete.
Specific objectives
• Check the Educational Policies of Colombia
• Review the features of the CLIL approach
• Study the Task-Based Learning (TBL) methodology
• Propose diverse tasks about Nutrition, topic established in
Standards in Colombia.
2. Literature review
“CLIL is an educational
approach in which various
language-supportive
methodologies are used which
lead to a dual-focused form of
instruction where attention is
given to both the language and
the content” Coyle (2010)
The CLIL main objective is the combination of content

and language learning. In order to achieve it, the work of
the content teacher and the language teacher is a
fundamental part (Mehisto et al.,2012)
C for C for C for C for Culture
Content Cognition Communication • Content and
• Concepts, • Learning • Language Triptych: language in a
themes of outcomes Language of, real context.
Science • The Bloom’s Language for, • Understanding
taxonomy Language through of the own
(LOTS) & culture and
(HOTS) others
Task –Based Learning Approach
A task is an activity where students
should use the language meaningfully,
with the purpose of achieving a goal
(Ellis, 2003).
It has learner - centered educational
philosophy but also allows for teacher
input and direction.
TBL framework is
organized in three phases:
• Pre-task
• During Task
• Final task
Ellis, 2006
Collaborative Learning
Student…
• develops their social skills,
• improves the attitudes towards
team work,
• becomes the learning center.
• assumes a role into the group
• contributes to the group to achieve
the learning goals, he/she should
solve the task in group
Patricia Bermúdez
Teaching/Learning Materials
Steps for writing materials (Tomlinson,
2011)
IDENTIFICATION EXPLORATION CONTEXTUAL PEDAGOGICAL PHYSICAL
REALISATION REALISATION PRODUCTION
of a need to fulfil of the area of of the of materials of materials,

or a problem to need/problem proposed new by the finding involving
solve by the in terms of materials by of appropriate consideration
creation of what language, the finding of exercises and of layout, type
materials what meanings, suitable ideas, activities and size, visuals,
what functions, contexts or the writing of reproduction,
what skills, etc. texts with appropriate tape length,
which to work instructions etc.
for use.
Patricia Bermúdez
IMPLEMENTATION PROPOSAL
The topic selected is the

Nutrition, which is
determined into the
themes for Third Grade
Primary Education in the
Sciences standards of
competences of Colombia.
The resources used in
teaching – learning
process is classified in
different kinds of teaching
material: Physic or virtual
Sample Unit is as a
part of the Natural
Sciences book
Patricia Bermúdez
The sample Unit
includes different
Colombian aspects
such as typical foods,
recognized images,
and the main
character “the cotton-
top tamarin”.
Patricia Bermúdez
The main character is
established in the topics
throughout of the unit.
The cotton-top tamarin
“El Mono Tití
Cabeciblanco” was
selected because of it is
one of the smallest
endemic primates of
Colombia.
The Natural Sciences
Sample Unit is oriented
to the Third Grade
learners of Primary
Education of Colombia.
It is made up taking
into account the
educational policies of
Colombia.
Patricia Bermúdez
The • Contents establish that a Third Grade learner (first
cycle) should learn “What people and animals eat.
curriculum What plants absorb. The environments where
people, animals, and plants live”, as a part of “the
guidelines vital processes and organization of the living things”
• Students should identify the food groups,

Nutrition “a how the foods are formed and the
vital process” importance of having a balanced diet.
The tasks are
organized in
three phases
taking into
account the
TBL approach
Patricia Bermúdez
Scientific skills
through the
Foreign Language:
English
Patricia Bermúdez
6
5 TOPIC 3-
4 TOPIC 2 – How can we
What do we classify the
3 TOPIC 1- find in the food?
2 READING Why do we food?
1 LAB. TIME need to eat?
TIME 12
INTRODUCTION
VOCABULARY 11 SELF-
10 ASSESSMENT
ASSESSMENT
9
TIME FOR
PEACE AND
8 SCIENCE, CULTURE
7 TECHNOLOGY,
FINAL LAB
AND SOCIETY
TOPIC 4- How
do we eat?
Patricia Bermúdez
Patricia Bermúdez
4. Discussion
It was designed a themed unit as a pilot
sample for a future book of Natural Sciences,
carrying out the parameters established by
Writing an academic text, Zuev in (Borja
Alarcón,2005) .
─ Informative.
─ Transformative.
─ Systematizing
─ Consolidation and control
─ Self-coaching.
─ Integrative.
─ Coordinating. It does not apply. It
could not be carried out because of
linking the ICT tools Nevertheless, it
is a point to improve and enrich the
work.
─ Developing and educative.
Patricia Bermúdez
Framework for materials writing
“Identification of need for materials,
exploration of need, contextual
realisation of material, pedagogical
realisation of materials, production of
materials, student use of materials, and
evaluation of materials against agreed
objectives by Jolly and Bolitho in
(Tomlinson, 2011).
Distinct core considerations for planning a

CLIL Sciences lesson were worked such as
activating prior knowledge, collaborative tasks,
cognitive challenge, developing thinking skills.
(University of Cambridge ESOL Examinations,
2011).
Patricia Bermúdez
Conclusions
• CLIL approach should continue being
promoted in our country For this, it is
essential teachers could be trained and
much more materials could be adapted or
created.
• The Task Based Teaching is one of the
most useful and recognized
methodologies to foster different skills in
the learners. It consists in working three
tasks with a different level of thinking
objectives
• Tasks could be related to the collaborative
work
• We have designed a Natural Sciences Unit

as a pilot sample integrating the aspects
about CLIL approach and Colombian
policies
Patricia Bermúdez
Future Research and Limitations
• Finally, we consider that it is a There are not enough research about
the CLIL approach in Colombia and
starting point for producing a
the CLIL approach in Primary
Sciences textbook for the Third
Education in Colombia is even much
Grade learners in Colombia for
more limited.
Primary Education
We find that most of the research
• Developing some textbooks with the about the TBT approach are focused
CLIL approach for other levels of the on language teaching.
Primary Education in Colombia.
It is necessary to test it.
• Work with teachers of other subjects
and using the textbook as a guide.
• Offer the textbook to schools,

Education department and publishing
houses.
Patricia Bermúdez
REFERENCES
Abreu, M., Bejarano, J. J., & Camacho, C. (2014). Kit PaPaz para la promocion de
una alimentación sana y un cuerpo saludable. (I. C. de B. Familiar & R. Papaz,
Eds.). Instituto Colombiano de Bienestar Familiar ICBF- Red PaPaz. Retrieved
from www.redpapaz.org/alimentacionsana
Barrios Espinosa, M. E. (2012). Módulo 7 : Aprendizaje Integrado de Contenido y

Lengua Extranjera (AICLE). Málaga. Retrieved from https://course-online.pdf
Borja Alarcón, I. (2005). La escritura de textos escolares de castellano (1st ed.).

Bogotá, Colombia: Universidad Distrital Francisco Jose de Caldas.
Commission, E. (n.d.). Task Based Learning, (Lifelong Learning Programme), 14.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL Content and Language Integrated
Learning. Cambridge, England: Cambridge University Press.
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford

University.
Estaire, S. (2007). La enseñanza de lenguas mediante tareas: principios y

planificación de unidades didácticas. Apuntes MEELE, Madrid, Universidad
Antonio de …. Retrieved from http://ulises.cepgranada.org/moodle
/pluginfile.php/25786/mod_page/content/1/docs/tareas_Sheila.pdf
Patricia Bermúdez
Marsh, D. (2012). Content and language integrated learning (CLIL) A Development
Trajectory. University of Córdoba.
McDougald, J. S. (2015a). Teachers’ attitudes, perceptions and experiences in CLIL:

A look at content and language. Colombian Applied Linguistics Journal, 17(1),
25. http://doi.org/10.14483/udistrital.jour.calj.2015.1.a02
McDougald, J. S. (2015b, May). AICLE: Un nuevo enfoque para el aprendizaje

bilingüe. Ruta Maestra Ed. 11, 30–38. Retrieved from
www.santillana.com.co/rutamaestra
Ministerio de Educación Nacional. (2004). Estándares básicos de competencias en

ciencias naturales y ciencias sociales. (1st ed.). Bogotá, Colombia: MINEDUCACION.
Retrieved from http://www.mineducacion.gov.co/1621/articles-
81033_archivo_pdf.pdf
Ministerio de Educación Nacional. (2015). Estándares básicos de Competencias en

lenguas extranjeras: inglés (3rd ed.). Bogotá, Colombia: MINEDUCACION.
Morales, P. (2012). Elaboración de Material Didáctico (Vol. 1). Tlalnepantla, Estado

de México: Red Tercer Milenio.
Tec, M. (2001). Aprendizaje Colaborativo Definición de AC Definición de AC, 16.
Tomlinson, B. (2011). Materials Development in Language Teaching (Second).

Patricia Bermúdez
Thank you so much for your attention!
www.unir.net
Patricia Bermúdez

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Patricia Bermúdez Baracaldo

Svetlana Stefanova Radoulska

Natural Sciences Sample Unit for Third

The CLIL main objective is the combination of content

of a need to fulfil of the area of of the of materials of materials,

The topic selected is the

• Students should identify the food groups,

Distinct core considerations for planning a

• We have designed a Natural Sciences Unit

• Offer the textbook to schools,

Barrios Espinosa, M. E. (2012). Módulo 7 : Aprendizaje Integrado de Contenido y

Borja Alarcón, I. (2005). La escritura de textos escolares de castellano (1st ed.).

Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford

Estaire, S. (2007). La enseñanza de lenguas mediante tareas: principios y

McDougald, J. S. (2015a). Teachers’ attitudes, perceptions and experiences in CLIL:

McDougald, J. S. (2015b, May). AICLE: Un nuevo enfoque para el aprendizaje

Ministerio de Educación Nacional. (2004). Estándares básicos de competencias en

Ministerio de Educación Nacional. (2015). Estándares básicos de Competencias en

Morales, P. (2012). Elaboración de Material Didáctico (Vol. 1). Tlalnepantla, Estado

Tec, M. (2001). Aprendizaje Colaborativo Definición de AC Definición de AC, 16.

Tomlinson, B. (2011). Materials Development in Language Teaching (Second).

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