INTRODUCTION TO ORIGAMI TECHNIQUE CLIL PROJECT ARTS & CRAFTS YEAR 5 CEIP Amat-Verdú PGC TCTFL Nottingham 2009 Maribel Garcia

2 Sant Boi de Llobregat Industrial town 17 Km south from Barcelona Right bank of Llobregat River inhabitants The majority are Spanish speakers 10% immigrants, mainly from South America and Morocco

PGC TCTFL Nottingham 2009 Maribel Garcia 3 CEIP Amat-Verdú Oldest school of the town State School 425 pupils Medium-low socio economic level 31 teachers Aula dacollida Green School Certificate Comenius Project

PGC TCTFL Nottingham 2009 Maribel Garcia 4 CLIL in my school 2006 – rd to 6th level 2008 – 2009 Kindergarten (year 5) One hour session every week with half a class group 2007 – st and 2nd level Arts and Crafts Worshops

PGC TCTFL Nottingham 2009 Maribel Garcia 5 Why Origami? Why through English? The magic of turning a flat piece of paper into a three dimensional model. It takes concentration and care. It strengthens the ability to visualize in your head the rusults of a process. A motivating way to see the importance of sequencing. Learn geometric concepts in a meaningful context. Improve our pupils oral skills in English. Increase the time of exposure to EFL. Provide a meaningful context to use the language. It doesn t substract time from the obligatory curricula.

PGC TCTFL Nottingham 2009 Maribel Garcia 6 Theoretical Approach Implies integrating learning theory and language learning theory. It s based on Vygostky s socio-cultural theory: Thought is internalised language 3As lesson planning tool. Language of learning Analyse Language for learning Add Language through learning Apply 4Cs framework guide for planning and designing the teaching practic.

PGC TCTFL Nottingham 2009 Maribel Garcia 7 Project mind map BEGINNERS

PGC TCTFL Nottingham 2009 Maribel Garcia 8 An audit tool for task and materials design Cummins matrix

PGC TCTFL Nottingham 2009 Maribel Garcia 9 INTRODUCING CONTENT Use of visuals and realia to introduce new vocabulary and concepts. PPT laminated cards

PGC TCTFL Nottingham 2009 Maribel Garcia 10 SCAFFOLDING CONTENT Break the task into more accessible steps Symbols DiagramsBases

PGC TCTFL Nottingham 2009 Maribel Garcia 11 Scaffolding Language Graduate the level of language input Adapt the language to learners need Provide support to communicate in English Model the sentences and give prompts

PGC TCTFL Nottingham 2009 Maribel Garcia 12 Clear directions Activate previous knowledge. Clarify the purpose at the beginning of the sesson Provide clear instructions. Share success criteria.

PGC TCTFL Nottingham 2009 Maribel Garcia 13 Peace Project PPT Sadako and the 1,000 cranes Paper crane Video presentation

PGC TCTFL Nottingham 2009 Maribel Garcia 14 Outcomes

PGC TCTFL Nottingham 2009 Maribel Garcia 15 Assessment Pupils being aware of learning intention and success criteria. Reporting orally on achievement during the process and at the end of the lesson. Teacher observation chart.

PGC TCTFL Nottingham 2009 Maribel Garcia 16 Conclusions To share CLIL with my colleagues of English To explain CLIL to the parents and the teaching staff To improve the units and materials I have been using by including scaffolding resources To keep updated with new CLIL researches