INTRODUCTION TO ORIGAMI TECHNIQUE CLIL PROJECT ARTS CRAFTS

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

Sant Boi de Llobregat q q q Industrial town 17 Km south from Barcelona Right bank of Llobregat River 85. 000 inhabitants The majority are Spanish speakers 10% immigrants, mainly from South America and Morocco PGC TCTFL Nottingham 2009 Maribel Garcia 2

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

CLIL in my school 2006 – 2007 3 rd to 6 th level Arts and Crafts Worshops 2007– 2008 1 st and 2 nd level One hour session every week with half a class group 2008 – 2009 Kindergarten (year 5) PGC TCTFL Nottingham 2009 Maribel Garcia 4

Why Origami? Why through English? n The magic of turning a flat piece of paper into a three dimensional model. n n n Improve our pupils’ oral skills in English. It takes concentration and care. n Increase the time of exposure to EFL. It strengthens the ability to visualize in your head the rusults of a process. n Provide a meaningful context to use the language. n It doesn’t substract time from the obligatory curricula. A motivating way to see the importance of sequencing. Learn geometric concepts in a meaningful context. PGC TCTFL Nottingham 2009 Maribel Garcia 5

Project mind map BEGINNERS PGC TCTFL Nottingham 2009 Maribel Garcia 7

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

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

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

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

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

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

Outcomes PGC TCTFL Nottingham 2009 Maribel Garcia 14

Assessment n n n 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 15

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 PGC TCTFL Nottingham 2009 Maribel Garcia 16