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

INTRODUCTION TO ORIGAMI TECHNIQUE

CLIL PROJECT

ARTS & CRAFTS YEAR 5

CEIP Amat-Verdú

PGC TCTFL Nottingham 2009 Maribel Garcia

PGC TCTFL Nottingham 2009 Maribel Garcia

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Sant Boi de Llobregat

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

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CEIP Amat-Verdú

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

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CLIL in my school2006 –2007

3rd to 6th level

2008 – 2009Kindergarten (year 5)

One hour session every week with half a

class group

2007– 2008 1st and 2nd level

Arts and Crafts Worshops

PGC TCTFL Nottingham 2009 Maribel Garcia

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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

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Project mind map

BEGINNERS

BEGINNERS

PGC TCTFL Nottingham 2009 Maribel Garcia

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An audit tool for task and materials design

Cummins matrix

PGC TCTFL Nottingham 2009 Maribel Garcia

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INTRODUCING CONTENT

Use of visuals and realia to introduce new vocabulary and concepts.

PPT laminated cards

PGC TCTFL Nottingham 2009 Maribel Garcia

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SCAFFOLDING CONTENT

Break the task into more accessible steps

Symbols DiagramsBases

PGC TCTFL Nottingham 2009 Maribel Garcia

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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

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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

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Peace Project

PPTSadako and the 1,000 cranes

Paper craneVideo presentation

PGC TCTFL Nottingham 2009 Maribel Garcia

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Outcomes

PGC TCTFL Nottingham 2009 Maribel Garcia

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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

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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