INTRODUCTION TO ORIGAMI TECHNIQUE

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INTRODUCTION TO ORIGAMI TECHNIQUE

• CLIL PROJECT
• ARTS CRAFTS YEAR 5
• 
  CEIP Amat-Verdú
• 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

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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

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CLIL in my school
2006 2007 3rd to 6th level
Arts and Crafts Worshops
2007 2008 1st and 2nd level
2008 2009 Kindergarten (year 5)
One hour session every week with half a class
group
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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 doesnt substract time from the obligatory
  curricula.

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Theoretical Approach

• Implies integrating learning theory and language
  learning theory.
• Its based on Vygostkys 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.
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Project mind map
BEGINNERS
BEGINNERS
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Cummins matrix

• An audit tool for task and materials design

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INTRODUCING CONTENT
laminated cards
PPT

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

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SCAFFOLDING CONTENT
Diagrams
Bases
Symbols
Break the task into more accessible steps
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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

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Clear directions

• Activate previous knowledge.
• Clarify the purpose at the beginning of the
  sesson
• Provide clear instructions.
• Share success criteria.

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Peace Project
Paper crane Video presentation
PPT Sadako and the 1,000 cranes
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Outcomes
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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.

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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