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PRIMARY EFL TEACHING© |
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PRIMARY EFL TEACHING© |
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Children's language and cognitive
skills are developed from the need to describe feelings and events from
their own experience. In order to learn effectively children need to
be challenged by strong motivation and curiosity: origami provides both
making the children work to learn and become more and more skilled.
Folding paper into origami can create this need by encouraging pupils
to question, predict, describe and give instructions to a partner.
It is better to start from an 'in parallel' performance because children seem to learn more easily from the practical experience of watching and following ostensive instructions.The setting of first origami activities is simple: the teacher folds the paper while saying the FL utterances and step by step creating the origami figure. Then teacher and children, sitting side by side, fold together the paper into the chosen origami. At this point the teacher just says the words and the pupils do the actions: they learn by watching the other pupils do the actions and by phisically reacting to the language in order to fold perfectly the origami. In the first stages for them there is no need to speak, they only have to act, to perform, to fold correctly the paper, soon the language will become a label to the movements and will be univocally recognized and used. Another useful aid to origami teaching is to give pre-folded printed models to fold together following the numbers on the paper, the movements and the instructions integrating the information gathered from visual, audial and kinestetic media. The language will be used by repeating the previously learned instructions in sequences of meaningful and finalized speech acts. Let pupils work in pairs or groups can furthermore increase the communication. Once the task is set, the role of the teachers is three-fold: - move around the room, observing and asking questions about what each student is making: while the pupils are folding paper into origami the teacher goes around helping and giving new vocabulary, which the pupils then effectively teach to other pupils - peer teacing- as they create or change folding groups. - answer pupil's questions: the teacher models the new vocabulary an d structures by using it, then the pupils copy the teacher. - fold new origami to give as models: the group work in all these activities takes the focus off the teacher and the lessons are student-centred.
.:: ORIGAMI INDEX ::. |
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