When children are busy, active and creative they want to communicate, they want to use the language. The context is working for us to make the meanings clear, this could be an excellent opportunity for some real communication in English. Prior to fold a new origami, childrens could draw a plan of what they are going to do. The possible language items are quite easy and very useful in each classroom activity: parts of the body, directions, positions, 'to be', 'has got' for possession, likes and dislikes, asking for permission, identifying, counting and numbers, instructions, colours, shapes, adjectives, tenses, comparatives, modal verbs...
Indeed the stage when the children are making is almost as important as the activities they do afterwards in terms of language practice. Folding origami -a faster aeroplane, a box, a flower, a display, a character- helps to exercise English in a tangible communication context:

After having folded a new origami figure children do not have finished their task, because they can record what they have done in pictures -draw or photographs-; in picture and words; in words only -written or recorded on tape- to render their creation re-producible and their experience transferable to other children.
This teaching tecnique, as a matter of fact, is essentially playful, manipulative, communicative and the communication does not have an end in the speeches of the children, but continues with the drama techniques, science researches, the reading linked with the storytelling as follow up activities.

.:: ORIGAMI INDEX ::.
.:: ORIGAMI IS AN ART :: HOW ORIGAMI WORKS ::.
.:: ORIGAMI TEACHING :: LEARNING TO LEARN ::.
:: ORIGAMI IN THE FL CLASSROOM ::.
.:: TOPIC BASED APPROACH :: TASK BASED APPROACH ::.