Task-based language learning is a meaningful way to support the Therefore, it is important that tasks are filled with real-life content that motivates children to interact within. The aim of this term paper is to present a three-hour task sequence that focuses on helping children lead a dialogue.
Before going into detail about the task sequence, this paper will discuss the criteria applied for selecting Eric Carle's "From Head to Toe". It will then introduce the competences that should have been obtained prior to this task sequence and the ones that will be acquired during this task sequence. Thereafter, the context of the children's age and pre-knowledge will be discussed. Subsequently, this paper will present its storytelling task cycle.
Table of Contents
1 Introduction
2 Selection criteria for the picture book “From Head to Toe” by Eric Carle
3 Competences & Context
4 Storytelling task cycle “From head to Toe”
4.1 Pre-task phase
4.2 Target-task phase
4.2 Post-task phase
5 Conclusion
Research Objectives and Themes
This paper aims to design an effective, application-oriented task sequence for primary school English classrooms, focusing on improving communicative competence through the integration of movement and dialogue based on Eric Carle's picture book "From Head to Toe".
- Task-based language learning for young learners
- Implementation of interactive storytelling cycles
- Integration of physical movement and vocabulary acquisition
- Fostering a positive mindset and confidence in foreign language use
Excerpt from the Book
2 Selection criteria for the picture book “From Head to Toe” by Eric Carle
The whole trick in choosing a suitable picture book is, according to Annie Hughes (Hughes, 2006), to look for a picture book with authentic content. Hughes enumerates a list of questions that teachers can use to find out, if their book is a good choice such as the authenticity of a book and the clarity of thoughts (ibid.). If the teacher is positive about most of the questions, it is most likely that the book is appropriate for her goals. Hughes (2006, p. 155) also argues, “One of the most useful story types for the EYL class is a repetitive story, often found in authentic picture books. This type of story works by adding further characters throughout the story development (...)”.
The picture book “From Head to Toe” tells the story of different kinds of animals which introduce themselves by saying which kind of animal they are and tell the children in the book about their abilities. For example: “I am a penguin. I can turn my head” (Carle, 1997). The animal then asks the question: “Can you do it?” On the opposite page there is a child who answers the question with: “Yes, I can do it.” All the following pages are filled with different animals which repeat this kind of sentence structure. By the repetition of content and the question/answer structure shown, a rhythm is established and a predictability for the children emerges. For this task sequence I modified the children’s answer from “Yes, I can do it” to “Yes, I can. I can turn my head” (s. List of modifications, 1). The learners will have to repeat the verb in a full sentence.
Summary of Chapters
1 Introduction: This chapter introduces the theoretical basis of task-based language learning and outlines the purpose of creating a three-hour task sequence for primary education.
2 Selection criteria for the picture book “From Head to Toe” by Eric Carle: The chapter justifies the choice of the book based on its repetitive structure, authenticity, and potential to build learner confidence.
3 Competences & Context: This section defines the linguistic and communicative goals for the target group and specifies the age range and prior knowledge required for the task.
4 Storytelling task cycle “From head to Toe”: This chapter details the three-part pedagogical implementation, covering pre-task, target-task, and post-task phases with specific classroom activities.
5 Conclusion: The author evaluates the effectiveness of the task sequence, reflects on the learning process, and suggests potential future pedagogical adaptations.
Keywords
Task-based language learning, primary school, English as a foreign language, From Head to Toe, storytelling, communicative competence, physical activity, repetition, primary education, teaching methods, language acquisition, classroom interaction, vocabulary, learner confidence, movement.
Frequently Asked Questions
What is the core focus of this academic paper?
The paper focuses on developing a practical, three-hour teaching sequence for primary school English classes using Eric Carle’s picture book "From Head to Toe" to improve communicative skills.
What are the primary themes discussed in the text?
Central themes include task-based learning, the integration of physical movement in language acquisition, repetitive sentence structures, and strategies for building a positive mindset in young learners.
What is the main objective of the proposed task sequence?
The primary goal is to empower young learners to engage in meaningful dialogue and practice vocabulary related to body parts and movements in a supportive, interactive environment.
Which scientific methodology does the author apply?
The author applies the framework of task-based language learning, incorporating specific pedagogical phases: the pre-task, the target-task, and the post-task phase.
What is covered in the main body of the work?
The main body details the selection criteria for the learning material, defines the required competences, outlines the step-by-step classroom activities, and discusses the rationale behind each pedagogical phase.
Which keywords define the scope of this work?
Key terms include task-based language learning, communicative competence, young learners, Eric Carle, physical integration, and EFL classroom practice.
Why was the specific book "From Head to Toe" chosen for this sequence?
The book was chosen for its authentic content, repetitive structure which aids memory, and its ability to foster student confidence through predictable and repeatable language patterns.
How does the author handle the balance between physical activity and learning?
The author emphasizes that cognitive and physical demands are linked, using the "dynamic relationship between demands and support" to ensure children are challenged but not overwhelmed.
- Quote paper
- Katharina Heinrich (Author), 2021, How to Practice Speaking in the EFL Primary Classroom. An Application-oriented Task Sequence Based on the Picture Book "From Head to Toe" by Eric Carle, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1159262
