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.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Selection criteria for the picture book "From Head to Toe" by Eric Carle
- Competences & Context
- Storytelling task cycle "From Head to Toe"
- Pre-task phase
- Target-task phase
- Post-task phase
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
The objective of this term paper is to present a three-hour task sequence designed to help primary-level English as a Foreign Language (EFL) students improve their dialogue skills. The task sequence utilizes Eric Carle's picture book, "From Head to Toe," to encourage vocabulary use and build positive learner confidence.
- Utilizing picture books for EFL instruction in the primary classroom.
- Developing communicative competence through task-based language learning.
- Building student confidence and a positive attitude towards language learning.
- Integrating vocabulary acquisition and grammatical structures.
- Creating engaging and effective task sequences for young learners.
Zusammenfassung der Kapitel (Chapter Summaries)
Introduction: This chapter introduces task-based language learning as a valuable approach for young EFL learners. It sets the stage by highlighting the importance of using real-life content to motivate children and emphasizes the aim of the term paper: to present a three-hour task sequence focused on dialogue development. The selection of Eric Carle's "From Head to Toe" as the basis for the task sequence is justified by its suitability for primary EFL classrooms.
Selection criteria for the picture book "From Head to Toe" by Eric Carle: This chapter discusses the criteria used to select "From Head to Toe" by Eric Carle. It references Annie Hughes' work, emphasizing the importance of selecting authentic and repetitive picture books for EFL classrooms. The repetitive nature of the book, with its question/answer structure and rhythmic predictability, is highlighted as a key reason for its selection. The chapter explains how the book's simple sentence structures and focus on body parts and movements lend themselves to vocabulary acquisition and grammatical practice. Moreover, the chapter emphasizes the book's role in fostering confidence and a positive learning environment, addressing the potential challenges young learners face while acquiring a new language. Modifications made to the book's original text are mentioned.
Competences & Context: This chapter outlines the competences children will develop through the task sequence. These include expanding vocabulary related to body movements, enhancing understanding of question/answer sentence structures, and ultimately, applying learned vocabulary in dialogues. The chapter explains that prior exposure to vocabulary related to hobbies, animals, body parts, and movement verbs is necessary. The age and grade level of the target students (8-9 years old, end of 3rd or beginning of 4th grade) are also specified. The context is set by highlighting the focus on verbs which is often lacking in primary ELT.
Storytelling task cycle "From Head to Toe": This chapter details the three-phase task sequence based on "From Head to Toe." The pre-task phase focuses on activating prior knowledge and building excitement through the introduction of stuffed animals and a review of previously learned vocabulary, using flashcards and the song "Head and Shoulders, Knees and Toes". This section highlights the use of repetition and song to reinforce learning and develop a positive attitude towards the language. The text emphasizes the use of a writing exercise as part of the pre-task phase to solidify vocabulary acquisition and prepare for the following stages of the activity.
Frequently Asked Questions: A Three-Hour Task Sequence Based on Eric Carle's "From Head to Toe"
What is the main objective of this term paper?
This term paper presents a three-hour task sequence designed to help primary-level English as a Foreign Language (EFL) students improve their dialogue skills using Eric Carle's picture book, "From Head to Toe." It aims to enhance vocabulary use and build learner confidence.
What are the key themes explored in this paper?
The paper explores utilizing picture books for EFL instruction, developing communicative competence through task-based learning, building student confidence, integrating vocabulary and grammar, and creating engaging task sequences for young learners.
Which picture book is used and why was it selected?
Eric Carle's "From Head to Toe" is used. Its selection is justified by its repetitive nature, simple sentence structures, focus on body parts and movements, and suitability for fostering a positive learning environment in primary EFL classrooms. The book's repetitive question/answer structure and rhythmic predictability are highlighted as key factors.
What are the selection criteria for the picture book?
The selection criteria reference Annie Hughes' work and emphasize choosing authentic and repetitive picture books. The book's simple sentences, focus on easily grasped vocabulary (body parts and actions), and potential to build confidence in young learners are key criteria. Modifications made to the original text are also mentioned.
What competencies will children develop through this task sequence?
Children will expand their vocabulary related to body movements, improve their understanding of question/answer sentence structures, and apply learned vocabulary in dialogues. Prior knowledge of vocabulary related to hobbies, animals, body parts, and movement verbs is assumed.
Who is the target audience for this task sequence?
The target students are 8-9 years old, at the end of 3rd or beginning of 4th grade.
How is the three-hour task sequence structured?
The task sequence is divided into three phases: pre-task, target-task, and post-task. The pre-task phase activates prior knowledge using stuffed animals, flashcards, and the song "Head and Shoulders, Knees and Toes." A writing exercise is included to solidify vocabulary acquisition. The details of the target-task and post-task phases are not explicitly provided in this preview.
What is the context of this task sequence within primary ELT?
The context highlights the often-lacking focus on verbs in primary ELT, emphasizing that this task sequence directly addresses this gap by focusing on action verbs related to body movements.
What is included in this language preview?
This preview includes the title, table of contents, objectives and key themes, chapter summaries, and key words of the full term paper.
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- Katharina Heinrich (Autor:in), 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, München, GRIN Verlag, https://www.hausarbeiten.de/document/1159262
