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 content
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
Appendix
List of References
List of Modifications
List of Material
How to practice speaking in the EFL prima^ classroom: an application-oriented task sequence based on the picture book “From Head to Toe” by Eric Carle.
1 Introduction
According to Legutke, Muller-Hartmann and Schocker-v. Ditfurth (2017), task based language learning is a meaningful way to support the communicative competences young learners can acquire during their first years of school. 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. To do this, the children are not only encouraged to build a positive mindset about their abilities, but are also empowered to use the vocabulary they have previously learned.
“From Head to Toe” by Eric Carle is the picture book I chose for my task sequence of the seminar Tasks for the Primary Classroom by Dr. Katja Schwemmer. It was published first in 1997, and based on the pictures and sentence structures I consider it to be very suitable for the EFL teaching in the primary classroom.
A rather long pre-task phase will reactivate the children's memory of the prior sessions in which they were accustomed to the new words of the movements. To deepen the new vocabulary, I chose a strong physical demand for the target-task phase. By searching and copying the words of movement the children will become acquainted with correct spelling during the post-task phase. In addition, the learner’s sense of sentence structures of dialogues is being intensified by repetition.
Before going into detail about my task sequence, I will discuss the criteria I applied for selecting Eric Carle’s “From Head to Toe”. I then will introduce you to 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, I will present my storytelling task cycle. Finally, I will evaluate the task sequence as well as my own learnings, based on the feedback I was given on my presentation.
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 her1 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.
Even though, “From Head to Toe” seems to be a picture book for English speaking toddlers, it contains a lot of potential for primary students learning English as a second language. Depending on the children’s language skills, the book cannot only be used to introduce vocabulary of animals, body parts and movements, but also to train grammatical content such as structures of questions and answers.
Another reason for choosing this book is the great value of confidence building it provides. As Annika Kolb (2011, p. 32) states, one of the main goals for teachers in the EFL classroom is “to develop a positive mind-set.” This book helps children to think about what they themselves are capable of in a playful and positive way. Young learners may experience confusion and difficulties in acquiring a new target language (Lou, Noels, 2020). Hence, for learners of young age a positive mindset is essential to make them feel comfortable approximating the new language. Consequently, it is not only necessary to support young learners with vocabulary and lexical chunks, but also to intensify their positive attitude towards their own strengths. An affirmative repetitive answer structure with “Yes, I can” supports exactly this kind of positive mind-set.
3 Competences & Context
There are three main competences the children will train during this task sequence: first, to extend and deepen their understanding of the target vocabulary of movements. They will recapitulate the words which have been introduced to them in a lesson prior to this task. Second, they will enhance their understanding of sentence structures of asking and answering questions. Third, after the task sequence they will be able to put the recently learned vocabulary to use when entering into a dialogue with their peers. Kolb (2011) argues that the ELT in primary schools focuses more on nouns than verbs which interferes with the appropriate use of language, especially, for young learners who are willing to explore the new language by using it.
In order to reach the goal of this task sequence, it is essential that the children have already been introduced to the vocabulary of hobbies, animals, body parts and the vocabulary of body movements, that are used throughout the story. They are already familiar with other kinds of questions like “Do you like...?”and answer patterns like “Yes, I do” and “No, I do not.” Additionally, the song “Heads and Shoulders, Knees and Toes” was part of the body parts task sequence.
For this task sequence the children will be 8 to 9 years old and they will be at the end of 3rd grade or at the beginning of 4th grade.
4 Storytelling task cycle “From Head to Toe!
4.1 Pre-task phase
To arouse the children’s curiosity about what is going to happen in the next few days of English class, the teacher will ask them to bring their favorite stuffed animals to class. With these little stuffed friends, the young learner may feel safe and in good company during this task sequence. As a little review of the vocabulary the students have learned before, they all will introduce their stuffed animals to the class by saying for instance: “Hello, this a monkey. His name is Georgie.”
In order to reactivate memory, the classroom had been decorated by the teacher with the material of the body movement introduction (s. List of material, 1) cards2. After everyone has introduced their animal, the teacher will welcome the stuffed guests to the EFL classroom and suggests to sing the song “Head and Shoulders, Knees and Toes.” It serves as another repetition as well as to prepare the students for the upcoming task3. Additionally, singing is a great method to inspire children and “to develop a positive attitude towards the target language” (Brewster, Ellis and Girard 2012, p. 162).
As a quick recapitulation, the teacher will repeat the verbs of movement, which they have learned in the lesson before, together in a chorus again while the teacher is pointing to the cards. For example, Teacher: “I can clap my hands.” She claps her hands. The children repeat in a chorus: “I can clap my hands.” They clap their hands. Following up, there will be a little writing exercise in which the students are supposed to find the matching pairs on one side the picture of the movement and on the other side the verbs of movement (s. List of material, 1). The verbs of movement are mixed and do not match. The children have to find the correct verb and put it next to the image of movement by copying. For those who could not finish this exercise in class, it will be their homework assignment.
The following lesson will begin with the song again, but this time just twice. The first round will be slow, the second round as fast as they can. Speed is a great way to wake the children up and tune them in on the topic. After singing, the teacher will review the remaining work done at home. Afterwards, the teacher will ask the children to form a reading circle. Due to the classroom rules, they should know exactly what to do and to be quiet, so the teacher can start. When everyone has settled, the teacher will show the book “From Head to Toe” to the class and observes the book cover together with the children. The students will now be encouraged to guess what the content might be about. After some time, the teacher will start to read the book. One time very slowly and supported by gesturing the moves displayed. Once she is done, she will read the book again and encourage the children to answer the question of the book with “Yes I can.” Weaker children may just join by making the movements or by answering the question along with their peers. Homework assignment after this lesson will be to draw a picture of themselves doing their favorite movement.
4.2 Target-task phase
For the following lesson, the teacher will decorate the classroom with the prepared cards of movement (s. List of material, 1). As soon as all children are quiet and listen, she will instruct the children to help her to move all the tables and chairs aside in order to create a lot of space. The children then will be asked to form a big circle, so they can all see their classmates and the teacher.
The teacher will now introduce the following activity: the children need to listen carefully and answer the questions the animal asks by answering in a chorus: “Yes, I can. I can turn my head”4, followed by performing. The teacher will remind them to be careful to not hurt themselves or the other children.
The teacher will assist the language learning process by talking slowly and by doing the movements, too at first. As time passes by, she will reduce her help, so the children get the chance to do the exercise by themselves. The circle formation is a good way for weaker children to go along with the other children who already know what to do. The teacher may support from time to time, but she will focus on scaffolding (e.g. redoing the movement or pointing on the cards).
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1 Due to the fact, that I am a woman and that it is “my” task sequence, I will refer to the teacher as a female throughout this paper. I do not intend to discriminate against male teachers.
2 If the students cannot name the species of their animal, the teacher helps them out.
3 The teacher will sing the song together with the children: At first, two times slowly, so everyone can remember. The teacher then will say: “Can we sing the song faster?” The class will sing the song faster and faster until nobody can do the moves as quickly as the song is to be sung.
4 At the beginning the teacher will support the learners by showing and moving first in front of the children, so they just need to imitate the sounds and the moves.
- 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.grin.com/document/1159262
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