Background Information on Unit Plan

Students
The target students in my unit plan are second graders within a Seoul-based high school. Their
level of English proficiency varies depending on a variety of factors. Some students may come
from homes where education is dominantly valued and parental support is readily available. The
students in special-purpose high schools are much more competent in English than those in other
kinds of schools such as liberal arts or technical high schools.
Historically speaking, recent students are much more proficient in communicating in English
than the older because they are learning in the context of CLT approach now solidly established
in Korean EFL classrooms. For the most Korean high school students preparing for College
Scholastic Ability Test (CAST), listening and reading skills are top priorities to develop in
English classes. But in a new trend of the whole language education, they become more and more
interested in enhancing the integrated four language skills so that they can get good scores in the
English Proficiency Test like TOEFL,TOEIC. Moreover, by 2014, English test in CAST will have
been replaced by National-level English Ability Test (NEAT) which includes four skill domains
such as reading, listening, speaking and writing section like typical IBT test. So the dramatic
change in English education will be expected in Korean EFL society, and the students will be
required to invest themselves evenly to productive skills and receptive skills.
Learning Setting
The number of students is 32 in a normal class, but in class organization based on the students’
proficiency level, the class is split into two or three subclasses. So 15-16 students are alloted one
English teacher, 4 hours per week (one of the four with Native English Teacher), 50 minutes per
class. SOME(Seoul Metropolitan Office of Education) announced SMILE Project (School
Managed Innovation of Learning English) in 2009. According to the project, conventional
English classrooms in all schools of primary and secondary schools in Seoul will have been
refurbished with highly-sophisticated multi-media equipment by the end of 2010.
Here, they have an interactive whiteboard (IWB) which can save or print anything the teacher
or the students write can because the board acts as a large computer monitor. Because the board is
hooked up to a computer, teacher and students can not only show computer-generated images, but
they can also access the Internet and project web pages for the class as a whole. In addition, the
students have individual IWBs at their desks as well as wireless keyboards so that they too can
project their work onto the main IWB at the front of the class. They also have V.R (virtual reality)
corner to simulate a variety of functional-notional settings for a role play.
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 Content
Socio-cultural Background
Cultural globalization was driven by communication technology and the worldwide marketing
of Western cultural industries. Recently human lives are getting more and more comfortable with
the sophisticated scientific development. However, people all over the world are becoming more
and more unique in thoughts, tastes and life styles. They are losing their own cultural identities
and forgetting the real benefits of their traditional things. So the globalization began to be
understood as a process of homogenization and as the global domination of one culture at the
expense of traditional diversity. So UNESCO seeks to encourage the identification, protection
and preservation of cultural and natural heritage around the world considered to be of outstanding
value to humanity. It has encouraged countries to sign the World Heritage Convention and to
ensure the protection of their natural and cultural heritage (unesco.org, 2010).
Underlying Value
World cultural heritage, which is categorized into physical or intangible, is the mainspring of
cultural diversity, and its maintenance is a guarantee for continuing creativity. Physical or
tangible cultural heritage include buildings and historical places, monuments, and natural features
that may have cultural attributes. On the other hand, intangible cultural heritage is concerned with
social values and traditions, customs and practices, artistic expression, language and other aspects
of human activity, etc(wikipedia.org, 2010, intangible_cultural_heritage).
In this unit, several items of the heritage of both categories will be treated for promoting
cross-cultural understanding and developing communicative and pragmatic competence. But
many elements of world cultural heritage are endangered due to globalization, uniformization
policies. Accordingly, a research work is assigned to students about individual or community’s
effort to preserve and revitalize cultural heritage items all around the world. This activity will
help to develop their communication skills though brainstorming, discussion, collaborative
research, and self-reflection while adding to their appreciation of diverse human cultural values.
Pedagogical Implication
The content of this unit is organized to strengthen their speaking and writing abilities based on
student-centered instruction from CLT principles and strategies. Above all, the content matter of
subjects are appropriate to their grade level as has been suggested “that academic subjects
provide natural content for language instruction” (Larsen-Freeman, 2000, p.137). The topics of
World Cultural Heritage serve the students a useful academic genre of an engaging sociocultural
issue and provide a huge potential of being able to experience interactive language learning in
cooperation with MALL and CALL.
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 Unit Plan

Unit Theme: World Cultural Heritage Designed by: Kim Seshin

Grade/Language level: Gr 11 Time Frame: six 50-minute lessons over 3 weeks

Unit Goals
The goals within this unit on World Cultural Heritage are to provide opportunities for students to:

Content
appreciate tangible (ex. historic places, relics, etc) and intangible (ex. literature, folk dances, etc) cultural heritage
consider individual or community’s effort to preserve and promote world cultural heritage
make a personal application of socio-linguistic and cultural knowledge via target culture handicraft or performance

Language
(i)use a variety of vocabulary terms such as:
Nouns: globalization, heritage, uniformization, monument, modernization, construction, restoration, cathedral, architect,
ingredient, cuisine, ginger, garlic, vinegar, connoisseur, curd, staple, tuna, krill, lobster, sesame, conch, cradle, twist, hoop,
stitch, warp, sinew, prophecy, willow, performance, mainstream, passion, costume, jewelry, impoverishment, initiative,
conservation, enhancement, deterioration
Verbs: promote, preserve, collapse, endanger, revitalize, stabilize, celebrate, dangle, wrap, weave(woven), sparkle,
substitute, disperse, adore ,entertain, promise, exchange, chop, broil, sprinkle, evolve, mince, regard, exhibit, worship,
parade, bounce, implement, safeguard, rehabilitate, threaten, aggravate, coordinate
Adjectives & adverbs: prehistoric, lean, tangible, intangible, indigenous, aromatic, antarctic, subsequent, competitive,
annual, unique, fascinating, gracefully, archaeological, advisory, irreplaceable
Phrasal verbs : run away, make up, hang over, pass down to, come through, dry out, filter out, provide for
Idioms: bring ~ back to life, birds of prey, as busy as a bee, as curious as a cat, as blind as a bat, as bright as a button, as
poor as a church mouse, give rise to, as a consequence, in great quantities, be free of, due to, according to, take one’s
life, be supposed to, out of danger, as far as I know, in accordance with, with a view to
Collocations: locally available, hand-clapping, cultural diversity, traditional craftsmanship, foot-stamping, be regarded
as, hold the beat, step forward, step in place with, are we allowed to….?, distinctive cooking styles, strong flavor, knot
a loop, gender roles, collective mutual assistance, far-reaching impact
(ii) use a variety of grammatical structures such as:
Voice: spontaneous and deliberate use of passive (ex. It was built….); passive form with auxiliary verb: will/can/may be
p.p.; present perfect passive: have(has)been p.p.
Modal Auxiliary Verbs: deduction expressed by must have been; subjunctive past perfect: If + S+ past perfect…, S+
would have p.p….
Conjunction: coordinating conjunction: while/but/for; subordinating conjunction: if/ though/when; adverb clause of
concession: even though…,although….; clause of result: so/such… that…
Relative Pronouns: defining relative clause: ~who/whom/whose; non-defining relative clause: ~, which/who/whose;
what: what one has; cleft sentences: it+ be + noun /pronoun + defining clause: It was ~ that….
Imperative: affirmative form: pull…, knot....; emphatic form: Do wait.
Connective: connecting adverbs & adverbial phrases: moreover, as a result, etc
(iii) use of a variety of discourse structures such as:
Asking and giving opinion: do you know anything about? as far as I know…. are we allowed to… ?
Logical sequence: If…, we would….But….Therefore,…. Now let’s….
Expressing opinion: In my opinion,...,I think(believe) that…,Would you like some more? I think you should take some…
Sequential adverbial words and phrases: moreover, as a result,…
Adverbial words or phrases for linking ideas: firstly… secondly… let’s start with, let’s get back to, that’s why, similarly, in
the same way, to sum up, in brief, in short, in conclusion, to conclude, in particular, by the way, for example, for instance
(Please see Appendix H to view how unit goals and objectives are organized in another way using Stern’s 1992
framework)
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 Overview of Lessons

Lesson 1: World Historic Places

Content define and categorize world cultural heritage : universal value to all humans; tangible/intangible
Objectives: appreciate real value of historic places and time-honored constructions around the world

Language use choice discourse structures (do you know anything about?; as far as I know..; are we allowed to...?)
Objectives: use spontaneous or deliberate passive (it was built/constructed….)

Stage Time Sequencing of Activities Interaction Skill Materials

5 Introduction: Ss glance at PPT images & discuss (in T-Ss L,S PPT
groups) their titles, national origins, historical bkgrd,
etc.; Ss watch a video on world cultural heritage. video clip
5 Self-Discovery Quiz: Ss survey themselves on their Ss-Ss R,W worksheet
attitude/knowledge of world cultural heritage .
5 Classifying: Ss divide cultural items into two T-Ss L,S PPT
pre-task categories: tangible and intangible.
5 Fill-in-the-blank: Ss look at the picture; then complete T-Ss W worksheet
dialogue with appropriate expressions.
2 Single-Slot Substitution Drill: Ss repeat a sentence Individual L,S PPT
from the dialogue and replace a word/phrase T gives
them as a clue.
8 Planning: Ss make a dialogue using language support 3Groups R,S,W worksheet
& the resource about the historic sites in group work.
task 10 Report: Ss make presentation in role play at the front L,S
of the class.
7 Card game: Ss transform active sentence into passive T-Ss L,S PPT
using the prompt written on a given card by flashcard
language interviewing each other to exchange Q&As.
focus 3 Vocabulary game: T provides vocabulary and definition pair work L,S mix & match strips
in strips. Ss match word and definition in pairs.

Lesson 2: World Healthy Cuisine

Content compare world distinctive cooking styles.

Objectives: set the criteria for the world healthiest foods.

Language use target language( present perfect passive, have/has been p.p., and coordinating conjunction,while)
Objectives: use choice discourse language (In my opinion…; Would you like some..?; I think you should...)

Stage Time Sequencing of Activities Interaction Skill Materials

3 Introduction: various global cuisines with Audio Slide: T-Ss L PPT
Chinese, Indian, Italian, French, & Canadian culinary
art
pre-task 7 Food Quiz: world’s healthiest foods; 3 rounds of quiz T-Ss L,S PPT
with clues (answers: kimchi, olive, yogurt)
5 Mix & Match: Ss match each food picture with country T-Ss L,S PPT
name or characteristic cuisine.
12 Planning: Ss engage in jigsaw reading of world 3Groups R,S,W handout
distinctive breakfasts; Ss discuss benefits of different
cuisines and why; Ss share opinions about which food
task seems to be the healthiest and why; * T helps Ss with
cognitive process of reading and speech act models.
10 Report: Ss make presentation of what are the benefits S,L
of different cuisines and why.
7 Hotpot J Cloze Quiz: Ss will use present perfect individual L,W internet-based
passive, have/has been p.p., and coordinating classroom
conjunction, while /but/for. LMS interface
language
6 Role Play: Ss make a dialogue and talk with each In pairs L,W
focus
partner using following language support: In my flashcard
opinion,....I think that….Would you like some more? I 4
think you should….
 Lesson 3: World Craftwork

Content become familiar with North American traditional culture by making a representative craftwork.
Objectives: realize universality of an indigenous artifact with scientific and artistic value.

Language use target language (subordinating conjunction, if, though,when and imperative forms of the verbs for
Objectives: the process of making a craft, pull…, knot….)
use choice discourse language (sequential adverbial words and phrases)

Stage Time Sequencing of Activities Interaction Skill Materials

Introduction: T introduces a dream catcher: its origin, LMS; audio
3 structure, benefits, and over-commercialization T-Ss L slideshow
Matching Word and Picture: Ss match each indigenous
pre-task 3 images with appropriate word. Ss-Ss L,S PPT
Answering CCQS after watching an Audio Slide: Ss
5 answer the closed interrogatives with ‘yes’ or ‘no’ to T-Ss L,S PPT
show understanding.
Planning: Ss write a procedure of making a dream
13 catcher by brainstorming and discussing based on 3Groups R,S,W handout
Internet material; * T facilitates Ss with realia & gives realia of a dream
task tips on how to make a dream catcher when asked. catcher
Report: Ss demonstrate making a dream catcher with material for making
12 oral description of the process in a group; * T aids Ss S,L a dreamcatcher
with language structure and speech act. hoops,cords,feather
Filling-in- the- Blanks: Ss use sequential adverbial words and
7 phrases by filling in the blanks. T-Ss R,W flashcard
language
Hotpot J Cloze Quiz: Ss use subordinating conjunction, if,
focus
7 though, when and directives for the process of making a craft, individual L,W LMS interface
pull…, knot….

Lesson 4: World Performing Art

Content appreciate the aesthetic, kinesthetic value of folk dances and learn the basic steps of a Latin dance.
Objectives: recognize literary, historic, and sociological elements concerning a dance and its originator country.

Language use target language(adverb clause of concession, even if, even though, although, non-defining
Objectives: relative clause, which)

Stage Time Sequencing of Activities Interaction Skill Materials

Brainstorming: Ss watch short video of Samba, Apsara
3 Flamenco 10-15 seconds each from the video clip on PPT, Ss-Ss L video clip
but without being told about the title of dance.
5 Vocabularies & CCQs: T pre-teaches vocabulary using PPT
pictures on PPT slides; T goes over the FMU of the necessary T-Ss L,S
pre-task vocabulary to understand the reading by matching word and
picture /definition; T asks Ss simple CCQs to check
understanding of new words.
2 Prediction: T shows the pictures from the textbook and asks T-Ss R,S handout
Ss to tell their predictions about how the story will be
developed.
Planning: Ss skim an article to get overall idea; Ss scan it for
11 detailed comprehension; * T gives Ss feedback by hearing 3Groups R handout
them think-aloud. PPT
task Report: answering CCQS on Typhoon Game: Ss have a
10 chance to answer the questions one time each after discussing L,S
in a group; * T gives Ss a handout with detailed
comprehension check-up questions.
13 Learning Basic Salsa: Ss write an instruction for basic dance 3Groups W,S flip chart
follow-up steps in a grp; * T facilitates Ss with chart of dancing music
activity sequence and music; Ss demonstrate dancing steps to music
with help of oral instruction.
6 Hotpot J Cloze Quiz: Ss use adverb clause of concession, T-Ss L,W LMS interface
language even if, even though, although, and non-defining relative
focus clause, which.
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 Lesson 5: World Literary Works

Content appreciate an English drama, Romeo and Juliet by Shakespeare.

Objectives: reflect on what ‘true love’ means between man and woman and how it could be realized.

Language write one’s own drama ending in other way than the tragic ending of original text.
Objectives: develop natural discourse competence through dramatization of their own script.

Stage Time Sequencing of Activities Interaction Skill Materials

4 Introduction: Romeo and Juliet: synopsis, writer, T-Ss L PPT
historical/literary background.
5 Video: Ss watch a 5-min video clip representing Ss-Ss L,S video clip
pre-task Romeo’s running out from a duel and exchanging the
3 feelings of love with Juliet.
Ss match vocabularies with definitions. Ss-Ss R,S mix & match strips

15 Planning: Ss read one page from a modern version of 3 Groups R,S,W

Romeo and Juliet; Ss brainstorm the next story and
write a drama ending script of their own; Ss discuss drama script
discourses and roles to act out their own script. worksheet
task
12 Report: Ss dramatize their own playwriting; they work S,L
together on a mini-production of a play; they reflect on
what are the benefits of dramatization in language
learning.
5 Fill in the Blanks: Ss use subjunctive past perfect, If+S T-Ss G,W worksheet
+past perfect, S+ would /could have p.p, & passive
language form with auxiliary verb, will/can be p.p.
focus 6 Hotpot J Match Quiz: Ss use idioms, take one’s life, Individual L,W computers w/
birds of prey, as blind as a bat, as curious as a cat, as Internet; LMS
poor as a church mouse, etc.

Lesson 6: Preserving and Promoting Cultural Heritage

Content research people’s efforts to preserve or promote world cultural/natural heritage
Objectives: come up with one’s own idea to help to conserve or promote world cultural heritage

Language use target language (relative pronoun ,what: what one has, and cleft sentences, it + be + noun/ /pronoun
Objectives: + defining clause: It was ~ that…)
use discourse language (linking words & phrases: firstly, then, next, lastly, let’s start with, let’s move/go
on to…, that brings us to…,)

Stage Time Sequencing of Activities Interaction Skill Materials

Introduction: people’s effort of preserving and
3
promoting world cultural heritage. T-Ss L PPT
pre-task
Vocabulary: Students are provided with lexical
5
information necessary to deal with the issue. PPT
Planning: Ss are engaged in problem solving through a internet-based
15 cooperative work using Webquest; Ss exchange 3Groups R,S,W classroom
different views on how to preserve and promote our LMS interface
world cultural/natural heritage; * T facilitates Ss with PPT
task
language form and socio-linguistic context.
10 Report: Ss make presentation of their research result in S,L
oral and written forms; * T aids Ss with language
structure and speech act.
Study Board Game: Ss show their lexical/structural and
10 pragmatic understanding of the vocabularies about 3Groups R,L.S study board
world cultural heritage.
language Fill-in-the-blanks: Ss use relative pronoun(what): what
focus one has ,It-cleft sentences (it + be + noun/ /pronoun + T-Ss L,W handout
7 defining clause): It was ~ that…, linking words &
phrases: firstly, then, next, lastly, let’s start with, let’s
move/go on to…, that brings us to….

6
 Rationale

Materials and tasks

The lessons of World Cultural Heritage are constructed on TBLT frame. So tasks are
essentially the types of interaction and cooperation: role-play, dramatization, jigsaw reading,
information-gap, problem-solving, decision-making, opinion exchange, etc. In this unit, real-
world tasks and pedagogical tasks (Nunan, 1989) are employed depending on the subject matters
of the lessons. Role-play, dramatization, making a craftwork,etc are the former types; and writing
a dialogue, playwriting, jigsaw reading are the latter types. These tasks provide full opportunities
for both the input and output processing necessary for language learning (Swain, 1985) so that
learners work on tasks to develop both fluency & an awareness of language form.
The tasks are scaffolded, progressing step by step so that one activity becomes the basis for the
subsequent one (Brandl, 2008). It means learning tasks are not only contextualized but also
centered on one theme. For example, in lesson one, watching a video tutorial about world cultural
heritage scaffolds the following self-reflection via Self- Discovery Quiz and helps to scheme up
the prior knowledge of the unit theme and the issue of conservation efforts.
Instructional materials play an important role in TBLT because it is dependent on a sufficient
supply of appropriate classroom tasks, some of which may require considerable time, ingenuity
and resources to develop. In task-based approaches, language is learned through negotiation with
other learners in problem-solving or task-management situations that focus on meaning. But
course books specify language to be learned, they are seen as incompatible with TBLT approach.
In this unit, texts are selected or adapted in the way Acklam suggests the following acronym
for adapting a coursebook: “SARS” (1994). They are also checked in reference to Tomlinson’s
sixteen features of good materials. Some of the materials are supported by the technology in
MALL and CALL in order to meet the requirements of TBLT tasks which are to be engaging,
imaginative, and authentic. (Please see Appendix B and C for images of the MALL classroom,
and MALL-integrated instructional materials).

7
 Learning Strategies
The learning strategies in this unit plan are mostly in accordance with the general learning
strategies for second language learners in academic contexts in the table below (Chamot and
O’Malley, 1994 and Oxford, 1990).

Metacognitive Strategies Cognitive Strategies Socio-Affective Strategies

Planning Summarizing Cooperation

Monitoring Induction Clarifying
Evaluating Imagery Self-talk
Auditory representation
Making inferences
Using resources
Grouping
Note-taking
Elaboration of prior knowledge

In this unit, students make plans to accomplish a task during a planning stage of a task cycle;
they can self-check their previous knowledge of the subject material through self-discovery quiz;
they can evaluate peer’s work in the online interactive program; they can say or write the main
idea for presentation; they are able to visualize a picture and use it to learn new information; they
can use information in the text to guess the meaning; they can develop the ability to use reference
materials; they can write down key words and concepts in verbal, graphic, or numerical form;
they can make personal association from new information; they can learn how to work with
peers, solve a problem, and obtain a feedback; they can do self-talk by self-reflection about the
whole unit at the last lesson.
Sequencing
Each of the lessons in World Cultural Heritage is sequenced on TBLT frame in which
learners are expected to learn language by interacting communicatively and purposefully while
engaged in the activities and tasks. Tasks in each lesson are intended to encourage real students’
engagement by containing a blend of coherence and variety. Students can see a logical pattern to
the lesson and extend personal application of their knowledge and experience to real world. An
ideal multi-lesson sequence has threads running through it. These might be topic threads,
language threads (grammar, vocabulary, etc) or skill threads (reading, listening, etc). Over a
period of lessons students should be able to see some interconnectivity, in other words, rather
than a random collection of activities (Harmer, 2007). The need for both coherence and variety is
just as necessary in multi-lesson sequences as it is in single lessons. The diagram in the Appendix
on pages 34-35 shows how such thread of topics is put through the whole unit, and in ensuing
pages, it will be shown how the threads of language skills, grammar and vocabulary will be
woven into six consecutive classes. (Please see Appendix D: Topics Thread for diagram).
8
 Four Skills
Principally communication involves the integration of different language skills. In CLT, the
students will develop certain language skills and functions through functional communication
activities as well as social interaction activities. In the real world of language use, the most of
our natural performance involves the integration of one or more skills. We learn to speak in part
by modeling what we hear, and we learn to write by examining what we can read.
In response, World Cultural Heritage incorporates a whole language approach whereby all the
language skills are regarded as being interrelated. More specifically, TBLT has stages which
offer students natural context for them to develop four language skills in integrated form. In Pre-
task, students are introduced to topic or task by listening to oral message or watching a video. In
Task cycle, they do jigsaw reading, brainstorm or discuss, and then produce a piece of writing or
oral performance that the task demands. In Language focus, through the focus on form activities,
subcategories of language skill (grammatical, lexical) are amalgamated to finish off the whole
language education.(Please see Appendix E: Four skills Thread)
Grammar
Grammar gives us the form or the structure of language, but those forms are meaningless
without being interconnected with semantics and pragmatics. There are two recent related trends
in grammar teaching; i.d., focus on form (Doughty and Williams, 1998, as cited in Nunan, 2003,
p.157), and consciousness-raising (Fotos and Ellis, 1991). Focus on form refers to the practice of
explicitly drawing students’ attention to linguistic features within the context of meaning-
focused activities. Learners are therefore more likely to see the relationship between language
form and communicative function.
In World Cultural heritage, grammar-focusing activities are embedded in meaningful,
communicative contexts, as lively and intrinsically motivating as possible, and promote accuracy
within fluent, communicative language. Tasks are intended to make clear the relationship
between grammatical form and communicative function, so that students could make statements
that are grammatically correct and semantically true.
Consciousness-raising activities are designed to get learners to notice a particular
grammatical feature or principle. However, learners are not required to use or practice the target
item. Instead, students are made aware of the target grammatical item through discovery-oriented
tasks. In this unit, students are given chances to distinguish grammatical sentences from
ungrammatical ones, or judge whether some sentences are pragmatically and semantically proper
even though syntactically unambiguous. Teacher presents the learners with samples of languages
and through a process of guided discovery, get them to work out the principle or rule for
themselves. (Please see Appendix F: Grammar Thread) 9
 Vocabulary

In view of the technology of corpus linguistics, lexical forms now play a central role in
contextualized, meaningful language rather than as a long and boring list of words to be defined
and memorized. In this unit, collocations, idioms, fixed and semi-fixed phrases are also studied
along with one-word vocabularies. As a way of quickly developing fluency and of picking up
native-like expressions, groups of words are to be learned as units. This learning is made easier in
most cases if the meanings of the single words that make up the multiword units are also
understood (Pawley and Syder, 1983).
In order to make vocabulary work enjoyable, cognitive, interactive, various types of
vocabulary games are employed, i.e., Hotpot J Cloze, Hotpot J Match, Studyboard Game,
Matching word and picture/definition. Students will guess the meanings of unfamiliar words from
the context, use COBUILD dictionary to find out a core meaning, and fill in the blanks with
appropriate words in terms of structure, syntax, semantics, and pragmatics.
(Please see Appendix G: Vocabulary Thread)
Homework
Through the homework in alliance with each of the lessons, students will achieve positive
attitudes toward the target language and culture and get a meaningful language acquisition by
making a personal application of the knowledge and experience to real world.
Via video chat on Skype in lesson 1, students are required to exchange or record opinions
about topic. It helps students improve their speaking skills in natural or spontaneous setting.
Students can record their session so that they can review and make peer evaluation. On the
‘wiki’ or ‘forum’ module in LMS provided by Teacher, they are expected to write criticism or
self-reflection about topic in lesson 3 and 6. It facilitates students to construct their own
knowledge, and foster learner-centered, autonomous noticing of language input. Students are
allowed to share their own writings and provide peer feedback. It affects students’ grammatical
consciousness-raising for enhancing their writing skills.
In Voicethread in lesson 2, they are going to send text message, record voice, and take video of
themselves while exchanging opinions concerning a lesson topic. This text-based online chat
helps facilitate the noticing, processing, and retention of language forms. They may take enough
time to enhance the processing before moving forward during conversation. The chatscript may
be retrieved later for the them to review the form-meaning, or form-function relationship implied
in language form(Cho, 2010, p.144).

10
 Role of the Teacher
In this unit, the teacher works as a facilitator to help students to work well with tasks while
monitoring their interactive works with computers in MALL-integrated classes. And he selects
authentic material and adapts to learners’ needs and language level. More distinctively, he
employs a variety of consciousness-raising techniques in order for the students to attend to or
notice critical features of the language they use and hear (Richards & Rodgers, 2001). For
example, he uses ‘focus on form’ activities in planning or analysis in TBLT sequences by making
grammatical features more salient or overtly drawing students’ attention to linguistic elements.
A good teacher’s art is the ability to adopt a number of different roles in the class, depending
on what the students are doing (Harmer, 2008). In this unit, when the teacher acts as a
controller, he stands at the front of the class, introduces the subject matter and draws students’
attention to linguistic features. And where students are working together cooperatively, the teacher
does a role as a prompter, encouraging students, pushing them to a task completion, providing a
resource for language information to promote them to work. At other times, he acts as an
assessor to evaluate performance or to tell students how well they have done or give them grades.
Role of the Students
Students will act as a role of a group participant because most tasks in this unit will be done
in pairs or small groups. Students will undertake an active and cooperative role within the class.
The activities and tasks in this unit are designed to foster participation, communication,
collaboration, as well as brainstorming, discussing, and chatting.
Students will act as a role of monitor being involved in various kinds of cognitive or
metacognitive activities. They are designed so that students have the opportunity to notice how
language is used in communication. Students predict the whole story using bits of informations,
and infer the contextual meaning of the words. In addition, they attend not only to the message in
task work, but also to the form in which such messages typically come packed.
Students will act as a role of risk-taker in treating the tasks, unfamiliar or challenging.
Throughout this unit, many tasks require them to create and interpret messages for which they
lack full linguistic resources and sociocultural experience. The skills of guessing from linguistic
and contextual clues, asking for clarification are going to be developed. They will also
demonstrate language learning ability by using multiple intelligences; e.g. they are going to make
a craftwork almost unknown to them, to learn a bit of a Latin dance, and to dramatize their own
playwriting based on a famous classic drama. In that process, students’ intrinsic motivation is
stimulated for the creative and cooperative interaction between them.
11
 Feedback
Recent SLA research on focus on form strongly suggests that adult language learners need their
errors made salient and explicit to them, so that they can avoid fossilization and continue
developing language competence. As such, negative feedback has an awareness-raising effect. It
lets the learner know that something is wrong. (Brandl, 2008, p.165). Hence a focus on form (not
just on meaning) is necessary in order to guard against fossilization.
However, from the perspective of developmental psychology, teachers should be careful about
adolescent learners in giving them clear messages about their errors. The period of adolescence is
bound up with a search for identity and a need for self-esteem (Harmer, 2007, p.15). Teachers
should consider the importance of a student’s place within his or her peer group and take special
care when correcting his or her error or mistakes.
In this unit, students are involved in cooperative work, so responsibility for the result of
performance will be spread among the teammates, not to a particular member. And peer feedback
is encouraged in on-line interactive tasks, such as ‘Wiki’, ‘Forum’ on the Moodle. The purpose of
providing feedback is to assist not only the one students who committed a mistake but also all
participants involved in the learning environment. They should be encouraged and taught to be
active monitors of their peer’s utterances(Brandl, 2008, p.163).
Evaluation
In this unit, students take various kinds of performance-based assessment, but sometimes
informal assessment in the form of observation. In performance-based assessment, test tasks are
embedded in context and “require students to accomplish approximations of real-life, authentic
tasks” (Brown & Hudson 1998, p.662). Students are assessed in their ability to use real language
while performing tasks that resemble actual real-world situations, i.e. role play, interview,
dramatization, and presentation. This test functions as summative assessment as well as formative
assessment depending on what stage it is taken during the whole sequence. The performance
indicators are represented in the four categories, i.e. content, vocabulary, grammatical structures,
discourse structures. This test can be used as a part of formal assessment of a mid- or final exam.
Observation is ongoing achievement assessment, in which teachers keep track of learners’
progress in the classroom, and observe their performance on a day-to-day basis and follow this up
with some kind of diagnostic feedback, either verbal or written. In this unit, the teacher uses the
grid format below as a checklist to assess the students’ formative skills in ‘focus on form’ activities
in planning, analysis, and practice sessions. Some formats also allow for the inclusion of the
learner’s and/or their peer’s assessment of their own achievement in addition to the teacher’s
(Brindley, 2003, in Nunan, 2003, p.321).
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Assessment Tool for Unit Plan

Scoring Scale
How well can the student ... Not very Okay Well Very
well well

Content

define and categorize (tangible/intangible)world cultural heritage?

demonstrate an appreciation of historic places and time-honored

constructions around the world?

compare and appreciate world distinctive cooking styles?

realize universal value of an indigenous artifact of native North

America?

recognize literary, historical, and sociological elements of a

traditional dance?

come up with one’s own idea to help conserve world cultural

heritage?

Vocabulary

use a variety of nouns, adjectives such as heritage, globalization,

ingredient, cradle, stitch, worship, intangible, indigenous,graceful?

use a variety of verbs such as preserve, promote, mince, threaten,

coordinate, celebrate, weave, adore, disperse, bounce, exhibit?

use a variety of phrasal verbs, idioms, collocations such as make up,

provide for, as blind as a bat, hand-clapping, in accordance with?

Grammatical Structures

use a variety of passive sentences(deliberate use of passive, passive

with auxiliary verb, present perfect passive)?

use a variety of conjunctions(coordinating, subordinating

conjunctions)?

use a variety of relative clauses (defining/non-defining

relative clause, cleft sentences)?

Discourse Structures

use a variety of asking and giving opinions(ex. Do you know

anything about? As far as I know...) in interview or role play?

use a variety of sequential words and phrases(ex. moreover, as a

result, etc) in oral description?

use a variety of words or phrases for linking ideas(ex. firstly,

to sum up, in conclusion, by the way, etc) in discussion or
presentation?

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 Rubric

Focus Not Very Well Okay Well Very Well

Content unable to define and able to adequately able to define and able to easily define
categorize world define and categorize world and categorize world
cultural heritage; able
cultural heritage; categorize world cultural heritage;
to compare world
unable to compare cultural heritage; able to compare distinctive cuisines;
world distinctive able to adequately world distinctive able to realize
cuisines; unable to compare world cuisines in some universality of an
realize universality of distinctive cuisines; detail; able to indigenous artifact;
an indigenous able to adequately realize universality able to recognize
historical, sociological
artifact; unable to realize universality of an indigenous background of a folk
recognize historical, of an indigenous artifact; able to dance; able to come
sociological artifact; able to recognize historical, up with one’s own
background of a folk adequately sociological idea to help to
dance; unable to recognize background of a conserve world
cultural heritage in
come up with one’s historical, folk dance; able to
great detail without
own idea to help to sociological come up with one’s difficulty
conserve world background of a own idea to help to
cultural heritage folk dance; able to conserve world
adequately come cultural heritage in
up with one’s own some detail
idea to help to
conserve world
cultural heritage

Vocabulary unable to use a able to adequately able to use a variety able to easily use a
variety of nouns, use a variety of of nouns, adjectives, variety of nouns,
adjectives, verbs, nouns, adjectives, verbs, verb adjectives, verbs,
verb phrases,idioms, verbs, verb phrases,idioms, and verb
and collocations phrases,idioms, collocations with phrases,idioms, and
and collocations occasional mistakes collocations in
several contexts

Grammatical unable to use a able to adequately able to use a variety able to use a variety
Structures variety of passive use a variety of of passive of passive
sentences, passive sentences, sentences, sentences,
conjunctions, and conjunctions, and conjunctions, and conjunctions, and
relative clauses relative clauses relative clauses with relative clauses
occasional mistakes without difficulty

Discourse unable to use a able to adequately able to use a variety able to use a variety
Structures variety of asking and use a variety of of asking and giving of asking and giving
giving opinions; asking and giving opinions; sequential opinions; sequential
sequential words opinions; words and phrases; words and phrases;
and phrases; other sequential words other discourse other discourse
discourse markers in and phrases; other markers in markers in
presentation or discourse markers presentation or presentation or
discussion in presentation or discussion with discussion without
discussion occasional mistakes difficulty

19