Scribd Logo
Unggah

Selamat datang di Scribd!

  • Unit 4 - READING 2 - Shin - Developing Dynamic Units For EFL

    Diunggah oleh

    Dimas Farayndra Pranidhana
    33 tayangan7 halaman
    TEYL

    Judul Asli

    Unit 4_READING 2_Shin - Developing Dynamic Units for EFL

    Hak Cipta

    © © All Rights Reserved

    Format Tersedia

    PDF atau baca online dari Scribd

    Apakah menurut Anda dokumen ini bermanfaat?

    Apakah konten ini tidak pantas?

    Laporkan Dokumen Ini
    TEYL

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai PDF atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    33 tayangan7 halaman

    Unit 4 - READING 2 - Shin - Developing Dynamic Units For EFL

    Diunggah oleh

    Dimas Farayndra Pranidhana
    TEYL

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai PDF atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    dari 7
    Joan Kang Shin Sea Developing Dynamic Units for EFL 1n foreign language situations, it rich input for lessons char are ether can be challenging o find real language-based (je, with a focus life communicative contexts in on vocabulary, pronunciation, and which to use the target language. grammar) or skill-based (i... with When teaching English as a Foreign a focus on listening, speaking, writ- Language (EFL) at any level, che class- ing or reading). In this environment, room has to be a place in which lan- students can successfully acquire lan- fuage is nor only taught but also used guage.” For EFL teachers, develoging meaningfully. If language is being chematic units around their required used “meaningfully” in the classroom, curriculum ean be a way co build a itis noc taught only in isolated chunks larger context in which co teach lan- or by breaking the language into its guage that spans a group of lesons grammatical or semantic components. and can provide more opportunities Instead, language is being used within for communicating in English, context that either mirrors real world A. unit of instruction, as refetred discourse or possibly uses subject mat- to in this article, consists of a series ter content, such as science, math, of lessons that are connected to each, business, law, etc depending on age other, possibly by a theme, gram- of the learners and their purpose for matical point, or language function. seudying English. ‘A lesson, as defined by Brown (2001, Using theme-based language 149), “is popularly considered to be inscruction, which is one type of con- a unified set of activities thar cover tent-based instruction, can be helpful period of classroom time, usually for various age groups and proficiency ranging from forcy to ninety min- levels. Brinton (2003) supports the use utes.” Therefore, a thematic unit is of this approach when the purpose for a series of lessons, possibly for four EFL students is language acquisition. to five classroom periods, that are According to Brinton (2003, 203): connected by a topic or theme that “The thematic content stretches over connects students with language in a several weeks ofinstruction, providing communicative manner, Supt fo ne That a sci ea dani inept ‘There is much support for using this kind all four language skills communicatively and «sc i iy__Poe oe men ge Tare "Pun ten i os Ini ad ope ee ‘cher nef sea agent Smee pte aval abe nS ‘anceps into a topic area that is interesting, oud in che form of project wock, “provides, soto gre on ee ae Festi niererar ea tS penne ny err Tangnge action beu“) kngage Sore go ig 04, 33) a st et neat ent cohen ston anes snd wen maige hn deh fornnl eg eer acy ca deci ad ee ey apace woke s gn ngage bese pic yr dae id nt oc cc ci ‘the topics” (201). Curtain and Dahlberg + Place. of pea amrmmic vine (2004) also suppore the use of thematic unit et ea ae eosin hic Pm Ee Sete nk yt eke tend that thematic units provide a meaningful i alii situations ‘Snew inch wesh inpage ely st omamie Vato ‘making the input more comprehensible as Panam nl ramen the aes in more com your EFL unis see namie The 5 crm stn at ae eran al algo out dat che use of theme biel instruction Wel a Proeieny Level nd on be appli See este for EFL becuse ic promotes rican nl ws datos hat ane : iS, meaningful Ierming,intinsic ee creae freedom, As we will see in the ‘sion mdm cope ee ge on ela which, he says, “put principles of effective eee ei ion heve ee tynami “This anil will sige some ways to Keningio aio”) Fremont or of hematc units inte al four ngage ‘hls communicatively and Oxford (2001) 1s incorporate real ie stations in fxplins iis i pe of sil negation inercion tht eps ag ng eco igre ln ge i om suthenticlnguage and callnges them to nia inert acura he langage” (2). All. encourage leer atonomy oer ¢hisupport forthe ws of thematic uni i shoe. sed Krshess (1985) noon that second 4 se exprcnileing, language acqusion mio Rist ange 5: Pp rjc bued ering scon which emails providing sles Thee chances are nor comply with comprehensible and meaning input separate fom ech ether since incopore in second language instruction. Cerainy ing rel life situations that ae enuily [EFL eachers can apply this mode ofnsrac-tomamunicatne tend no inte the fore ‘onto foster aquisition i foreign language Language ail naturally. bation, che we conten ‘of experienc and. projeccbaed earning 1 thematic units cn be conneced ro oth ncourge lean choe and stonomy, familia, inverting, and reevane topics for and sing project work can be condered one students inclodng grade Keel content for kind of experiential leaning Therefore the school age sudens, such unis cn provide list i noe mumaly excuse, Howeres, the ‘opportniis co engage in rel communi five characterise all in tel parte ‘on tht can move beyond teaching language ways, important for an EFL teacher o con ‘mer in is grammatial and semandc pare, er when developing unis of nsacion based In adn, as we wil sc in his are he- n'a pacar theme in onder to spa ere Ewaview Texcwime Fonuw | Nuwsen 2 2007 irs and provide teal oppor in the clastoom fr communication in English Five Stops for Planning «Thema Unit Now we will ok at five stp comant boing more dynamic unit, Wain ach Sep ate suggestions for application, which revohe around 2 specific example of unit that cam be applied in many diferent con- tex —Batng Out Wish Prod, ‘Sep 1: amine curiam sanded nd ued nt forthe Fist, consider what your sudene: are required «0 len, bused on the cui standards set by your Minisey of Edueaon andlor your school hen develop 4 theme ‘that ean suppor dhe cure educatonl goals ‘of your parcular program or clas, From there the challenge wil be co build the ‘mate une that ean provide the lees with 2 Lager content wihia which snadener can ‘nake meaning connections whe kaning 2 oreig language For shoo ge student it is highly recommended to make the learing ‘roses more holsic by connecting bewees the fori language ct and tude? oxher clases since the most flee opis. for young lene role around dt eabject ‘mater coment (Crain and Dahlberg 2008). Therefore, study of the grade level cur cular for seudent in their reuied abject imght also be useful However epee of ag level or leant subjece maner content, the searing poine forthe thematic units should come fom your EFL program’ cur ticular goals once you meet owe goals, you a move oward what interests and motivates eames he mow. Aplcato: Eating Ou With Friends Unis ‘Many EFL textbooks have a chapter ot section 0a feed and drink or onering food ina recaurant I ie 2 common topic for language nsuuctin tha are ial tion partial bec itemationa tye 13 main purpose fr lering Engh The [enginge fanions for ondeing food at 3 restarancand asking for the check o il ae ail found in mast textbooks for Englh a the ada, secondary, and even primary lev cs Therefore the example for deeoping & themacc unit inthis arte wl focus on this ‘commonly used topic for EFL instruction, ‘Step 2: Choos theme that it mening tnd ‘elenat o ude, ‘There ae several considerations wien selecting an appropiate theme (Carin and Dahlberg 2004 Crandall 1998). The thee should ‘be motntng interesting, and elvan (othe lene and tech). connec 1 rife stations, inca ing content Fom actos the cca forschool ge childen. zppeal 0 andlor develop various len Ingres and intligeces provide a contre for meaning, tutbentc discourse and interaction Fate the development of approps ate, uefa and real-world language uncon and communication mode. connect tothe eae clare), whe ver posible ‘The most important spec of choosing san appropriate theme aretha be interesting and meaning to sadens and tha it hve poten for ellie appliccion. Rel fly cis acozmary to acknowledge dae he choice of theme may be determined by the sequied eos or circum of the schol or achool tem, but the choice of mat Als and actin inthe next sep can mike any theme more mong, intreing, ad levant t srdent Aplin: Eating Ot With ride Unis Tn onder to choos deme that incorpo: sats the commonly found topic in var textbooks mendaned ia Sep I—ondering 2 recaurane—e need to consider the a nce and teal lie communicative sna Even hough we could we varitone of it ‘coment for learners all level le ons ‘ring lsson for secondary student a the high school lew, A common contest in hich young adults would se language Sr Crdering a #retaurant would be fr “Ea Ing Out Wid Fiend” Aw wil inv ‘nex few sections, this theme and i rele plicadon willbe the defiingonpaniztoral fore in the planning proces: Note that te theme is much broader than ordering food t ‘restaurant and har ben created 0 incoep> ‘ate thi language Function ito a large com Sep 3: Bans eet can incorporate ‘ei siuatons nd ss, Using 2 we, chao can be help co brainstorm ideas. The approach ro brin- Storming can be based on rea life tase hat tue necessary foe communication or based fon diferent abject or coment wea, The approach to biasing depende on he purpose or approach to your particular EFL. stasoom. For example, if you wanted 10 ‘evelop + unt for young lamers (5-12 years ld) rested to content, the you might eon Sider webbing acivy ideas based on the Ysi- fous sbjece the lamer ud such a math, scence, socal sudes, phytic education, st te: This 3 way 9 infsethe eject ontet dat seen ering facie language insacsion, since shat conten i meting chee ives. However, thematic units donot neces Ay baer incorporate content fom diferent school subjects Choice of an appropriate ‘heme should always be baed on what is ‘mos intring and relevant t your lm cs and can often be bated om paper, realist in a panicle sci sation Appliton: Esing Ont Wi re ni Because this hematic uni i based on suchentc soci station thar inde spe ‘fic communicative tks the baiastorming revohed sound he diferent sages of the Social event. Novice hatin Figure there a vatious wayt to lai Blends dines 0 make eseraon, oo ge the eaurane ‘The purpose ofthe bansonming iw write down every posily in order to decide ‘which one af ing tthe es ones we baad on svaabliy of resourey. leel of diffi, andthe vse of ile and ext, pe. Sep 4: Chote, eging,andoner the Air braiarorming ideas for «parla ‘heme ita ood ids to pur these ese 03 chase. (Se Figure 2) Paring cheatin ‘hart alps you to ae what kinds of acter aa be used and wha content i eovered, In ‘tion to cating a mening cone in thick to teach language, eis a inporane 1 order heaves efeivey. When ong ‘ising and ordering the active in unit, you wl wane think about 1. varying the asks and language sil 2. choodng the acviies that ate the most ‘sel o your leer. 3 ordering he ako miro the el ie pplication of che tak. 4, connecing one activi to the next. fiom receptive wo productive sl, 5 sequencing the coment in order to reece language and scald student! learning ‘This is an imporanc sep in planning individual lone within «uni, In order co rake sre cha he uni ean and mo ‘ing for the lens might be lpi 0 {Be the earner ame power 0 chose which Scvides ight be mow tse and ines Ing for chem. Whenever posible ty 0 give the learners some autonomy in the planaing gs ‘iar: Batol reat tasks with awa mel et en opentabiocom — ™ atout nner caeste a=. Sta vtec Seg 7 ——S calor oa . directions rections ‘ater dione) a Sp ends ’ SP Numsen 2 2007 Application: Eting Out With Friends Unit Noein Figure 2 tha the stv har ad been brainstormed inthe neb above ave been ordered based on the rife onder of the various task In addon, the language skills and content used for ech eommunics ‘ve function have bee led a well. Ob ‘uly in mos evi the sll ae nary integrated beee the communication ise way: chereore, eading and wig tend o be fred swells ieaing and speaking Now ‘hac the actives are dere, might be new ‘sary to eliminate some depending on avai ably of resource. For evample if aden ‘annot get ey acca the lneres, hen it sight be diffi wo gee direions dhrovgh Google Maps (maps goope com). Homer, you might keep the activites for making Incerer reservations and finding information ‘on aura on OpesTablecors by printing ‘out samples frm your own camper and handing ous hard copies of sren shots for authenicreding practice As dase bere, thechoiee of which nay oivite someone a to make a diane eaeration, oly eve the ‘Phone or in weiag hrough eal could be Aside by the earner themes. Ione way is mor itracng or seen hen hey ‘an let you know which ane to incorporate n Jnseton. nthe char the scone For thisunicareshaded Nose thatthe aks cho. sen for che unbalance the istration of ll four il, eye he use of language conten, {and en be incorporated well ino the project Adesloped inthe next tp. aed onthe asks chen, the unit could then be plansd fie conscusive lesons ‘Thematic Unie Eating Out With Pends leson 1: Inviting fends co dinner by phone Lesion 2: Using OpenTable com Ginlades finding» reauran and makings rerio) lesion 3 Gening diecions to a restate Lesion 4: Onering food a4 restaurant Cincher reading the mena) Lesson 5: Air axing ou with fiends (nls thank you email nd talking o 3 Fiend) 2007 Numsen 2 Sep 5 Incorporate projec that an encourage learner choice and stonomy (nce you have choses the acivies and ‘abled the oder of the actives, ot can develop projet in which he learners ca se the language communicatively by experienc ing che language in eli situation. This pret should eoanec tall othe lsonsand bean incegeal pa of he unit Ue of proc trsed teaming or project wotk oes the falowing psve points fo orsgn Inguage learning: Ie focse on re-word subject ma ter and topic of nee, stant ceed, {5 cooperate, icegiats sills aurhencaly, has 2 rel purpose, is motiating, and fone leaner aronomy (Alan and Seller 2005 Sle 1997) good projec should encour age earnest cooperate with cach ober ing the ter Language communicates, and i should incorporate al of the langsage learn in he whole unit. The project held alo alow learner to make choices and thik ial shout che subject mater, Application: Eating Out With Finds Unis “The projec fr this unit i ongoing and students work together in the sme grospe throughout the duration of the unit. lo roupe of fr 5, students crete their own estaurant, which ena deciding on the ‘9pe of xin, ype of dining Ce, cra, ‘sual elegant, of Be dining) andthe name ofthe resaurane and chen wing a desc ‘ion of the resaurant, an appropriate Fed tnd dink meng, and a map wth diet (0 the eesaurane Then he sudents wil repare ther restaurant fr others to se 08 Restaurant Day which i cheduld atthe fend ofthe unit There are two stablited ea for his pjece Goal 1: Each group wil prepare a me: tauren and clasrmater wil be bir c- ‘tomers reparason ofthe restaurant il bei afer nudent learn about diferent restaurans when wing OpenTable. com or reading bard copy sample fom tha se, (On Resarane Day she rearan wll be se: up in dffeen sear of he room, ad saudens wll uke rns practicing Englah wile making a serton fora esto, ‘ring detions tothe crores, id ton hosing group offiends eating out Fgura Organising ass witha chart skills wquage Content andg. Later ~ rng, body, spare sting” | Preset Proper one et Healey: cates, pest diag, pce rg, ot ad ait alg dae esenatin oer re return aig vctaarant_| Rania, | Senn fr ormaton accion nd sate mesa | wag” | Year ens, eon, ye fag, Opera ice rage pays, peed onl we ‘aig oro ernionarouph[Reaing, | Senn fr armaon pest. com sein] Yh t,o pt fn, ce rage, pty se, prone Finding acon cha vacant | Raton, [Reding a map ad dracns tang Gone Mage ape grog com)| weting | Ge tap. en ih a if oendng am a as in i tanh ik may nt Tig» ah ed pig avr Araons | Uno, | hing arctan pte spenting | Go sain. Tm org Cain ste docows and] Ung, | Gap Greco mperire Drie tractonrs your tana peng” | eo saya. tun ot a. Discuss mar: Pt es Thr, Ko, ee. Reagan Tig, | veel iano, nt, sor tn Srerg ood roma wate and ating sng, | Roque aro speaking | wold e.Ceot we have.7 eal yo i..? Wn sha you alo ends at | eat, Tvl yo Wr ora ~ pwn, Bay, sponding 2 ak ou ena wg aig eater ian tote de Pat one Discourse marae, Mx, Then, How, Goal 2: Each group will go out with —Ratoronces 4 Brg of friends in twos or thee, Alan, B. nd FL. Sle 200, Mining se SE See wiogts | MEDEA Sle 2 oes Spopmelctigeetat Sean eee and finding directions vo the restaurant, joa we Cuma rin Satire wis "aah, ceo! penn Snaccowiceeintecagn act Santee kore, mi areott as ila’ "“Ghneset deme teal Fin, Ne Addon Wey Ege ne setuucs, indy, ude wil wend Phi ns Wey Longman” thank you nots wo ech adher and wll “Ea pa, genni of te another end what happened at dinner tacinglngige ESC Magee hpi ‘imam moles phpame- Newton Wich thse goals cadens wil putcipate feta ins project wllecourge ereviy wich Cain Hand CA. Dalberg 2004, tan- helangugeconene wel asa communi Send che: Making he mach Bosc the lnguag lara ere cation Engh In on iw rove pa.) april and nied aay fr dens wo eprenethelnguage—""Etgge tag Ee eng Sa for al he differenced wich ing sander frag del Cas ut with end since foreign langage cone, Mii S304, Benoni wd Hae ‘See cannot prove ted wokdeneicey Hat. M200, Thema onan ope oe aching inthe KS anon UC in Eagha ‘Bie BDO 00-0. epoca ey ‘soci dgepdsb00e tema Conctusion Heap sere eed More detailed lesion line must be desi eaten 8D. 1985. Tie whe na eed leon pans mus be dined Kb np bp Sec defini howe eve gem oe ean ‘cor sige in hist wih thecam- OGG OL Inerael e in e ESE les fr application have given some useful Srwsalanytaneeidei Oseioe a ‘ea for how vo conceptualize x theme and Salar FL W997, Proje atk & tea develop cffctne wits for EFL instru promot “lguge Ct engl ac Vion, The example uni ced Eaing Oa Form 294) 2°9, 37. Wish Friend hows tow to bing see ‘ks ino the else, inca al four 2 common, eens Nemes SETS RNS IS ora we pe weds and empl Sur Si a te we hee ee ti of insruction Gr Marfan, atimore Coty (UMEC, ie ih re de chants wil mont aaa’ bare Cert UMBC) likely lad lamest improve die ablty Program nto ESCUBhingoa Cocco ‘0.commanicae in English and make cases a Progam. Shea docton cana more lively and mosvsing, Eves in coun- In the Language, Urey end Cre PAD tres whee rable corsmanicave contents program af UMBC and wert sean in English aarti EFL tice can Engle Language Spectre US. sll plan creasvely aouad thir tequred Dopertmert of State.

    Anda mungkin juga menyukai