RATIONAL

Kim Seshin

200958004

Spring 2011

Graduate School of TESOL, HUFS

Department of
English Language Teaching Contents
Development
 Ⅰ. Table of Contents

Contents Page

Ⅰ. Table of Contents 2
Ⅱ. Rationale
content 3
interactive tasks / materials 4
learning strategies / sequencing 5
four skills / grammar 6
vocabulary / homework 7
role of teacher / role of students 8
feedback / evaluation 9-11
Ⅲ. Reference 12
Ⅳ. Appendices
Appendix A Classroom & Materials 13
Appendix B Checklist for Material Assessment 14
Appendix C MALL-integrated Instructional Material 15
Appendix D Topics Thread on World Cultural Heritage 16
Appendix E Four Language Skills Thread 17
Appendix F Grammar Thread 18
Appendix G Vocabulary Thread 19

2
 Ⅱ. Rationale

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.
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. In contrast, intangible cultural heritage is concerned with social
values and traditions, customs and practices, artistic expression, language and other aspects of
human activity, etc. 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.
3
 Interactive tasks & Materials
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, C for images of the MALL classroom, and
MALL-integrated instructional materials).

4
 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).
5
 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) 6
 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).

7
 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.
8
 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).
9
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?
 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
 Ⅲ. Reference
Alexander, L.G. (2006). Longman English Grammar(1st ed.). Longman.
Birckbichler, Diane W(1990). New Perspective and New Directions in Foreign Language
Education(1st ed.). National Textbook Company.
Brandl, Klaus. (2008). Communicative Language Teaching in Action. Pearson.
Brown, H.D. (2007). Principles of Language Learning And Teaching (5th ed.). Pearson Longman.
Brown, H.D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd
ed.). Pearson Longman.
Brown, H.D. (2004). Language Assessment: Principles and Classroom Practices (1st ed.).
Longman.
Comfort, Jeremy. (2009). Effective Presentations. Oxford University Press
Graves, Kathleen. (2000). Designing Language Courses: A Guide for Teachers (1st ed.). Newbury
House Teacher Development
Harmer, Jeremy. (2007). The Practice of English Language Teaching (4th ed.). Pearson Longman.
Harmer, Jeremy. (2007). How to Teach English (1st ed.). Pearson Longman.
Jang, Y.H. & Jeong, S.Y., et al. (2008). High School English. Neunglyul Education.
Kim, Y.S.& Choi H.H.,et al. TEFL Theory and Practice Ⅰ: Principles and Classroom Applications
(3rd ed.). 한국문화사.
Kim, Y.S.& Choi H.H.,et al. TEFL Theory and Practice Ⅱ: Teaching Methodology
(3rd ed.). 한국문화사.
Korea English Language Testing Association.(2010). Professionalism in the Policy Making of
English Language Tests. pp.5-9
Larson-Freeman, Diane. (2000). Techniques and Principles in Language Teaching (2nd.ed.). Oxford.
Minister of Education, Science & Technology (2008). Curriculum for English Language Teaching.
Nunan, David. (2003). Practical English Language Teaching (1st ed.). Mc Graw Hill.
O’Malley,J.,& Valdez Pierce, Lorraine.(1996). Authentic assessment for English language learners:
Practical approaches for teachers. Reading, MA:Addison-Wesley.
Ortega, Lourdes. (2009). Understanding Second Language Acquisition. Hodder Education.
Richards, J.C. & Rodgers, T.S. (2007). Approaches and Methods in Language Teaching (2nd ed.).
Cambridge Language Teaching Library.
Scrivener, Jim. (2005). Learning Teaching: The Essential Guide to English Language Teaching (2nd
ed.). Macmillan Books for Teachers.
The Korea Association of Multimedia-Assisted Language Learning.(2010). Video Conferencing in
EFL contexts. pp.15-49, pp.131-159
Thornbury, Scott. (2005). How to Teach Grammar. Longman.
Tomlinson, Brian. (2008 ) Material Development in Language Teaching(1st ed.). Cambridge.
Thomson, A.J.& Martinet, A.V. (2009). A Practical English Grammar(4th ed.). Oxford.
Website: UNESCO World Heritage http://whc.unesco.org
Willis, Dave & Jane(2009). Doing Task-based Teaching(1st ed.). Oxford.
Yi ,C.S. & Hwang, W.Y., et al. (2009). High School English Ⅰ. Neunglyul Education.

12
 Ⅳ. Appendices
Appendix A: Classroom and Materials

1. Multimedia-Assisted Classroom

web-based learning system virtual-reality studio

2. Materials

High School English Ⅰ textbook guide for teachers,

workbook for students, Audio CD

printed web resources dictionaries, mono & bilingual

13
 Appendix B: Checklist for Material Assessment

(in reference to Tomlinson’s [2008] sixteen features of good materials)

√
1 Materials should achieve impact. 0 1 2 3 4 5
√
2 Materials should help learners to feel at ease. 0 1 2 3 4 5
√
3 Materials should help learners to develop confidence. 0 1 2 3 4 5
What is being taught should be perceived by learners as relevant and √
4 0 1 2 3 4 5
useful.
√
5 Materials should require and facilitate learners self-investment 0 1 2 3 4 5
√
6 Learners must be ready to acquire the points being taught. 0 1 2 3 4 5
√
7 Materials should expose the learners to language in authentic use. 0 1 2 3 4 5
√
8 The learners’ attention should be drawn to linguistic features of the input. 0 1 2 3 4 5
Materials should provide learners with opportunities to use target √
9 0 1 2 3 4 5
language to achieve communicative purpose.
Materials should take into account that the positive effects of instruction √
10 0 1 2 3 4 5
are usually delayed.
√
11 Materials should take into account that learners differ in learning styles. 0 1 2 3 4 5
Materials should take into account that learners differ in affective √
12 0 1 2 3 4 5
attitudes.
√
13 Materials should permit a silent period at the beginning of instruction. 0 1 2 3 4 5
Materials should maximize learning potential by encouraging intellectual, √
14 aesthetic and emotional involvement which stimulates both right and left 0 1 2 3 4 5

brain activities.
√
15 Materials should not rely too much on controlled practice. 0 1 2 3 4 5
√
16 Materials should provide opportunities for outcome feedback. 0 1 2 3 4 5

14
 Appendix C: MALL-integrated Instructional Material

Lesson Construction in Moodle Digital Artifacts/Interactive Modules

Lesson 1 Video Tutorial Skype

Lesson 2 Hotpot J Cloze Voicethread

Lesson 3 Audio Slide Wiki on Moodle

Lesson 4 Video Clip Typhoon Game

Lesson 5 Flash Video Clip Hotpot J Match

Lesson 6 WebQuest Studyboard Moodle Forum

15
 Appendix D: Topics Thread on World Cultural Heritage
The lesson topics are threaded within the unit theme of ‘World Cultural Heritage.’ The six
topics represent many world historic places, world cuisines, world craftsmanship, world performing
art, world literary works, as well as preserving and promoting world cultural heritage. Students will
see a coherent pattern of progress and topic-linking so that they can identify connections between
the lessons and recognize the goals and objectives of the unit. In the first lesson, students are
inspired to renew their interest in World Cultural Heritage, appreciate historic sites and feel a duty
to preserve them. Then going through the subsequent four lessons, they come to know the real value
of various intangible cultural items, while reflecting on preferred fast foods, craftwork that is losing
its original value in traditional dances and classical literature. Lastly, they seek to come up with
their own ideas of how to preserve and promote World Cultural Heritage.
Definition & Category

Tangible Intangible
Concurrent Issue:
Endangered Elements
Historic Places of Cultural Heritage
World Cuisines

Relics Fast foods

World’s Healthiest Foods &
Monuments more favored
Universal Food: dumpling
Architectures
Natural Features
Traditional Craftwork

Crumbling historic
sites North American Craftwork: Handicraft losing
Overused cultural or Dream Catcher original meaning
natural properties

Performing Art

Latest style of
Folk Dances: Samba, dances more
Flamenco, Apsara, Salsa popular

World Literary works

Romeo and Juliet by Less interest in

Shakespeare classic literature

How to preserve and Research about people’s efforts

promote World Cultural
Heritage Come out with their own idea

16
 Appendix E: Four Language Skills Thread

In this unit, instruction of four language skills are threaded in two dimensions; one is through
TBLT frame in every lesson, and the other is through the whole sequence of lessons. In view of the
former, students listen to audio script or watch a visual presentation followed by lexical
information, and then read, discuss, and finally speak or write, producing a task result in real-world
situation.
In the case of the latter, the tasks are threaded from easy to difficult, from simple to complex,
from controlled to free toward the end of the unit. For example, in lesson 1, students make a role
play with guided writing; in lesson 2, they do jigsaw reading and report; in lesson 3, they watch an
Audio Slide and make a handicraft; in lesson 4, they skim & scan an article and then participate into
an interactive game; in lesson 5, they write a play and act out a drama; in lesson 6, they read
Internet material and work out a solution.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

listening listening to listening to a listening to an understanding watching a sharing opinions

a video Hot Pot Quiz Audio Slide instructions for video clip of a on the study
tutorial basic dance drama board
steps

speaking role play/ oral sharing ideas answering dramatization discussion/

presentation/ while making a CCQs/ of a oral presentation
craftwork playwriting
(chatting on (recording one’s sharing ideas
Skype) opinion on Voice while learning
- homework Thread) basic steps of a
- homework performance

reading reading a jigsaw reading understanding skimming reading a reading material

situation card instructions scanning drama script on Webquest

writing writing a drafting and filling in the writing an writing a drafting and
dialogue editing a blanks instruction for drama script editing a
message for oral a kinesthetic message for oral
presentation writing a process activity presentation
of making
a craftwork
(posting
(posting opinions reflections on
on the wiki the forum
module) activity)
- homework - homework

17
 Appendix F: Grammar Thread

Focus on form explicitly draws students’ attention to linguistic features within the context of
meaning-focused activities and it is important to present the grammar in a context that makes clear
the relationship between the grammatical form and the communicative function. Just so
importantly, language points should be sequenced according to the complexity or difficulty of the
target language feature, because language learning is a process of trial and error and tasks depend
on the previous experience of the learner.
In this unit, the grammatical points are recursively organized, so the same grammatical
entries come up again in the next lessons, but now in more complex and difficult form than in the
previous lessons. Small sequences are formed based on the same grammatical categories in two to
four lessons; e.g. tense, voice, conjunction, relative pronoun, etc.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

voice: voice & tense: conjunction: imperative: subjunctive relative pronoun:

spontaneous and present perfect subordinating emphatic form, mood: what
deliberate use of passive conjunction imperatives subjunctive past - what one has….
passive - have(has)been - if/ though/when joined by and. perfect It-cleft sentences:
- It was built…. p.p. - Do wait…, - If + S+ past it+ be + noun /
Place…and perfect…, S+ pronoun + defining
step…. would have clause
p.p…. - It was ~ that….

tense: conjunction: connectives: conjunction: clause of result: connectives :

present perfect coordinating connecting adverb clause of -so/such… adverbial words or
- have(has) p.p. conjunction adverbs & concession that…. phrases for
- while/but/for adverbial - even though…, sequencing, giving
phrases although…. reasons, contrasting,
- moreover, as a comparing,
result,etc. contradicting,
summarizing,
concluding, giving
relative pronoun: imperative: relative pronoun: voice: examples.
modal auxiliary
defining relative affirmative form non-defining passive form
verb:
clause - pull…, knot.... relative clause with auxiliary
deduction
- who,whom, - ,which…. verb
expressed by
whose,that,which -will/can/may be
must have been
…. p.p.

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 Appendix G: Vocabulary Thread

Vocabularies are threaded in lexical cohesion through the consecutive lessons. In lesson 1,
UNESCO’s concerns about world cultural heritage, tangible or intangible, are introduced and then
in ensuing lessons, examples of world cultural heritage are presented, and finally, a research work
is assigned by supplying web-based reference material and the language feedback. Following such
construction of topics, vocabularies constitute a lexical cohesion in textual genre and story
components.

Key content words collocations & idioms

Lesson 1 tangible, intangible , endanger, cultural diversity,
Introduction: globalization, uniformization, traditional craftsmanship,
(What Is World Cultural heritage, modernization, promote, due to, according to,
Heritage?) preserve, revitalize, monument, out of danger, as far as I know…,
construction, celebrate, restoration, are we allowed to….?
World Historic prehistoric, cathedral, lean, architect,
Places trench, collapse, stabilize, warrior

Lesson 2 indigenous, ingredient, cuisine, locally available,

ginger, garlic, vinegar, evolve,
World Cuisines aromatic, curd, staple, antarctic, tuna,
krill, lobster, sesame, conch, chop,
broil, sprinkle,
mince, connoisseur
Lesson 3 grapevine, twist, hoop, stitch, warp,
subsequent, dangle, wrap, willow,
World Craftsmanship cradle, weave(woven), dew, sparkle,
sinew, substitute, disperse, prophecy
distinctive cooking styles,
yogurt base, strong flavor,
give rise to, a wide assortment of,
as a consequence,
in great quantities
knot a loop, gender roles,
hang over, pass down to,
come through, dry out,
be supposed to, filter out

Lesson 4 annual, worship, passion, parade, be free of, steady power

costume, jewelry, bounce, gracefully, hand-clapping, foot-stamping,
World Folk Dances regard, exhibit, competitive, unique, be regarded as, hold the beat,
performance, mainstream, fascinating, step forward, step in place with

Lesson 5 entertain, promise, relative, run away, take one’s life, make up,
exchange, unrest, adore, conversion, bring ~ back to life, birds of prey, as
World Literary Works chariot, eternity, languish, strife busy as a bee, as blind as a bat,
as bright as a button, as curious as a cat,
as poor as a church mouse
Lesson 6 safeguard, threaten, aggravate, collective/mutual assistance,
deterioration, impoverishment, far-reaching impact,
Preserving & irreplaceable, conservation, in accordance with, provide for,
Promoting rehabilitate, coordinate, enhancement, submit to, with a view to,
World Cultural archaeological, coexistence, carry out, on the basis of,
Heritage implement, advisory, initiative keep up to date

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