This is an example of a thematic unit course that I am teaching
Unit: Talk to the world.
Duration of the unit: 1 month. Lessons in a unit: 4 (1.5 hr. ea.)
Unit description: The introductory unit is intended to establish connection between such concepts as English, World Englishes, Globalization, and Intercultural Communication. At the end of the unit students should be able to see English as a tool of international communication that will allow then to study it with a different attitude of openness and curiosity. The last lesson of the unit is to be devoted to a monitored class discussion and mini group presentations.
Background: Many of English language learners see English as a utilitarian tool that will help them at work or while travelling. Some of them learn English because they have no other option. Many of English language courses already include some cultural content. Most of students, whether they chose to study English or not, see this cultural content as a break from dull grammar/vocabulary exercises and usually enjoy learning new things about other countries. The intention of this unit is to show students that knowing English will help them to reach people from various cultural backgrounds. The unit is divided into 4 conversational lessons. The first lesson will focus on changing role of English in the world and a concept of World or Global English will be introduced. The second lesson will be devoted to personal narratives of English language learners from different countries and students will discuss their own “language journeys”. The third lesson will start the conversation on the topic of globalization that is one of the key ideas of this course, students discuss how globalization affects their countries and communities and them individually. The fourth lesson ends the unit with group presentations on topics of students’ choice.
Theoretical framework: This unit is based on Michael Byram’s definition of intercultural communication as process of creation a “common shared world” through interaction with other people (Byram, 1997. Intercultural competence is comprised of cultural knowledge, acceptance of cultural differences, tolerance, empathy, open-mind, willingness to share, self-reflection and self- awareness (Byram, 1997; Deardoff, 2006, Stier, 2003). The main emphasis of the lessons is conversation and debate, students are encouraged to express their opinion on the controversial topics and seek more information on the subject through web-search and interviews of their peers and other speakers of English. It is recognized that intercultural competence must be developed over time, therefore no immediate tests are introduced at this point of the unit, students, however, must demonstrate their understanding of key concepts and be able to synthesize ideas. This is assessed during their group or individual presentations. Presentation guidelines are given to students separately at the beginning of the semester. The pressing issue of limited time, devoted to English conversational practice is addressed through reducing linguistic focus of the class, with more emphasis on sociocultural and intercultural competences. As a way to ensure development of English language skills, a functional approach was adapted as a methodological framework.
Stuctures that are studied were revised according to the fuctions that can be ascribed to them and allocated in order they would be taught in a functionally oriented course.
1. To be + noun - Introductions; asking personal information 2. Possessives - possession; your name/his name 3. Prepositions of place -stating position/destination 4. Present Continuous -Describing actions; stating destinations / future reference
5. Pronoun objects - ordering/offering/naming 6. Can - possibility/request/ability knowledge. 7. Present Simple + ing - Getting/giving information; jobs; habits; likes/dislikes 8. Do you Qs -Asking for information: job/hobbies/likes
9. Present Simple (neg) - dislikes 10. Q-word + do you - habits/routines/timetables 11. Adj/adv - describe manner 12. Comparison of adverbs - comparison 13. Have/have got -possession/description 14. Present Perf - interest in past events / state experiences.
The main theoretical concepts are adapted after Byram et al. (2001): intercultural focus of English conversational classes ensures that:
· Students equally examine their own cultural and linguistic experience as well as that presented in the learning material;
· Students learn to analyze interpret culturally defined value associated with English language;
· Students learn to collect data outside the classroom. Data collection must include willingness to interact with other speakers of English;
· Texts that are used in the classroom stimulate critical responses and reflection of students.
The pedagogical foundation of the unit is rooted in Moll et al.’s (1992) funds of knowledge approach and Curriculum Cycle (Gibbons, 2002).
In order to ensure students’ understanding of key concepts, they were formulated and are given to students. There is a further possibility to use this vocabulary in other classes to illustrate morphemes, cognates and other structural material that is studied in theoretical classes of English.
Key concepts: Lesson 1 – global, world Englishes; lingua franca; native speakers; linguistic imperialism; national identity; world communication; cultural exchange.
Lesson 2 – proficiency; language journey; intercultural communication; intercultural speaker.
Lesson 3 – globalization; cultural cross-influence; national identity; cultural exchange.
Intercultural objectives: This is an introductory unit tailored to make students realize the opportunities that they have as English speakers. The knowledge, attitude and skills developed in this unit are not primarily linguistic. Their linguistic competence will be evaluated through seда-check lists and during their presentations. The main intercultural objectives of this unit are:
Willingness to:
· discover and develop interest in interpretation of English learning experience in a globalised world;
· develop readiness to engage in conversation with other speakers of English (non-native ones included);
· see English language as a tool of intercultural communication and to develop willingness to engage in such.
Knowledge of:
· historical evolution of role of English language in the world;
· contemporary state of English language as lingua franca;
· power relationships between learning English and position in the society;
· social distinctions and their relation to English language proficiency.
Ability to:
· identify ethnocentric perspective in texts and statements;
· identify cultural references in text and statements;
· make use of global networking to communicate with other speakers of English;
· evaluate one’s own perspective on other speakers of English.
Duration of the unit: 1 month. Lessons in a unit: 4 (1.5 hr. ea.)
Unit description: The introductory unit is intended to establish connection between such concepts as English, World Englishes, Globalization, and Intercultural Communication. At the end of the unit students should be able to see English as a tool of international communication that will allow then to study it with a different attitude of openness and curiosity. The last lesson of the unit is to be devoted to a monitored class discussion and mini group presentations.
Background: Many of English language learners see English as a utilitarian tool that will help them at work or while travelling. Some of them learn English because they have no other option. Many of English language courses already include some cultural content. Most of students, whether they chose to study English or not, see this cultural content as a break from dull grammar/vocabulary exercises and usually enjoy learning new things about other countries. The intention of this unit is to show students that knowing English will help them to reach people from various cultural backgrounds. The unit is divided into 4 conversational lessons. The first lesson will focus on changing role of English in the world and a concept of World or Global English will be introduced. The second lesson will be devoted to personal narratives of English language learners from different countries and students will discuss their own “language journeys”. The third lesson will start the conversation on the topic of globalization that is one of the key ideas of this course, students discuss how globalization affects their countries and communities and them individually. The fourth lesson ends the unit with group presentations on topics of students’ choice.
Theoretical framework: This unit is based on Michael Byram’s definition of intercultural communication as process of creation a “common shared world” through interaction with other people (Byram, 1997. Intercultural competence is comprised of cultural knowledge, acceptance of cultural differences, tolerance, empathy, open-mind, willingness to share, self-reflection and self- awareness (Byram, 1997; Deardoff, 2006, Stier, 2003). The main emphasis of the lessons is conversation and debate, students are encouraged to express their opinion on the controversial topics and seek more information on the subject through web-search and interviews of their peers and other speakers of English. It is recognized that intercultural competence must be developed over time, therefore no immediate tests are introduced at this point of the unit, students, however, must demonstrate their understanding of key concepts and be able to synthesize ideas. This is assessed during their group or individual presentations. Presentation guidelines are given to students separately at the beginning of the semester. The pressing issue of limited time, devoted to English conversational practice is addressed through reducing linguistic focus of the class, with more emphasis on sociocultural and intercultural competences. As a way to ensure development of English language skills, a functional approach was adapted as a methodological framework.
Stuctures that are studied were revised according to the fuctions that can be ascribed to them and allocated in order they would be taught in a functionally oriented course.
1. To be + noun - Introductions; asking personal information 2. Possessives - possession; your name/his name 3. Prepositions of place -stating position/destination 4. Present Continuous -Describing actions; stating destinations / future reference
5. Pronoun objects - ordering/offering/naming 6. Can - possibility/request/ability knowledge. 7. Present Simple + ing - Getting/giving information; jobs; habits; likes/dislikes 8. Do you Qs -Asking for information: job/hobbies/likes
9. Present Simple (neg) - dislikes 10. Q-word + do you - habits/routines/timetables 11. Adj/adv - describe manner 12. Comparison of adverbs - comparison 13. Have/have got -possession/description 14. Present Perf - interest in past events / state experiences.
The main theoretical concepts are adapted after Byram et al. (2001): intercultural focus of English conversational classes ensures that:
· Students equally examine their own cultural and linguistic experience as well as that presented in the learning material;
· Students learn to analyze interpret culturally defined value associated with English language;
· Students learn to collect data outside the classroom. Data collection must include willingness to interact with other speakers of English;
· Texts that are used in the classroom stimulate critical responses and reflection of students.
The pedagogical foundation of the unit is rooted in Moll et al.’s (1992) funds of knowledge approach and Curriculum Cycle (Gibbons, 2002).
In order to ensure students’ understanding of key concepts, they were formulated and are given to students. There is a further possibility to use this vocabulary in other classes to illustrate morphemes, cognates and other structural material that is studied in theoretical classes of English.
Key concepts: Lesson 1 – global, world Englishes; lingua franca; native speakers; linguistic imperialism; national identity; world communication; cultural exchange.
Lesson 2 – proficiency; language journey; intercultural communication; intercultural speaker.
Lesson 3 – globalization; cultural cross-influence; national identity; cultural exchange.
Intercultural objectives: This is an introductory unit tailored to make students realize the opportunities that they have as English speakers. The knowledge, attitude and skills developed in this unit are not primarily linguistic. Their linguistic competence will be evaluated through seда-check lists and during their presentations. The main intercultural objectives of this unit are:
Willingness to:
· discover and develop interest in interpretation of English learning experience in a globalised world;
· develop readiness to engage in conversation with other speakers of English (non-native ones included);
· see English language as a tool of intercultural communication and to develop willingness to engage in such.
Knowledge of:
· historical evolution of role of English language in the world;
· contemporary state of English language as lingua franca;
· power relationships between learning English and position in the society;
· social distinctions and their relation to English language proficiency.
Ability to:
· identify ethnocentric perspective in texts and statements;
· identify cultural references in text and statements;
· make use of global networking to communicate with other speakers of English;
· evaluate one’s own perspective on other speakers of English.