Unit of Work

It is a series of class hours which are centered round a theme or interest area.
The language learning objectives is to develop students ‘ability and knowledge
to:
▪ Do something in the foreign language which they couldn’t do before
▪ Do something in the foreign language better than they could do before.
MAIN CHARACTERISTICS
It takes a minimum of 3 to 5 lessons (OR LONGER)
It is constructed as a coherent sequence of interrelated tasks which lead to a
previously defined final task
In order to carry out the Tasks it may be essential for students to learn new
language and recycle previous knowledge.

THEME
The theme acts as a connecting thread for learners and teacher as it links
activities together by their content. All themes offer opportunities to use and
learn language.
A good choice of theme will also emphasis eth instrumental value of language.
How to select a theme
Avoid grammatical terminology (Present Simple, Comparatives)
Think of things that people in real life listen read, write, dream, think, imagine,
know, don’t know and would like to find out.
For some ideas check:
Estaire S: & Javier Zanon (1994) Planning Classwork A task based approach.
Oxford: Heinemann. Chapter 2
For ideas on how to choose and develop a theme go to Cameron L. (2001)
Teaching Languages to Young Learners. Cambridge: Cambridge University
Press. Chapter 8.

FINAL TASK
Task
➢ Main focus is on meaning
➢ There is a communicative problem to solve.
 ➢ Task completion is a priority
➢ Target language is used communicatively to achieve an outcome
➢ There is a non-linguistic goal. But a focus on form may arise out of the
activity
➢ A task involves cognitive processes
➢ It uses any of the four language skills
➢ Reflects real world use
A Communication Task has a structure consisting of:

• A specific working procedure

• Appropriate data , materials
• A communicative purpose
• A concrete outcome.
• Integration of skills

Defining objectives
These basic rules for writing educational objectives:
Are written in terms of the learner (what the learner will be able to do
after instruction).
Should identify the desired behavior by name and specify observable
behavior.
States the conditions or restrictions under which the desired behavior will
occur.
Indicates how well the student is expected to perform the behavior. It
specifies the quantity and quality of the performance
Remember
S specific
M measurable
A attainable
R realistic
T time bound

Answer the following questions:

1. What is the objective for the day's class?
2. If your students leave this session with only one new idea, skill, or concept,
what would you like it to be?
3. What 2-3 points are central to understanding the material in this session?
 Unit of Work
School: Class: (4th, 5th or 6th form )
Regular teacher:
Practicum Teacher: Sühring Ingrid
Trainee teacher:
Date:

THEME

FINAL TASK

OBJECTIVES

Global communicative objectives for the unit

Specific linguistic objectives for the unit

LANGUAGE SYSTEM:

a) Lexical areas
Examples

b) Grammar / c) Function Linguistic Exponent

structure (example)
 d)Phonology Example

e) Discourse types and elements Example

SKILLS

a- Language skills

Skills Text form (genre) Micro –skill

Listening
Speaking

Reading
Writing

b- Learning Skills

Thinking Study skills Investigation Literary Learning to

skills skills skills learn skills

ATTITUDES AND VALUES

Students will develop the abilities to:

EVALUATION

Carried out by the teacher Carried out by the students

DAY PROCESS

Day 1:
Day 2:

RESOURCES and BIBLIOGRAPHY