c  
 c

Unit Theme: Global Friendship Designed by: Mijin Moon

Grade/Language level: College/Interm Time Frame: four 50-minute lessons over 2 weeks







  
½c ëge range: between the ages of 20 to 25 years old.
½c Grade: currently freshmen to seniors
½c Country of Origin: all of them are from Korea.
½c ^ducation / Language Learning: all of these students are considered to be between the
support level of intermediate. They started their formal ^nglish education in Korea
since middle school. They have a pretty good understanding in reading or written
tasks but have difficulty speaking in ^nglish during the class. However, these
students are highly motivated to learn ^nglish to improve their language skills for the
country¶s social needs.
½c Interest: primary interests include travelling, watching movies, social issues, and
web-based activities as well.
½c Interaction in ^nglish: students still mainly speak their L1 with classmates. But, they
have a desire to use ^nglish and improve their language skills during the class.
O

½c èumber of Students: fifteen students in this ^FL class. (9 male, 6 female students)
½c Time / Frequency of Meetings: two times a week&fifty minutes in duration.
½c ‰hysical Characteristics of the Classroom and Facilities: whiteboard, Individual
computers (web-based activity), ‰rojector, TV
½c Texts / Materials: no assigned textbooks for this unit. ëll materials/handouts are
provided by the teacher or students.
  


The goals within this unit on Global Friendship are to provide opportunities for students to:

O  

½c Gain a better awareness of themselves and foreignersby exploring various cultural

aspects that may lead to friendship and intercultural understanding
½c Develop learning strategies through practice in utilizingand be able to apply these
skills in everyday contexts
 
  
 

  
   
  
½c mhat kinds of personal experiences have your classmates had? (lesson 1)
½c How widely informed are you of other cultures? mhat do you know about Canadian,
Indian, and Mexican cultures? How are they different from Korean culture? (lesson 2)
½c If you were to meet a foreigner, what cultural aspects of Korea could you introduce?
(lesson 3)
½c Discuss the important elements of building a relationship with others especially
people from different culture. (lesson 4)

—


 

1)c Use a variety of vocabulary terms such as:

è
grave, skull, bones, relative, billion, altar, prejudice, stereotype, volunteer,
discrimination, prejudice
 against, favorite, flat, dangerous, etc.
 began, hit, slide, hurt, decorate, care, celebrate, remember, spend.
2)c Use a variety of grammatical structures such as:
2   I went to ëfrica for volunteering in 2006.
O
  In India, it is against the law to kill a cow, so farmers send
their old cows away from the farm.
 
   I went to Canada in 2007. I have been to Canada.




  
3)c Use a variety of discourse structures such as:
^

 then, after, finally, next, lastly
O I think«In my opinion«
 —

—
 
 ^
O     illustrate experiences (travel, volunteer work, etc.) by making an album
—


  use simple past tense to express Ss¶ past experiences / compare
simple past and present perfect tenses.
   


 
  
 


Introduction
5 §c T shows ëfrican travel pictures T-Ss R, L ‰‰T
ëctivities
10 §c Define kinds of experiences and T-Ss S, L ‰‰T,
verb tense used to express pas Flash cards
10 §c Interview a partner about their ‰airs S, L, R, m
experiences using simple past
10 §c Make a class album using Class m mB,Ss¶ pix,
pictures that T asked Ss to bring markers, glue
Closure
8 §c ‰resent the class album and Class S, R, L Markers
discuss what they were able to
know about their classmates
7 §c Introduce Voicethread; ask Ss to T-Ss ‰rojector
make their own at home and
respond to classmates¶ as well
—

O    demonstrate understanding of Mexican, Canadian, Indiancultures
—


  use simple present and past tenses to report to jigsaw group members
/ mrite down irregular past tense verbs in the text.
   


 
  
 


Introduction
7 §c Discuss general questions using T-Ss L, S morld map
world map and introduce topic
ëctivities
7 §c Video tutorial for target vocab Individual R, L, m Computer
§c Skimming for the title.
5 §c Competition game for checking ‰airs R Glue
8 students¶ comprehension. Groups of 5 R, S ‰‰T
12 §c present their story to others. jigsaw S, L Thinking
6 §c Brainstorm Korean cultural organizer
items to introduce to foreigners Groups of 5 S, m
Closure
5 §c Discuss and summarize topic. Class L, S
§c Introduce homework assign.
 —  !

O    demonstrate their understanding of their own culture by making a video
called µadvertisement of Korea¶ to upload into the course website.  
—


  use sequential markers (first, then, next, finally, etc.) in writing.
   


 
  
 


Introduction
7 §c match a video from Youtube and Class R, L ‰rojector
review the previous lesson.
ëctivities
8 §c Video tutorial on how to make a Individual R, L Computer
video, upload it to class website
6 §c Brainstorm ideas; collect Groups of 5 S, L ‰ictures, any
materials kinds of visual
15 §c mrite a script and record a video Groups of 5 m, S aids, Camcorder
with several trials.
6 §c Upload video and watch other Groups of 5 L
groups¶ video as well. Individual
Closure
4 §c Discuss today¶s accomplishment Class S, L
4 §c ^ncourage students to leave T-Ss
comments on videosas hwk
—"
2è
O    demonstrate steps of building foreign friendships by making a poster
—


   Use choice discourse structure (I think«; In my opinion«; I
believe«) to express their ideas or opinions.
   


 
  
 


Introduction
5 §c Discuss how many exchange Ss T-Ss S, L ‰‰T
are in school w/ opportunities to
make foreign friends
ëctivities
10 §c Review the previous lessons. Class S, L, R ‰‰T, Handout
10 §c Brainstorm about what is T-Ss S, L
important to build a relationship Groups of 5
w/ others from different culture
10 §c make a poster onSs¶ opinions Groups of 5 R, m Markers, ‰aper
using choice discourse structure
Closure
10 §c groups present postersto class Class S, L
5 §c T summarizes lesson; introduces
online discussion forum Class
  

—
 
 ^

‰erformance Indicators:

½c O  How well can Ssintroduce their experiences to their classmates; define kinds
of experiences; demonstrate them by making a class album? 

½c —


How well can Ss construct descriptive and compound sentences; compare

simple past and present perfect tenses; express their experiences in both oral &
written forms; use enumerative (as, then, when) structures to describe the experiences?

ëssessment Methodology:

½c T evaluates whether language objectives are met by monitoring Ss¶ comprehension,

group work in making a class album; S self-evaluation checklists.

—
#

‰erformance Indicators:

½c O  How well can Ss demonstrate their understanding of Indian, Canadian,

Mexican cultural aspects; apply, personalize it by comparing them to Korean culture?

½c —


How well can Ss use simple past and present tense in the text; write down
irregular past tense verbs from the text?

ëssessment Methodology:

½c T evaluates Ss¶ understanding of different cultures by monitoring S presentation in

jigsaw group; S self-evaluation checklists.

—  !


‰erformance Indicators:

½c O  How well can Ss understand their own culture according to the given
category; share gained information with classmates; make an advertisement of Korea? 

½c —


How well can Ss use verb tenses appropriately; use sequential markers in
writing a script foran advertisement?
ëssessment Methodology:

½c T evaluates S comprehension, understanding based on the advertisement video;

evaluates S cooperation and leadership skills; S self-evaluation checklists.

—"
2è

‰erformance Indicators:

½c O  How well can Ss discuss and analyze the elements needed to build a
relationship with others by making a poster?

½c —


How well can Ss use choice discourse structures to express ideas/opinion? 

ëssessment Methodology:

½c T evaluates the posters Ss made; evaluates Ss cooperative skills by monitoring their

work; peer evaluation of classmates¶ posters; distributes Ss¶ self-evaluation checklists.
   

è    
u 
 
 $  
  
   

O  

identify kinds of experiences and introduce their

experiences to classmates?

demonstrate their understanding of different

cultures through jigsaw activity?

identify Korean cultural aspects and introduce it by

making a video of advertising Korea?
extend knowledge of elements to build a
relationship with others through discussion and
making class posters?



 

use a variety of nouns such as: grave, skulls,

volunteer, prejudice, stereotype?

use a variety of adjectives such as: favorite, flat,

dangerous?

use a variety of verbs such as: spend, hit, decorate,

celebrate?




 



use a variety of descriptive sentences?

use a variety of compound sentences?

compare simple past and present perfect tenses?

2
 



use a variety of choice gambits in discussion?

use a variety of enumerative terms in discussion?

c  %



 è    
     

ëble to ëble to easily

Unable to adequately identify,
ëble to identify,
identify, identify, demonstrate
demonstrate
demonstrate demonstrate cultural aspects;
cultural aspects;
cultural aspects; cultural aspects; able to define
able to define
O   unable to define able to elements of
elements of
elements of adequately building a
building a
building a define elements relationship with
relationship with
relationship with of building a others in great
others
others relationship with detail without
others difficulty

able to use a
ëble to ëble to easily
Unable to use a variety of nouns,
adequately use a use a variety of



  variety of nouns, verbs, or
variety of nouns, nouns, verbs or
verbs or adjectives with
verbs or adjectives in
adjectives occasional
adjectives several contexts
mistakes

ëble to use a
ëble to ëble to use a
Unable to use a variety of
adequately use a variety of
variety of descriptive,
variety of descriptive,



 descriptive, compound, or
descriptive, compound, or
compound, or expressing
 

 compound, or expressing
expressing opinion
expressing opinion
opinion sentences with
opinion sentences
sentences occasional
sentences without difficulty
mistakes

ëble to easily
ëble to
Unable to use a ëble to use a use a variety of
adequately use a
2
 variety of choice variety of choice choice gambits
variety of choice
gambits or gambits or or conjunctions
 

 gambits or
conjunctions in conjunctions in in their
conjunctions in
their discussion their discussion discussion
their discussion
without difficulty
 %




 

The four language skills are all, in their respect, imperative when studying a second
language. In response, the „
 
 unit incorporates a whole language approach
whereby all the language skills are regarded as being interrelated (Brown, 2007). This
approach allows students to diversify their efforts in meaningful tasks, and thereby give
greater motivation. For example, the lesson µIntroduce My ^xperience¶ integrates grammar
items into speaking skill. ëlso students have opportunities to practice productive skills in
the lesson µmho ëre You¶ even if the focus of the lesson is more on receptive skills.




 

ës the primary language learning for „
 

 unit is centered around CLT
(Communicative Language Teaching), so peripheral learning will be paid to vocabulary
(Brown, 2007). The meaning and usage of vocabulary items will be presented through
pictures, gestures and example sentences inductively. By watching video tutorial lesson,
students associate new words with a meaningful context to which they apply.





Grammar will be introduced inductively through examples students made. Since the
examples come from students, they are easily motivated to learn the target structure. This
allows the students to discover and generalizations on their own. But, it could be possible
to use short and simple explanation occasionally when presenting the rules as needed.

 
   



Based upon the language learning principle of communicative competence, a concerned

effort is made towards providing interactive activities and tasks to the class. Brown(2007)
claims that communicative purpose of language compels us to create opportunities for
genuine interaction in the classroom. mhen language is used naturally and meaningfully
through doing a significant amount of pair work and group work or receiving authentic
language input, students are encouraged to learn and practice the target language.




  

mith respect to the sequence of lessons for this unit, it progresses from a micro to a macro
 perspective on global friendship and their accomplishments. For instance, students are
initially required to introduce themselves to classmates. ës comprehension is attained,
students move on to understanding people from different culture. èext, the class focuses on
our culture by exploring different aspects of Korean culture. ëfter the students¶
understanding of themselves, people from different culture, and their own culture is gained,
students investigate and discuss what perspectives and elements they need to have to build
a relationship with others. This sequenceallows the students to initially tackle more specific
materials and tasks and then grasp broad-based ideas and general information.

mith respect to the sequence of instruction and tasks, the general focus is initially on the
teacher modeling tasks. For instance, in lesson one the teacher shows her travel pictures of
ëfrica and gives descriptions of her volunteer experience. This introduces basic vocabulary
and languag structures. The focus of the lesson then shifts to the students as they attempt to
think of their own experience and make a class album. This approach of scaffolding permits
the students to assume to a fair degree responsibility for their own learning.





The use of materials in this unit plan is centered around the basic principles of second
language acquisition relevant to the development of materials for the teaching of languages
(Tomlinson, 2006). Subsequently they are designed to be authentic, realistic, and interactive.
The materials are things that students could easily find around themselves. For example,
the teacher shows her travel pictures in lesson one and in lesson 2, the students can explore
Youtube to watch videos. It is realistic and makes students highly motivated since they
could enjoy the lesson with the materials. The materials are also designed to enhance and
practice language skills. Various kinds of visual aids provide students with chances to
practice reading and writing. In lesson two, thinking organizer is used to help students
prepare their speech as well.

u

The homework will be given to students to extend what they have learned beyond the class
(Brown, 2001). In concurrence with this ideology, students are requested in lesson one to
make Voicethread for introducing their experiences. The students may use pictures and
record with their voice and leave comments in other classmates¶voicethread. ënd then
students are asked to interview exchange students about their culture in lesson two. Once
 they build understanding of other culture, the students focus on their own culture. Students
are to leave any kinds of comments on their video of µadvertising comments¶ on the course
website. In final lesson, discussion forum will be provided to summarize and invite
students¶ opinion about what kinds of elements we need to build a relationship with others.

%  


 
: Instead of being an authority of the class, the teacher comes to the class as one
of the participants. The teacher needs to create a welcomed learning environment where
students can enjoy and feel at ease. For example, the teacher can manage the optimal size
of the learning groups and assign roles for each group. The teacher needs to organize the
lesson and provide resource and supports whenever it is necessary. Cooperative learning
roles may include coordinator/group leader, recorder, reporter, resource manager, monitor,
and/or cheerleader (Kessler, 1992). One of the important roles of teacher is to become
students¶ guide for achieving goals in a pragmatic fashion. Rather than being a knowledge
transmitter, the teacher gives help and support as needed and provides feedback as well to
facilitate social interaction and enhance effective communication.



: ës the age of the students are already young adults (20 to 25 years olds), the
teacher can negotiate with students about the topic, objectives of the lesson, and learning
strategies. In order to make the lesson more learner-centered, the curricula may include the
consultation and input of students and do not presuppose objectives in advance.

 
: This role is critical as every lesson provides students with a natural context for
language use, which facilitates language acquisition as learners have to work to understand
each other and to express their own meaning (Larsen-Freeman, 2000). The teacher can
evaluate the students¶ learning while things are going along by writing questionnaire
response, class interaction, samples as well as observations of attention.

%  
 

O


O


: Students do not consider themselves competitors. Instead they
come to the class as a µteam¶. ëccording to Brown (2007), students work together in pairs
and groups and they share information and come to each other¶s aid in order to pursue
goals and objectives.

ë  : Since activities and tasks in this unit are intended to foster
 students¶participation, communication, and collaboration. For example, lesson one requires
students to introduce their travel experiences and actively collaborate with one another to
make class album. Through actively participating and controlling their learning process, the
students could become engaged in speech acts of fulfillment and self-actualization, which
leads to a larger appreciation of their own competence to use language. ës a result, the
creative and linguistic processes required for student interaction stimulate motivation
intrinsically (Brown, 2001).



^O 

mith a large portion of the activities being student-centered, feedback and error correction
take on a significant and important role within the class. Feedback is useful for students to
analyze their progress, reconsider their strategies, or reflect upon their achievement.
Subsequently, positive affective feedback needs to be appropriately given to increase self-
confidence or encourage students¶ attempts to communicate. The teacher also needs to be
judicious when correcting students¶ errors. It may depend on the focus of the lesson. If it is
focusing on more accuracy than fluency then error correction should be made. But, if it is
more on fluency, the teacher needs to take a note about the error and be tolerated until the
meaning is compromised.

^


c

The students will complete a self-assessment checklist after the completion of each lesson
to reflect upon their study. The teacher uses the information to guide her decisions as the
course unfolds (Graves, 2000). ëlso the information will provide learners with the skills
needed to independently monitor their learning, they take on a greater responsibility for that
learning (O¶Malley & ‰ierce, 1996). Similarly, the teacher will use anecdotal record in
lessons one and two to document students¶ oral language skills and use of learning
strategies. It will show a history of the process through which the learner¶s oral language
skills have evolved (O¶Malley & ‰ierce, 1996). c

ë summative assessment is done at the end of this unit and provides information about the
students¶ overall achievement as well as the overall effectiveness of the unit (Graves, 2000).
It will also assess background knowledge of global friendship as new information in
content areas is learned most effectively by building on prior knowledge (Gagne
&Yekovich, and Yekovich, 1993).