English summer camp/Overview and assignment

Study Guide: Developing Dynamic Units for EFL

 Article by Joan Kang Shin

Study Guide by Leslie Opp-Beckman and Lara Ravitch

From the article:

Shin, J. K. (2007). Developing Dynamic Units for EFL. English Teaching Forum, 45(2), 2-8. Retrieved from https://americanenglish.state.gov/resources/english-teaching-forum-2007-volume-45-number-2#child-779

Overview

It can be challenging to find real-life contexts for teaching English as a Foreign Language (EFL). However, it is important to use English in meaningful ways. One way to do this is to teach English for real-life use or a “context.” Another way is to teach it with another subject such as science, mathematics, business, or law. This all depends, of course, on the age of the students and their needs.

In this article a unit of instruction or “unit,” is a series of lessons that are connected to each other. They can be connected, for example, through a theme, grammatical point, or language function. In a “thematic unit,” all of the lessons have the same theme. Some examples of themes are the local environment, games and sports people play, food from different cultures, and so on.

Support for Use of Thematic Units

There are many benefits to using thematic units. Some examples of these benefits follow.

·         The teacher can choose themes that are of interest to students. This can motivate them to learn and use English.

·         Language gets reused or “cycled” over time in the lessons in the unit.

·         Students have many opportunities to use the new language.

·         Themes make it possible to integrate skills (reading, writing, speaking, listening).

·         Themes make it possible to use approaches such as project-based learning (PBL) and experiential learning.

·         Themes make it possible to build in other important skills such as critical thinking.

Characteristics of Dynamic Units

This article gives suggestions for making your units more lively or “dynamic.” Some characteristics of dynamic units follow. They

1.    incorporate real-life situations in instruction;

2.    integrate all four language skills communicatively;

3.    encourage independent learning or “learner autonomy“ and learner choice;

4.    use experiential learning; and/or

5.    use project-based learning.

Five Steps for Planning a Thematic Unit

This part of the article gives five steps for planning a thematic unit using the theme “Eating out with Friends.”

1.    Think about your curriculum and any required units for your class.
For example, many textbooks have a unit or lesson about food and/or restaurants. This is a good match for the Eating out with Friends theme and is easy to expand.

2.    Choose a theme that is meaningful and interesting to students.
For example, you can give them a survey or questionnaire to find out what kinds of topics and tasks are of interest to them.

3.    Imagine or “brainstorm” activities for your theme that can use real-life situations and tasks. Be sure to include students in this. For example, see Figure 1 below with an example of a brainstorming task for the Eating out with Friends theme, using a web.

4.    Choose, order, and organize the activities and projects.

5.    Make sure to include choices for learners, vary the types of activities, and give them opportunities for learner autonomy.
See Figure 2 below for a chart with some examples.