2. Main activities, consist of receptive activities, that is, listening
and reading, and productive activities, that is, speaking and writing.
3. More practices, provides students additional tasks that sum up
the previous activities. 4.
Evaluation, aims to check the students‟ competence toward the lessons provided in the unit.
5. Summary, provides a summary of language focus, expression,
and grammar as focus of the unit. 6.
Reflection, gives space for students to reflect their feelings and what they have got from the unit.
7. Vocabulary list, provides a summary of important vocabularies
which are used in a current unit. It is also used as the confirmation of difficult vocabularies used.
b. Framework for Unit Design and Development
In order to provide learners with the well continuum of tasks, the sequences activities within the unit should be take into account.
Nunan 2010 proposes a six-step of sequenced procedures in order to build well-organized and well sequenced units within a material or
course book. The six-step procedure is set out below.
Table 2. 5: Framework for Unit Design and Development Nunan, 2010
Steps Explanations
Step 1: Schema building The first step is to develop a number of
schema-building exercises that willserve to introduce the topic, set thecontext for the
task, and introduce some of the key vocabulary and expressions that the
students willneed in order to complete the task
.
Step 2: Controlled practice The next step is to provide students with
controlled practice in using thetarget language
vocabulary, structures
and
functions. One way of doing thiswould be to
present learners
with a
brief conversation
between two
peoplediscussing accommodation options relating to one of the advertisementsthat
they studied in step 1.
Step 3: Authentic listening practice
The next step involves learners in intensive listening practice. This step would expose
them to authentic or simulated conversation, which could incorporate but
extend the language from the model conversation in step 2.
Step 4: Focus on linguistic elements
The students now get to take part in a sequence of exercises in which the focus is
on one or more linguistic elements. Before analyzing elements of the linguistic
system, they have seen, heard and spoken the
target language
within a
communicative context. Hopefully, this will make it easier for the learner to see the
relationship between
communicative meaning and linguistic form than when
linguistic elements are isolated and presented out of context as is often the case
in more traditional approaches.
Step 5: Provide freer practice At this point, it is time for the students to
engage in freer practice, where they move beyond simple manipulation. The student
should beencouraged to extemporize, using whatever language they have at their
disposal to complete the task. Some
studentsmay „stick to the script‟, while others will take the opportunity to
innovate.
Step 6:
Introduce the
pedagogical task The final step in the instruction sequence is
the introduction of the pedagogical task itself.
In addition to the sequencing, building, and recycling at the unit level Graves 2000 points several principles that can be apply to
unit organization. At a unit level, building from step A to step B can be understood as:
a. Step A is simpler, step B is complex
b. Step A is more controlled, step B is more open-ended, requires
more initiative. c.
Step A provides knowledge or skills required to do step B. d.
Step A uses receptive skills listeningreading, step B uses productive skills speakingwriting or input before action.
e. Step A uses productive skills to activate knowledge, step B
uses receptive skills to consolidate knowledge. Other approaches to sequencing include Graves, 2000:
a. Going from the other another‟s viewpoint to self, the
subjective one‟s own viewpoint. b.
The steps could be reversed, from personal experience to universal experience.
5. Materials Development
