objective of this study. The five steps are schema building, controlled practice, focus on linguistic elements, provide freer practice, introduce the pedagogical
task.
a. Models of Unit
1 Schema building In the beginning, students are asked to do tasks that build aschema
that willserve to introduce the topics, set the context for thetask and introduce some of the key that the students will need in order to complete
the task, such as the vocabulary, language functions, and it also enables students to recall their background knowledge to the topic in the unit.
2 Controlled practice This step requires students to control the practice in using thetarget
language vocabulary, structures and functions that have been discussed before. This kind of activity is a follow up of the previous step which
expands the scaffold learning 2004:32. It means that the students will learn through model done by the teachers.
3 Focus on linguistic elements The tasks in this stage focus on the linguistic elements, e.g.
grammar and vocabulary. This will make the learner understand the relationship between communicative meaning and linguistic forms rather
than if linguistic elements presented out of context like in traditional approaches.
4 Provide freer practice The four preceding steps involve on practice of producing language
from the model of teachers and materials. Students in this stage are expected to have broad area to use the language, for example they can
practice the language in pairs so they can create their own language.
5 Introduce the pedagogical task At this stage, it is the time to introduce the pedagogical tasks,
which mean that the activities don e involve the students’ ability to do the
tasks in group. It relates to group work discussion and decision making in order to activate their creativity and language.
2. Task continuity
The term continuity refers to ‘the interdependence of tasks, task
components and supporting enabling skills within an instructional sequence ’
Nunan, 2004:16. The expert introduces such procedure when planning
instructional sequences for general English programs with a four-skills focus.
I
Phases Steps within phase
A. Processing 1. Read or study a text
– no other comprehension response required.
2. Read or listen to a text and give a non-verbal, physical response e.g.
learner raises hand every time key words are heard.
3. Read or listen to a text and give a non-physical, non-verbal response
e.g. check-off a box or grid every time key words are heard.
4. Read or listen to a text and give a verbal response e.g. write down key
words every time they are heard.
B. Productive 5. Listen to cue utterances, or
dialogue fragments and repeat them, or repeat a complete version of the
cue.
6. Listen to a cue and complete a substitution or transformation drill.
7. Listen to a cue e.g. a question and give a meaningful response i.e. one
that is true for the learner. C. Interactive
8. Role play e.g. having listened to a conversation in which people talk
about their family, students, working from role cards, circulate and find
other members of their family. 9. Simulationdiscussion e.g. students
in small groups share information about their own families.
10.Problem-solving information gap e.g. in an information gap task,
students are split into three groups; each group listens to an incomplete
description of a family; students recombine and have to complete a
family tree, identify which picture from a number of alternatives
represents the family, etc..
