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The framework for planning

units of work stage by stage
In this chapter each stage of the framework will be di scussed in detail (2 .1 to 2. 6).
Examples of units following the six stages can be found in 3 .1. (Readers can refer to
these examples, together with the two we have already seen in 1.1, while reading
the stage-by-stage discussion in 2.1 to 2.6.) In 2.7 the complete cycle, including the
six planning stages, implementation in the classroom and 'a posteriori' analysis and
reflection, is considered.

2.1 Stage 1: Determining the theme

One of our assumptions at this stage is that there are no set themes for learning a
language. Ali themes offer the opportunity to use and learn language. Why not,
then, choose themes that will motvate students to use and learn the language,
themes that match their interests and experiential world(s)? In this way, the theme,
together with the final task(s), will be the driving force for the work to be done
during the unit. The more relevant they are, the higher motivation and involvement
will be.
A good choice of theme will also emphasise the instrumental value of language .
Language will be learnt/recycled/reinforced/developed further in order to hear, read,
find out, speak, write about a theme which students find stimulating and relevant.
Sorne gu idelines for selecting themes are given below:
a Avoid grammatical terminology . 'The Simple Present' or 'Comparatives', for
example, are not 'real lite' themes; they would not meet our criteria.
b Think of:
+ things that people in real lite
- talk about or discuss
- listen to, read, write about
- think or dream about, imagine
- know and would like to share
- don't know and would like to find out about
+ specific situations in which people do specific things through language (eg
finding one's way in a town, staying ata youth hoste!, travelling, shopping).
e Ask students to suggest and choose themes. Although it is perfectly possible for
Stage 1 to be decided solely by a teacher or group of teachers, the students
themselves are the best source of ideas. There is a good chance that if the
suggestions come from them, the theme will match closely their own experiential
world, interests and preferences. Students' choices can be open choices or
choices within options suggested by teachers. This aspect is discussed in detail in
Chapter 3 together with other points related to students' possible participation in
the planning process.

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The framework for planning units of work stage

by stage

The wheel below shows areas from which themes could be generated.

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Figure 5 The theme generator

The following is a list of themes suggested - and in sorne cases developed in the
classroom - by teachers who have worked with the framework. They have been
grouped according to the areas shown in the wheel above.
Circle 1
1 Our birthdays
2 Our eating habits
3 Our body (limited to parts of the body)
4 How our body works
5 What will we be like in 20 years' time?
Circle 2
6 What were our parents like 20 years ago?
7 Our homes
8 The pocket money we get
9 Who does the housework at home: a survey and discussion
10 What time should we get back home?
11 Arguments at home
12 A survey of men's jobs and women's jobs in our families: conclusions
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Circle 3
13 School rules (including responsibilities and rights)
14 ur ideal school
15 Exams
16 Preparing a party (eg carnival) at school
17 Our class/school magazine
18 Learning
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