Study Guide: Developing Dynamic Units for EFL

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.

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