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In Planning Thematic Units when the teacher considers:

•  New vocabulary
• Vocabulary to review
• Grammar patterns
• Language functions

Links to other content areas

Previewing or predicting what something is going to be about (perhaps from a picture or title), listening or reading for a main idea, classifying information, guessing the meaning of a word from context, sounding out a word to pronounce it and figure out its meaning, taking notes, even visualizing a situation

The unit should provide opportunities for children to apply what they have learned, perhaps in developing a project such as a poster or a collage, giving a brief oral summary with the help of pictures or sentence starters, or writing a brief e-mail about what they have done.

Engaging learners in receptive tasks before productive tasks; presenting language (vocabulary and grammar) before asking students to practice; using controlled practice activities before more independent activities - …

Connecting one activity to the next; sequencing the content to recycle language; ordering the tasks to mirror the real-life application of the tasks -

Which of them is in correct order:

At the beginning of any unit, and of any lesson, you will want to provide activities that help build learner engagement, set the direction for the unit or lesson, and link the day’s lesson with previous lessons

Ask a question to get children excited, such as "How many of you like ice cream?"; Show pictures or bring in real objects that they know. Ask, "Who knows what this is?". What activity is this?

The teacher presents the relevant vocabulary and language structures in a meaningful context, usually by having the students listen to (or for older children, read) a story or a song and determining if the students have understood that input.

Talking about a picture; Teaching vocabulary with pictures or objects; Teaching the language structure to understand and talk about the story; "Reading" (or telling) the story to the children (perhaps in adapted form)

Students need opportunities to practice using the topic and the new language in predictable ways, beginning with being provided with a great deal of support (controlled activities or guided practice)

The activities can be post-listening or post-reading activities that include speaking and writing. You will find lots of suggested activities in the student workbook or a teacher’s edition (also referred to as a lesson planner).

Matching (of vocabulary and pictures, characters in the story and activities they were involved in, etc.); circling something (a picture, or for older children, a word); sorting pictures or names of foods by category (food that is good for you and food that is not) are …

Playing a game (Bingo, Old Maid, Hangman, or Concentration) with the names of foods; acting out a story (role play of the stages of a caterpillar's life); completing sentences (from the story or a summary of the story) are …

Students are acting more independently, using the new language they have learned to communicate something that is meaningful to them. For example, students might be asked to create a poster collage of foods that are “good for you” and those that are “not as good for you.”

Anderson (2009) defines listening comprehension in three stages: perceptual processing, parsing(analysis), and utilization. In teaching listening, in the first stage, there is a sound encoded with language that is perceived and recognized as language. It is …

In teaching listening the language is decoded and stored in short-term memory. It is …

In teaching listening comprehension occurs in the utilization stage as the listener matches the language heard with ideas stored in long-term memory.

A learner may proceed from sounds to words, to sentences, to literal meaning. This means putting the smaller parts of language together to figure out what some­one is saying.

Usually focus on sounds, words, intonation, grammatical structures, and other discrete compo­nents of spoken language.

Students match a word they hear with its picture. This activity is used in teaching …

Learners learn how to gain meaning from the context and might be able to predict what will be said.

Songs (traditional songs, children's songs, pop songs); chants and raps; stories; plays; TV shows (game shows, comedy shows, soap operas) – are used in teaching …

Lund (1990, p. 259) provided a comprehensive list of ways to check students' comprehension: listener responds physically (i.e., TPR, making a recipe)

Listener transfers information into another form (i.e. drawing, tracing a route on a map, constructing a table or chart)

Listener selects from alternatives such as pictures, objects, texts, or actions (i.e., matching, placing pictures in right order, picking up objects according to description)

Listener answers questions about the message

Listener reduces the message (i.e., outlines, notetaking, oral or written summaries)

Listener provides text that goes beyond what is given (i.e., giving the end of a story, solving a problem, filling in missing lines)