Appendix A

Lita Brusick Johnson

Working Document: Unit 8 Integrated Schedule

Week 1: Monday
Introduction to Unit
Schedule
Listening: Job Interview
(pp. 96-97)
Activities: activate
schema - inference from
pictures; listen to
dialogue (2x); fill in
blanks; discussion; role
play
Grammar: Present
Perfect Continuous
(pp. 98-99):
Oral and written practice

Week 1: Tuesday
Welcome, review of previous class and computer lab agenda
for the day
Reading 1: Job Interview (Vocabulary/Comprehension)
Glossed transcript of interview heard on Monday.
Comprehension questions.

Vocabulary Review: Target Vocabulary

Word level: multiple choice
Sentence level: matching fill in the blank
Listening, Vocabulary, Pronunciation
English Central:
Giving a Good Impression at an Interview (lower intermediate)
Review of how to use; first hear without captions, second
with; vocabulary work; pronunciation practice (additional input
for blog entries).
[JING Tutorial Available]

Vocabulary: Word Families

Matching exercise: focus on nouns
Student Choice: Self-directed CALL Work. Students selfselect CALL resources from provided list to use; they can
focus on specific grammar or vocabulary items, or do online
extensive listening or reading (from selected resources)
Reflections on computer lab work; wrap-up

Week 1: Wednesday
Review of past two days work
Grammar:
Review: Present Perfect
Continuous
Reading 2: Edens Blog
(pp. 102-103)
Pre-reading (schema/skills
activation (pre-scanning; what
is blog); read, then read/listen;
post-reading (scanning
matching; comprehension
check; vocabulary building
and dictionary work; discuss
job goals)
Discussion of blogs
examples; preparation for
writing a blog entry
Separable Phrasal Verbs
(pp. 100-101):
Oral & written practice: fill in
blank; polite requests with
phrasal verbs and
could/would from last unit;
conversation using forms

Week 1: Thursday
Welcome, review of previous class and computer lab agenda for
the day
Word Bank. Students enter words into word bank; classroom
conversation about findings. Students vote on top three words to
be included in Fridays podcast.
Reading 2: Edens Blog
(pp. 102-103)
Fill in the gaps, definition links, glosses over missing words.
Grammar: Present Perfect Continuuous
Additional practice writing the present perfect continuous about
Ss life, with action words and time possibilities provided.
Writing: Blog Entry Task
Visit classs Wikispaces blog site, with this units thread topic:
advice about how to get a job (and how to keep it).
Review how to create a common Google Doc.
Assignment of pairs (taking into consideration technical and
English proficiency levels)
Task end product: Prepare 3-4 sentence blog entry using
building blocks provided, to be posted on the following Tuesday.
Todays outcomes: two sentences providing two important
pieces of advice to a hypothetical relative who is looking for
work. Students receive peer feedback, and save these two
sentences in shared Google doc.
Student Choice: Self-directed CALL Work. Ss self select
CALL resources from provided list to use; they can focus on
specific grammar or vocabulary items, or do online extensive
listening or reading (from selected resources)
Reflections on computer lab work; wrap-up

Week 2: Monday
Review of prior work
Reading/Skills: Data
Chart (p. 106)
Exercises/activities:
content questions (multiple
choice); group discussion
Writing: Thank-you Letter
(pp. 104-106)
Exercises/activities:
Schema activation;
read/analyze exemplar;
check comprehension of
content; pre-writing: plan a
formal thank-you letter (to
be written in the lab)
Pronunciation:
Introduction of Separable
Phrasal Verbs-Linking
Intro and setup for
computer lab work

Week 2: Tuesday
Welcome, review of previous class and computer lab agenda
for the day
Writing: Thank-you Letter (pp. 104-106). Review form
(online exemplar). Students use their pre-work from the day
before to write a letter, complete a self-check list, print (for use
in class the next day).
Pronunciation Practice: Separable Phrasal Verbs-Linking
Students use the CD from textbook to practice pronunciation
(listen, listen, practice with partner in lab).
Cooperative Writing Task: Blog Entry
Students retrieve from Google docs the two advice sentences
they perfected on the previous Thursday. They use building
blocks provided to fashion a blog entry that introduces
themselves (how long they have been in the US, using the
present perfect progressive); two (or more) pieces of advice;
and a closing word to the newcomer who might read the blog.
They then post their blog on the class Wikispace.
Student Choice: Self-directed CALL Work. Students selfselect CALL resources from provided list to use; they can
focus on specific grammar or vocabulary items, or do online
extensive listening or reading (from selected resources)

Reflections on computer lab work; wrap-up

Week 2: Wednesday
Review of prior work
Writing: Thank-you Letter
(pp. 104-106):
Activities: Read letter to
partner; comment about
partners letter (what learned)
Speaking: Fun with
Language Job Interview
(p. 107)
Activities: role play/practice
job interview in groups of
three; fill out observer
sheets; share info with class
Cooperative Writing Task:
Blog Entry
In-class reading and
discussion of pair work (blog
entries). Preparation for
posting response the following
day.
Self-assessment (p. 144)

Week 2: Thursday
Welcome, review of previous class and computer lab agenda for
the day
Word Bank
Students enter words into word bank; classroom conversation
about findings. Students vote on words to be included in the
next weeks podcast.
Vocabulary: Word Families
Matching Exercise: Focus on adjectives
Cooperative Writing Task: Blog Entry
Students read again the blog entries of their peers. Each student
writes a 1-2 sentence response to at least one (or more) of the
posts of the pairs (adding, agreeing, disagreeing models
provided). Students post their entries on the class Wikispace
before the end of the class period.

Retrospective Review and Evaluation

Review items done this unit in lab; redo or complete elements.
Complete short survey providing evaluation/feedback on the
usefulness of the online resources.
Student Choice: Self-directed CALL Work. Students selfselect CALL resources from provided list to use; they can focus
on specific grammar or vocabulary items, or do online extensive
listening or reading (from selected resources)
Reflections on computer lab work; wrap-up

An assessment of unit learning could also be done on the following Monday, in the classroom setting. That day the students could also reflect on the blog
process process and content. One of the end goals of the semester is for students to be able to write paragraphs. The input from this blogging process could
provide input for a more sophisticated cooperative writing task a class wiki that would contain various categories of advice or practical knowledge relating
to the topics discussed during the semester.