This document discusses planning instruction for language learners using modules and themes. It explains that a module plan specifies what language tasks and context information will be taught, rather than actual lesson plans. Module plans take a theme-based approach, using broad topic areas like health and safety to provide context for interrelated language tasks and recycling of information. The document also defines key terms like language tasks, authentic texts, and background information.

1. ...................
Based on the Canadian Language
Benchmarks 2000

2.  Develops language skills to access content
 ESP
 Uses content to contextualize language skill
development
 Settlement EAL

4.  Language event analysis is a planning tool
NOT a teaching plan
 Reveals possible tasks and the skills involved
and possible authentic texts you can analyze
for aspects of communicative competence.
 More analysis is needed before you are ready
to lesson plan or teach.

5.  MB takes a theme-based approach to module
planning
 unifying structure contextualizing language tasks
 Inter-related language tasks
 Recycling of systemic and cultural info, language,
etc.

6.  Broad, major topic areas that provide a general
context for instruction, such as:
 Health and safety
 Consumer
 On-the-job employment

7.  Units of instruction focused on a specific topic
within a theme. Incorporates:
 A series of lessons
 Inter-related language tasks
 N.B. a module PLAN specifies what will be
taught in the module (the language tasks and
context info). It is not the actual series of
lessons. Those are lesson plans.

8.  Background information about the social
situation in which communication occurs,
including systems, institutions, organizations,
groups)
 Necessary in order to carry out language tasks
effectively

9.  Specific, purposeful communicative language
tasks that someone needs to carry out in a
particular context/situation
√ Ask for a transfer
X Get on the bus
 The goal of your teaching
 At the end of your instruction, you want your Ss to
be able to carry out these tasks with people in the
community/at work/ at school

10.  The language used in an oral (L and/or S) or
written (R and/or W) task
 Authentic text – actual, uncontrived language
of a task; used in/for a real purpose
 Used for analysis to determine teaching items
 Used to practise language skills
 May need to be modified for CLB level
(performance conditions)