Appendix D: Topics Thread on World Cultural Heritage

The lesson topics are threaded within the unit theme of ‘World Cultural Heritage.’ The six
topics represent many world historic places, world cuisines, world craftsmanship, world performing
art, world literary works, as well as preserving and promoting world cultural heritage. Students will
see a coherent pattern of progress and topic-linking so that they can identify connections between
the lessons and recognize the goals and objectives of the unit. In the first lesson, students are
inspired to renew their interest in World Cultural Heritage, appreciate historic sites and feel a duty
to preserve them. Then going through the subsequent four lessons, they come to know the real value
of various intangible cultural items, while reflecting on preferred fast foods, craftwork that is losing
its original value in traditional dances and classical literature. Lastly, they seek to come up with
their own ideas of how to preserve and promote World Cultural Heritage.

Definition & Category

Tangible Intangible
Concurrent Issue:
Endangered Elements
Historic Places of Cultural Heritage
World Cuisines

Relics
Fast foods
Monuments World’s Healthiest Foods &
Architectures Universal Food: dumpling more favored
Natural Features

Traditional Craftwork

Crumbling historic
sites
North American Craftwork: Handicraft losing
Overused cultural
or natural properties Dream Catcher original meaning

Performing Art

Folk Dances: Samba, Latest style of

Flamenco, Apsara, Salsa dances more
popular

World Literary works

Romeo and Juliet by Less interest in

Shakespeare classic literature

How to preserve and

Research about people’s efforts
promote World Cultural
Heritage Come out with their own idea

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 Appendix E: Four Language Skills Thread

In this unit, instruction of four language skills are threaded in two dimensions; one is through
TBLT frame in every lesson, and the other is through the whole sequence of lessons. In view of the
former, students listen to audio script or watch a visual presentation followed by lexical
information, and then read, discuss, and finally speak or write, producing a task result in real-world
situation.
In the case of the latter, the tasks are threaded from easy to difficult, from simple to complex,
from controlled to free toward the end of the unit. For example, in lesson 1, students make a role
play with guided writing; in lesson 2, they do jigsaw reading and report; in lesson 3, they watch an
Audio Slide and make a handicraft; in lesson 4, they skim & scan an article and then participate into
an interactive game; in lesson 5, they write a play and act out a drama; in lesson 6, they read
Internet material and work out a solution.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

listening listening to listening to a listenig to an understanding watching a sharing opinions

a video Hot Pot Quiz introduction about instructions for video clip of a on the topic and
tutorial intro subject matter in basic dance drama studyboard
Audio Slide steps

speaking role play oral presentation sharing ideas answering dramatization discussion
while making a CCQs of a oral presentation
craftwork playwriting
(chatting on (recording one’s sharing ideas
Skype) opinion on Voice while learning
- homework Thread) basic steps of a
- homework performance

reading reading a jigsaw reading understanding skimming reading a reading Internet

dialogue instructions scanning drama script material on
script Webquest

writing writing a drafting and filling in the writing an writing a drafting and
dialogue editing a blanks instruction for drama script editing a
message for oral a kinesthetic message for oral
presentation writing a process activity presentation
of making
a craftwork
(posting
(posting opinions reflections on
on the wiki the forum
module) activity)
- homework - homework

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 Appendix F: Grammar Thread

Focus on form explicitly draws students’ attention to linguistic features within the context of
meaning-focused activities and it is important to present the grammar in a context that makes clear
the relationship between the grammatical form and the communicative function. Just so
importantly, language points should be sequenced according to the complexity or difficulty of the
target language feature, because language learning is a process of trial and error and tasks depend
on the previous experience of the learner.
In this unit, the grammatical points are recursively organized, so the same grammatical
entries come up again in the next lessons, but now in more complex and difficult form than in the
previous lessons. Small sequences are formed based on the same grammatical categories in two to
four lessons; e.g. tense, voice, conjunction, relative pronoun, etc.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

voice: voice & tense: conjunction: imperative: subjunctive relative pronoun:

spontaneous and present perfect subordinating emphatic form, mood: what
deliberate use of passive conjunction imperatives subjunctive past - what one has….
passive - have(has)been - if/ though/when joined by and. perfect It-cleft sentences:
- It was built…. p.p. - Do wait…, - If + S+ past it+ be + noun /
Place…and perfect…, S+ pronoun + defining
step…. would have clause
p.p…. - It was ~ that….

tense: conjunction: connectives: conjunction: clause of result: connectives :

present perfect coordinating connecting adverb clause of -so/such… adverbial words or
- have(has) p.p. conjunction adverbs & concession that…. phrases for
- while/but/for adverbial - even though…, sequencing, giving
phrases although…. reasons, contrasting,
- moreover, as a comparing,
result,etc. contradicting,
summarizing,
concluding, giving
relative pronoun: imperative: relative pronoun: voice: examples.
modal auxiliary
defining relative affirmative form non-defining passive form
verb:
clause - pull…, knot.... relative clause with auxiliary
deduction
- who,whom, - ,which…. verb
expressed by
whose,that,which -will/can/may be
must have been
…. p.p.

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 Appendix G: Vocabulary Thread

Vocabularies are threaded in lexical cohesion through the consecutive lessons. In lesson 1,
UNESCO’s concerns about world cultural heritage, tangible or intangible, are introduced and then
in ensuing lessons, examples of world cultural heritage are presented, and finally, a research work
is assigned by supplying web-based reference material and the language feedback. Following such
construction of topics, vocabularies constitute a lexical cohesion in textual genre and story
components.

Key content words collocations & idioms

Lesson 1 tangible, intangible , endanger, cultural diversity,
Introduction: globalization, uniformization, traditional craftsmanship,
(What Is World Cultural heritage, modernization, promote, due to, according to,
Heritage?) preserve, revitalize, monument, out of danger, as far as I know…,
construction, celebrate, restoration, are we allowed to….?
World Historic prehistoric, cathedral, lean, architect,
Places trench, collapse, stabilize, warrior

Lesson 2 indigenous, ingredient, cuisine, locally available,

ginger, garlic, vinegar, evolve,
World Cuisines aromatic, curd, staple, antarctic, tuna,
krill, lobster, sesame, conch, chop,
broil, sprinkle,
mince, connoisseur
Lesson 3 grapevine, twist, hoop, stitch, warp,
subsequent, dangle, wrap, willow,
World Craftsmanship cradle, weave(woven), dew, sparkle,
sinew, substitute, disperse, prophecy
distinctive cooking styles,
yogurt base, strong flavor,
give rise to, a wide assortment of,
as a consequence,
in great quantities
knot a loop, gender roles,
hang over, pass down to,
come through, dry out,
be supposed to, filter out

Lesson 4 annual, worship, passion, parade, be free of, steady power

costume, jewelry, bounce, gracefully, hand-clapping, foot-stamping,
World Folk Dances regard, exhibit, competitive, unique, be regarded as, hold the beat,
performance, mainstream, fascinating, step forward, step in place with

Lesson 5 entertain, promise, relative, run away, take one’s life, make up,
exchange, unrest, adore, conversion, bring ~ back to life, birds of prey, as
World Literary Works chariot, eternity, languish, strife busy as a bee, as blind as a bat,
as bright as a button, as curious as a cat,
as poor as a church mouse
Lesson 6 safeguard, threaten, aggravate, collective/mutual assistance,
deterioration, impoverishment, far-reaching impact,
Preserving & irreplaceable, conservation, in accordance with, provide for,
Promoting rehabilitate, coordinate, enhancement, submit to, with a view to,
World Cultural archaeological, coexistence, carry out, on the basis of,
Heritage implement, advisory, initiative keep up to date