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APPENDIX B: Activity Analysis Sheet Unit 4,All-Star 31(Money and Consumer Issues)Reading/Writing

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

I. WHAT IS THE LEARNER

EXPECTED TO DO?

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A. TURN-TAKE

Initiate / / / / / / / / / /

Respond / / / / / / / / / / / / / / / / / / / / / / / / / / /

Not Required

B. FOCUS on

Language system (rules or form) / / / / / / / /

Meaning / / / / / / / /* / / / / / /* / / / /

Meaning/system relationship / /

Strategies (e.g., reading/writing, learning, / / / / / / /thinking, communication)

C. MENTAL OPERATIONRepeat identically / /

Repeat selectively

Repeat with substitution / /

Repeat with transformation /

Repeat with expansion

Retrieve from Short-Term Memory / / / / / / /

Retrieve from Intermediate-Term Memory / / / / / / / / / / / / / /

Retrieve from Long-Term Memory / / / / / / / / / / / / / / / / / / / / / / / / / / /

Formulate items into larger unit / / / / / / / / / / / / / /

Decode semantic/propositional meaning / / / / / / / / / / / / / / /

Select information / / / / / / / / / / / / /

Calculate / /*

Categorize selected information / / / /

Hypothesize/Develop Questions or Solutions / / / /

Compare samples of language

Analyze language form / / / /

Formulate language rule

Apply stated language rule / / / / /

Apply general knowledge / / / / / / / / / / / / / / /

Review own FL output

1Adapted from Littlejohn (1998), p. 210. I substituted activityfortask,to allow analysis of the wider range of Unit 4 elements that do not fully include all of the components of Nunans (1987)

definition (input, goal, activities, roles, and outcomes).Note: Lesson 7 is not included in this chart, since it is of a different type than all other parts; it includes listening and vocabulary review/assessment tools, and a box-check learning log.

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Attend to example/explanation / / / /

II. WHO WITH?

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Teacher and learner(s), whole class observing

Learner(s) to the whole class

Learners with whole class simultaneouslyLearners in pairs/groups; class observing

Learners in pairs/groups, simultaneously / / / / / / / / / / / /

Learners individually in classroom setting / / / / / / / / / / / / / / / / /

III. WITH WHAT CONTENT?

A. INPUT TO LEARNERS

Graphic / / / / / / / / / / / /

Words/phrases/sentences: written / / / / / / / / / / / / / / / / /* / /

Words/phrases/sentences: oral / /

Extended discourse: written / / / / / /Extended discourse: oral / / /

B. EXPECTED OUTPUT

Graphic /

Words/phrases/sentences: written / / / / / / / / / / / / /* / / / /

Words/phrases/sentences: oral / / / / / / / / / / /

Extended discourse: written /

Extended discourse: oral / / /

C. SOURCE

Materials / / / / / / / / / / / / / / / /Teacher /

Learners / / / / / / / / /

D. NATURE

Metalinguistic Comment / / /

Linguistic Item / / / / /

Personal Information/Opinion / / / / / / / / / / /

Fiction

Non-fiction / / / / / / /

Metacognitive Comment / / / /

Mathematical Element* /* /*

Lesson 1 Lesson 2 Lesson 5Lesson 4Lesson 3 Lesson 6 R/W Strategies

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