#Vlt2 task3 how to

This theory simplifies the process of finding questions and creating pertinent lessons. The unit is designed in a backwards manner to ensure that all lesson materials and goals are relevant to the instructional goal. In Backwards Design Theory the final instructional goal acts as a kind of guiding star that keeps all lessons on track and focused on the instructional goal.

The design theory used to create this instructional unit was the Backwards Design Theory. Thus, they can recall past lessons to aid them during this instructional unit. This is because all the students are capable of giving perfect directions in Korean and Chinese.

#Vlt2 task3 how to

Furthermore, the seventh-grade students of Korean School of Weihai can use prior learning to learn how to ask for and give directions in English. Students will be presented information and it is up to the instructor to help students better retain old information and assimilate new information. In Cognitivism Learning Theory the role of the mind is highlighted, how it receives and processes information. The Cognitivist Learning Theory was chosen because the students at Korean School of Weihai are most comfortable with a teacher centered approach. The learning theory used for this instructional unit is the Cognitivism Learning Theory. The students are bilingual, fluent in both Chinese and Korean. The students come from upper middle-class backgrounds and have families who have resided in China for quite some time. The students are familiar with technology and will have no trouble in using such resources. The students are academically sound students their English is the only issue. Most of them struggle to read simple English sentences. The English reading level of the students are significantly below grade level. All the students are Korean citizens and ethnically Korean. There are only 8 students in the seventh-grade class. Their English reading, speaking, and writing abilities are extremely raw. The seventh-grade middle school students at Korean School of Weihai are beginners to the English language. The audience for this instructional goal is for the seventh-grade middle school students of Korean School of Weihai. Students will correctly use prepositions when asking for and giving directions.Students will be able to participate in and understand an English dialogue involving directions.Students will correctly use direction phrases go straight, turn right, and turn left when giving directions.Students will know prepositions such as in front of, across from, near, and behind.Students will know nouns such as school, police station, library, and store.Students will understand that making mistakes is okay.Students will know direction phrases such as go straight, turn left, and turn right.Students will exhibit proper listening skills and etiquette when asking for and giving directions in English.Middle school students in the seventh-grade class at Korean School of Weihai will be able to ask for and give directions in a roleplay format using proper English dialogue and vernacular. The administrators seek to make sure that all seventh-grade students at the school are able to ask for and give directions using direction phrases, building names, and prepositions in an English dialogue. The framework of this instructional unit adheres to the standards and expectations set by Korean School of Weihai academic administrators. This instructional unit is designed for the seventh-grade students at Korean School of Weihai. Lesson 9 – roleplay #3: direction phrases roleplay. Lesson 7 – roleplay #2: giving directions with prepositions. Lesson 6 – locating buildings with prepositions. Lesson 3 – roleplay #1: asking for directions. Assessment Code: TAT2 Task #3: Instructor’s ManualĪ Written Project Presented to the Faculty of the Teachers College