Short Term Program:

Instructional Treatment Plan

Level 1A: Origins
Prepared by Charlotte Jones
Table of Contents
Unit Descriptors

Terminal Objective

Enabling Objective

Prerequisites

Instructional Strategy

Instructional Strategy
Unit Descriptors
The below objectives listed in this Instructional Treatment Plan are based on the Analysis Report
conducted. One terminal objective was identified for the ELIs Short Term Program with a
sample set of Enabling Objectives to facilitate reaching the Terminal Objective. Prerequisite
skills were identified based on the Entry Skill analysis from the Analysis Report.

Course Title: Short Term Program

Unit Number and Title: Module 1 - Relate general UDL concepts to an online environment

Time Required: 4 Weeks, 5 Classes per Week, 4 Hours per Day

Resources Required: Computer (laptop or desktop) and an internet connection

Terminal Objective
Given four weeks of instruction in content and integrative language practice,
ELI students will utilize the basics of English language to communicate
effectively and accurately in their daily lives.

1.0 Utilize basic-intermediate English vocabulary, grammar, listening,

speaking, and pronunciation strategies.

2.0 Utilize intermediate English vocabulary, grammar, listening,

speaking, and pronunciation strategies.

3.0 Utilize upper-intermediate English vocabulary, grammar, listening,

speaking, and pronunciation strategies.
Enabling Objectives
For the purposes of this Instructional Treatment Plan, only Terminal Objective 1.0 will be used for
this sample.

The objectives are organized into four language skills: grammar, reading, listening, and
speaking. Each of these skills will be assessed as part of classwork, homework, end-of-week
projects, and one final comprehensive exam. This separation of skills is in line with the
Communicative Language Teaching (CLT) method which emphasizes communication as the
ultimate goal of instruction.

For Short Term Program Level 1 A, Origins, Learners shall be able to do the following:
Grammar
o 1A.1 Use verb be in sentences;
o 1A.2 Use possessives in sentences;
o 1A.3 Use simple present verbs in sentences;
o 1A.4 Use adverbs of frequency in sentences;
o 1A.5 Use modals of ability can/cant in sentences;
o 1A.6 Use count and noncount nouns in sentences;
Reading
o 1A.7 Identify main idea in level-appropriate text;
o 1A.8 Identify specific details in level-appropriate text;
o 1A.9 Identify writers purpose in level-appropriate text;
Listening
o 1A.10 Listen for personal information in conversational setting;
o 1A.11 Listen for directions in an a real life context;
o 1A.12 Listen for information about hobbies in conversation;
o 1A.13 Listen for vital information about famous dishes from
home countries in conversation;
Speaking:
o 1A.14 Ask for and give personal information in conversational
setting;
o 1A.15 Give and ask for directions in an informal context;
o 1A.16 Exchange and ask for information about hobbies in
informal context;
o 1A.17 Plan a meal in a conversational setting;
o 1A.18 Order a meal in a restaurant setting;

Prerequisites
Learners shall be proficient in the English language at an i ntermediate English proficiency. That
is, they will already possess the ability to read, write, speak, and listen in English at an
intermediate level as indicated by the CAMLA placement test administered prior to program
admission.
FIGURE 3. SUBORDINATE SKILL ANALYSIS DIAGRAM TO UTILIZE BASIC-INTERMEDIATE ENGLISH
Instructional Strategy
Level 1A Origins Instructional Strategy
The strategy organizes Gagnes (1977) Nine Events of Instruction into each lesson taught by the
instructor. This will mean that each four-hour class will include the nine events: (1) gain
attention, (2) inform learner of objectives, (3) recall prior knowledge, (4) present stimulus
materials, (5) provide learning guidance, (6) elicit performance, (7) provide feedback, (8) assess
performance, (9) enhance retention and transfer.

All instructors at the English Language Institute are highly qualified, have at least five years of
experience, and possess a Master of Arts in Teaching English as a Second Language. All
instructors have a clear understanding of the English language level of a student with
intermediate proficiency and the students prior knowledge.

For activities and assessment, the English Language Institute utilizes the approach of
Communicative Language Teaching (CLT) which emphasizes communication as the ultimate
goal of instruction. Nunan (1991) stated that five features of CLT activities most widely contain:
pair work and group work where students must work together to find solutions in English,
fluency-based activities that develop confidence, role-plays which simulate real world
situations, and grammar/pronunciation activities which show explicit rules of the English
language.

Additionally, for this unit, it was decided that a textbook would be used to guide instruction on
the objectives. For this Level the textbook Life 2 by National Geographic Cengage Learning
will be used, (Stephenson, H., Dummett, P., & Hughes, J. 2015.).
Table 1. Instructional Strategy for Level 1A Origins, Class #2

Instructional Events Description Media and Tool

Selection
Pre-instructional Pre-Instructional Activities: The purpose is to prepare and gain the Board
Activities attention of the students and show a short overview of the first week of
1) Gain attention classes including the enabling learning objectives for the first week.
and motivate
learners Objectives covered in Week One:
2) Describe
objectives
1A.1 Use verb be in
3) Describe and sentences;
promote recall 1A.7 Identify main idea in
of prerequisite
skills level-appropriate text;
1A.10 Listen for personal
information in conversational
setting;
1A.14 Ask for and give
personal information in
conversational setting;
[[SAMPLE SCRIPT]]
 T: Good morning, everyone! Yesterday we had a lot of fun in class. What
did we do yesterday?
Ss: [Recall the scavenger hunt, what they found around UCF, etc]
Teacher: And what happened after our class? How was everyones first
day [yesterday]? [Elicit informal speech from learners to garner attention
and practice objectives 1A.10 and 1A.14]
T: [Writes 4 objectives on the board] This is what we will be learning this
week. [Teacher explains what each objective means, clarifying any
vocabulary.] Now, lets get started.

Content Presentation Textbook

4) Present materials Content: The purpose of this content is to practice Listening and Board
5) Learning Guidance Grammar. The teacher explains each activity and provides guided Computer
practice. Students work individually and in pairs to complete the activities. Sound Files from
textbook
[[SAMPLE SCRIPT]]

T: Please open your books to p. 10. What do you see on this page?
Ss: [Answer, teacher writes vocabulary on the board. Possible vocabulary
includes: explorer, jacket, snow, dog, sled, bag, sleeping, laying down]
T: Yes. Good. This man is an explorer. Next, we are going to listen for some
important information about him, then we will answer questions about his
personal information.
[Teacher plays recording from book.]
SS: [Complete exercises in pairs]
Teacher: Lets check the answers together.

Following this, teacher presents the grammar point for the verb be.
The students follow the same procedure, moving onto a group completion
of the exercise for this portion.

Learner Participation Learner Participation/Assessment: The purpose of the learner Textbook

6) Elicit Performance participation and assessment is to assess students understanding of the Board
7) Provide Feedback days concepts. To complete this, students will ask all students their:
First and last names
Job/occupation
Country
Marital status

Students will switch and ask everyone in the class these questions. Then,
they will introduce one partner to the entire class.

Teacher will write the example on the board for the students to follow.
Students should pay close attention to their be verbs.
Francisco is from Chile.
Hes twenty-three years old.
Hes a lawyer.
Hes single.

Assessment Assessment: The purpose of this assessment is to complete the enabling Week One Assessment:
8) Assess Performance objectives from week one. The goal of this assessment is to test a portion Written Test and Class
9) Enhance Transfer of the enabling objectives to work toward the final terminal objective to be Party
tested as a cumulative final exam at the end of the 4-weeks.

NOTE: This assessment will take place at the END OF THE WEEK, not the
end of the class.

WRITTEN TEST: The written test will be a reading taken from the course
textbook. Students will then identify the main idea of the story through 10
multiple choice questions.
CLASS PARTY: The students will put on a class party. Class 3, the
students would have guided practice to create the party with their group.
Class 4, the students will have a field trip to Publix to buy items for the
class party. Day 5, students will put on the class party and invite all other
students from the program.