Learner Recognizess The Role Expectations Of People
Goal 1- Interest: Learner is interested in another culture and empathy toward people of that culture.
Goal 2- Who: Learner recognizes the role expectations of people and other social variables that affects the way person speaks and behaves like social class, ethnicity, age, sex, religion, and place of residence
Goal 3 - What: Learner understands that effective communication comes when people think, act and react to the world around them.
Goal 4 –Where and When : The student realizes that situational variables and conventions shape behaviour in important ways .
Goal 5- Why : the student understands that people generally act the way they do because they are using options their society allows for
satisfying basic physical and psychological needs.
Goal 6 – Exploration: The student can evaluate a generalization about a given culture in terms of the amount of evidence substantiating it , and have the skills needed to locate and organize information about a culture from the library, the mass media, people, and personal information. (Seelye 1997:25)
Goal 2- Who: Learner recognizes the role expectations of people and other social variables that affects the way person speaks and behaves like social class, ethnicity, age, sex, religion, and place of residence
Goal 3 - What: Learner understands that effective communication comes when people think, act and react to the world around them.
Goal 4 –Where and When : The student realizes that situational variables and conventions shape behaviour in important ways .
Goal 5- Why : the student understands that people generally act the way they do because they are using options their society allows for
satisfying basic physical and psychological needs.
Goal 6 – Exploration: The student can evaluate a generalization about a given culture in terms of the amount of evidence substantiating it , and have the skills needed to locate and organize information about a culture from the library, the mass media, people, and personal information. (Seelye 1997:25)