Objectives: The curriculum tells Objectives: The curriculum tells us that objectives (what we us that objectives (what we

want learners to be able to do want learners to be able to do with the language) with the language) come from come from

needs – not from tests, not from needs – not from tests, not from any old materialsany old materials you have on you have on

the shelfthe shelf

Think about objectives Think about objectives and how well they are and how well they are

met:met:Think about the Monbusho Think about the Monbusho guidelinesguidelines for lower and upper for lower and upper

secondary education in Japan – secondary education in Japan – thesethese are objectives: are objectives:

““To develop students’ basic ability to To develop students’ basic ability to understand a foreign language and express understand a foreign language and express themselves in it, to deepen their interest in themselves in it, to deepen their interest in

a language….”a language….”

Sounds great! When do you think these were Sounds great! When do you think these were written?written?

language learninglanguage learning objectivesobjectives almost always look like the almost always look like the dreams we want to come dreams we want to come true; true; language teachinglanguage teaching almost always reflects our almost always reflects our real view of what students real view of what students need.need.

DefinitionDefinition

Way of putting into words the main Way of putting into words the main purposes and intended outcomes.purposes and intended outcomes.

Points you pass throughPoints you pass through

GoalsGoals

Visions and prioritiesVisions and priorities Class time is limitedClass time is limited Objectives are statements about how Objectives are statements about how

the goal will be achievedthe goal will be achieved

Will achieving this objective help me Will achieving this objective help me reach this goalreach this goal

The more specific the easier to followThe more specific the easier to follow Cause and effectCause and effect

KASA Knowledge-awareness- Skills- KASA Knowledge-awareness- Skills-

ATASK : awareness-teacher- Attitude- ATASK : awareness-teacher- Attitude- Skills- Knowledge.Skills- Knowledge.

STERN. Proficiency-Cognitive –STERN. Proficiency-Cognitive –Affective- TransferAffective- Transfer

ObjectivesObjectives

Subject: who will achieve the objectiveSubject: who will achieve the objective Performance: what the subject will be able Performance: what the subject will be able

to doto do Conditions: the way in which the subject Conditions: the way in which the subject

will be able to perform. observablewill be able to perform. observable Measure: the way the performance will be Measure: the way the performance will be

observed or measuredobserved or measured Criterion: how well the subject will be able Criterion: how well the subject will be able

to performto perform

In Nunan ’s (1988) point of In Nunan ’s (1988) point of viewview

‘ ‘specific objectives contain three specific objectives contain three elements: tasks, conditions, elements: tasks, conditions, standardsstandards. .

The task statement indicates what it is The task statement indicates what it is that the learner is to do; that the learner is to do;

the conditions define the circumstances the conditions define the circumstances under which the task will be carried out; under which the task will be carried out;

and the standaand the standardrds specify the degree of s specify the degree of skill to be exhibited.’ skill to be exhibited.’

Task: Each student draws his family Task: Each student draws his family tree and changes it with his fellow tree and changes it with his fellow and asks questions about the names and asks questions about the names that they see on the family tree. that they see on the family tree.

Condition: Pair work, in the Condition: Pair work, in the classroom. classroom.

Standards: Utterances should sound Standards: Utterances should sound natural and be comprehensible firstly natural and be comprehensible firstly to understand themselves but later to understand themselves but later aimed to undestand a native speaker. aimed to undestand a native speaker.

Guidelines for writing Guidelines for writing objectivesobjectives

Goals should be general but not vague.Goals should be general but not vague. Goals should be transparent. Don´t use jargonGoals should be transparent. Don´t use jargon A course is successful and efective if the goals A course is successful and efective if the goals

have been reached. If we accomplish (goal) , will have been reached. If we accomplish (goal) , will the course be successful?the course be successful?

Goals should be realistic. they should not be what Goals should be realistic. they should not be what you want to achieve but what you can achieve.you want to achieve but what you can achieve.

Goals should be relatively simple. Unpack them Goals should be relatively simple. Unpack them and make them into more than one goal, if and make them into more than one goal, if necessary.necessary.

They should be about something the course will They should be about something the course will explicitly address in some wayexplicitly address in some way

Objectives should be more specific than goals.Objectives should be more specific than goals. Objectives should directly relate to goals.Objectives should directly relate to goals. Cause efect relationship.Cause efect relationship. They should focus on what students will learn. They should focus on what students will learn.

(term paper)(term paper) Goals =long termGoals =long term More objectives than goals.More objectives than goals. Limit each objective to one language skill or Limit each objective to one language skill or

language area.language area. A clear set of goals are the basis for evaluation of A clear set of goals are the basis for evaluation of

the course. Objectives= assesment of students the course. Objectives= assesment of students learning.learning.

They should be stated in terms of the learner.They should be stated in terms of the learner. Layers of objectives.Layers of objectives.

Samples: goals and Samples: goals and objectivesobjectives

Students will be able to utilize the skills of listenig Students will be able to utilize the skills of listenig and speaking for the purposes of: socializing, and speaking for the purposes of: socializing, providing and obtaining information, expressing providing and obtaining information, expressing personal feelings,and opinions, persuading others personal feelings,and opinions, persuading others to aopt a course of action, in the targeted topic to aopt a course of action, in the targeted topic areas by:areas by:

Students will be able to utilize the skills of Students will be able to utilize the skills of reading and writing for the purposes of ...reading and writing for the purposes of ...

Students will develop cross cultural skills and Students will develop cross cultural skills and understanding of perceptions, gestures, folklore understanding of perceptions, gestures, folklore and family and community dynamics by:and family and community dynamics by:

Students will develop skills that enale them to Students will develop skills that enale them to work together cooperatively by:work together cooperatively by:

Comprehend messages and short Comprehend messages and short conversations when listening to conversations when listening to peers, familiar adults and care peers, familiar adults and care providers of public services in face to providers of public services in face to face interaction.face interaction.

Understand the main idea and some Understand the main idea and some discrete information in television discrete information in television radio or live presentations.radio or live presentations.

Initiate and sustain conversations Initiate and sustain conversations face to face with native spaekers or face to face with native spaekers or more fluent individuals.more fluent individuals.

Read and comprehend materials Read and comprehend materials written for native speakers when the written for native speakers when the topic and the language are familiar.topic and the language are familiar.

Write short notes, uncomplicated Write short notes, uncomplicated personal and business letters, brief personal and business letters, brief journals and short reports.journals and short reports.

Exhibit comprehensive knowledge of Exhibit comprehensive knowledge of cultural traits and patterns.cultural traits and patterns.

Understand how words, body Understand how words, body language, rituals and social language, rituals and social interactions inluence communication.interactions inluence communication.

Demonstrate the ability to listen Demonstrate the ability to listen actively to speakers within the actively to speakers within the classroom setting.classroom setting.

Restate and summarize material for Restate and summarize material for the benefit of the group.the benefit of the group.

Personal identification,house/home, Personal identification,house/home, services/repairs, family life, health, services/repairs, family life, health, leisure, travel.leisure, travel.