Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development

1. Designing Language Courses

2. Task 5.1 Goals and Objectives
Make a list of questions
you have about goals and
objectives.

3. Goal or Objective?
The students will get practice in
conversational English.

4. Goal or Objective?
The students will write 5 sentences using
the past tense.

5. Goal or Objective?
The students will learn to write a
complete persuasive essay.

6. Goal or Objective?
The students will practice using words
from a vocabulary list.

7. Goals
The main purposes or aims of
the course
Ex. By the end of the course
the students will be able to
talk comfortably in English on
the telephone.

8. Setting Goals
Explicit or Implicit?
What are the advantages
of each?

9. Genesse and Upshar
Language Goals
Strategic Goals
Socio Effective Goals
Philosophic Goals
Method Goals

10. Choices about goals

11. Task 5.2 - Denise or Dylan?

12. Task 5.2 - Denise or Dylan

13. “SMART” Objectives
Statements about how the goals will be
achieved.
Must be consistent with the curriculum
Must be precise, attainable, timely.

14. Bloom’s Hierarchy
Knowledge – Remembering the
information
Comprehension – Understanding the
meaning
Application – Using the information
Analysis – Breaking down into parts
Synthesis – Producing a new whole
Evaluation – Judging the value

15. Cause - Effect

16. Task 5.3

17. Hierarchical Aims
Communication
Interview
Question Making

18. 5.4 Review
Summarize the relationship
between Goals / Aims and
Objectives using the
diagrams (5.1, 5.2, 5.3 and
5.5)

19. Task 5.5 David and Denise

20. 2 approaches
Knowledge / Awareness / Skills / Attitude
Cognitive / Proficiency / Affective / Transfer

21. Task 5.6

22. Stern’s Framework of Objectives
Proficiency
Cognitive
Effective
Transfer

23. Two approaches to objectives
 Competency Based (Benchmarks)
-- the students will be able to …..
-- outcome based
Process Based (non linguistic)
-- to assist the students
-- to aid students

24. Which?
 making critical judgments
 identifying the topic
 order dinner to go
 ask the time
 evaluate fact from opinion
 help other children
 use the past tense to tell a story

25. Writing Objectives
All objectives should specify
Performance – what students will do
Condition – the circumstances
Criteria – the degree

26. Avoid Vague Words
Don’t use very broad descriptive wording
– “know” , “understand” , “like”
 be specific
-- “construct” , “identify” , “compare”

27. Dissect
Students will be able to write a
a 6 page storybook, using the
past tense and language
suggested by the teacher.

28. Brown’s Components

29. Task 5.7
Write a list of goals for your own course.
Keep in mind a destination with multiple
aspects.
“The course will be successful if……”

30. Task 5.8

31. Task 5.9

32. Task 5.10

33. A Dilema

34. Saphier and Gower

35. Task 5.11
What do you like / don’t like about
Denise Lawson’s approach to writing
goals and objectives?
What’s different from the other Denise
Maksail Fine’s way of stating objectives?

36. Task 5.12
 Finalize the writing of your goals and
objectives.
Think about the suggestions from this
chapter.

37. Review….. Goals
Goals should be not
Goals should be no
A course is successful if
Goals should be
Goals should be relatively
Goals should be about
general vague
transparent jargon
goals are reached
achievable.
simple
what happens in
class

38. Review….. Objectives
Objectives are more
Objectives have a
relationship
Objectives should directly to
goals
There should be a c - e
Objectives should focus on
Objectives are term.
specific
hierarchical
relate
ause ffect
outcomes
short

39. Review …… Goals and Objectives
Don’t put into one objective.
Goals and objectives give a sense of the
course
The BIG reason for goals and objectives is
to provide a basis for
too much
assessment.
syllabus .