ENGLISH LANGUAGE TEACHING AND GLOBAL MARKET 2018/2019 PRESENTATION ABOUT Selecting and grading objectives Delivered by: Mr. Gouhmad Abderrahim Professor: Mr. Elfatihi Mohammed Course: SYLLABUS DESIGN AND ASSESSMENT

1. Delivered by:
Abderrahim Gouhmad
Professor:
Mr. Mohammed Elfatihi

2. “ Content without
objectives is
nothing. Stive
Revington
’’

3. Content or Objectives?
Objectives are specified before content
because
their principal role is to act as a guide to
the selection of the other elements
in the curriculum.
(Tyler 1949)

4. OBJECTIVES
Specifications of
“what learners should
be able to do.”

5. Product-oriented objectives
(performance objectives) describe what learners
will be able to do as a result of instructions.
Nunan & Lamb, 2001, p.41
• Performance objectives may be couched in
different terms: grammatical, functional, thematic
or topical skills.
Types of Objectives

6. Examples of product-oriented objectives
• Students will be able to :
Identify and name basic colours

7. Examples of product-oriented objectives
• Students will be able to :
Identify and name family members

8. By the end of the course, students will be
able to use present continues to talk about
actions that are happening at the moment
in a telephone conversation.
The performance component: what?
Components of product objectives
The standard components: How well?
The condition component: In which condition?

9. The performance component: what?
Components of product objectives
The standard components: How well?
The condition component: In which condition?
What the learner will be able to do.
The conditions under which the learner will perform.
How well the learner is to perform.

10. Process-oriented objectives
focus, not on the outcomes of
instructions, but on the classroom
activities themselves and the skills
that learners will get from them.

11. Objective 1:
Learners will be able to write a five
paragraph essay.
Objective 2:
Learners will be able to learn how:
to brainstorm and gather ideas,
to organize ideas in logical sequence,
to edit their drafts and so on

12. Characteristics of Process-oriented objectives
•Focus on HOW students perform
•More specific and precise
• Consider language as a means not an aim
• Real-world objectives
• Focus on developing independent learners

13. Is it a good idea if we
provide learners with
course objectives ?

14. According to an
experiment carried out
by
(Mager and clark 1963),
students who knew
where they were heading
learned much faster
than who had not been
provided with the
course objectives.

17. Which are the best,
process or product
objectives?

18. Product objectives:
Learners need to start
with classroom skills
before they learn
real-life skills.

19. Process objectives:
What matters for learners
is to be successful in their
lives. This is the aim of
education and these
objectives help to reach
them.

20. A combination of the two;
learners need to have both
real-life and
classroom skills to be
successful individuals

22. References
Nunan, D. (1988). Syllabus design. Oxford
University Press.
General English Syllabus Design/Milestones
in ELT/British Council