UNIT .

AIMS AND OBJECTIVES OF TEACHING ENGLISH

Aims are general statements concerning the overall goals, ends or intentions of teaching.
Objectives are the individual stages that learners must achieve on the way in order to reach these
goals.

The aim of the entity reflects its long-term outcomes while its objectives indicate the short
term targets of the entity. Aim refers to the general direction or intent of an individual. On the other
hand, the objective is the specific goal of an individual.

AIMS AND OBJECTIVES OF TEACHING ENGLISH.

The teaching of any subject becomes much useful and more systematic only when the teacher
is fully aware of the aims and values of instruction of that subject since the core principle of any
teaching is “know what you do and only do what you know.” Hence it is essential to understand the
aims and values of the teaching of English.

General objectives:

1) Listening, reading, speaking and writing are the four important objectives.
2) Graphics should be practiced by the students at primary level. Which means the student must be
able to write the alphabets, keeping space between two words in a sentence and write sentences using
appropriate punctuation marks and capital letters.
3) The students should be able to write composition.
4)All the four skills i.e. Listening, Reading, Writing and Speaking become important as the student
grows, particularly reading and writing at the later stage.
5) Students should be able to read other books excluding textbooks i.e. novel, poetry, drama, essay
writing, autobiography, précis-writing etc.

Junior stage:

1. Learn the basics of the English language that would form the foundation for its mastery in the future.
2. Use the basic structures of English sentences.
3. Learn the core vocabulary assigned for this stage.
4. Listen to and understand simple English.
5. Express themselves orally using simple English.
6. Read and understand simple written English materials.
7. Write simple guided sentences in English.
Secondary Stage

1. Use the English language structures, and analyze them to understand the relationships among
them.
2. Learn the assigned vocabulary, idioms, and expressions and understand their meanings in context.
3. Listen to, comprehend English text, and distinguish between different intonations.
4. Participate in conversations discussions using paper English.
5. Read and comprehend English texts through different reading types (e.g. loud reading and silent
reading ) and reading strategies (e.g. scanning, skimming)
6. Write a free-essay of three paragraphs using correct English.
7. Realize the important of English in the local job market.
8. Appreciate the importance of English, as an international language of communication, for
introducing Islam, our culture and our culture achievements to others.

University stage

 The aim of teaching English is to help students to acquire a practical command of English i.e.
students should be able to understand spoken English, speak English, read English and write
English.
 Develop an awareness of the importance of the English language as an international means of
communication in order to benefit from the achievements of other cultures.
 Develop literary appreciation
 Competent in compositional writings.
 Read ELT journals to update one's knowledge of techniques of self improvement.

AIMS OF TEACHING LITERATURE

General aims: To devolop the reader's ;

 WRITING SKILLS

Compose longer essays incorporating quotations from literary works and some secondary sources.

 READING SKILLS
Develop a sense of the depth and range of literature
Move beyond personal response to consider other readings.
Familiarity with literary anthologies and an understanding of the elements of those works: glossary,
index, introductory essays, timelines, etc.
  OTHER SKILLS/ISSUES
An understanding of literary schools and eras.
Research skills, including familiarity with literary reference works (literary dictionaries, Gale
encyclopedias, etc.).
The ability to identify and discuss a variety of literary schools and eras within one discussion.
Familiarity with how literature and issues of nationhood are related.

SPECIFIC AIMS
 Gain an understanding of distinct poetic movements and their corresponding terminology.
 Speak and write clearly about poems, taking into account their historical context as well as their
aesthetic significance.
 Pay close attention to the way language is used to evoke images.
 Develop a critical vocabulary that includes and distinguishes among the elements, movements,
and criticism of literature.
 Achieve a basic understanding of literary theory.
 Enhance their skills as readers and writers and will hone their oral skills discussing and
processing literature.
 Understand that there are various literary genres and that there are specific vocabularies
associated with each genre.
 Read literary texts that reflect a focus on world literature.
 Write literary analysis essays using MLA format.
 Explain and quote from a work of literature as evidential support in verbal and written
communication.

Objectives can be broadly classified into;

 Product objectives
 Process objectives
Product objectives:

Product objectives are the ultimate or final outcome or targets for product
development or outcome management. They serve as the basis for product strategy and design.
Product objectives also serve as target for individuals and may be incorporated into their performance.

Process objectives:

Process objectives are activities that will be implemented to achieve the aims.Process objective deals
with the development or improvement of some type of process doing something.
Difference between product and process objectives

Product objectives process objectives:

1. It is the final outcome envisaged 1.It is a set of activities Performed to achieve

the final outcome

2. It focuses on the end-product. 2. Emphasizes the process

3. it doesn’t develop Language skills. 3. It does develop Language

Skills

4. It is teacher centered. 4. It is learner centred

5 .Monotonous. 5. It is interesting as it is activity-oriented

6. Mechanical learning. 6. Productive learning

7. Minimum exposure to the target 7. Maximum exposure

Language. to the target language

8. Difficult to rectify errors. 8. Easy to rectify errors

Learner objectives and learning objectives

Learning objectives describe what the learner should be able to achieve at the end of
a learning period. Learning objectives should be specific, measurable statements and written in
behavioural terms. A good learning objective focuses on the learner’s performance rather than the
instructor's needs.

Learning objectives are statements that define the expected goal of a curriculum, course,
lesson or activity interms of demonstrable skills or knowledge that will be acquired by a student as a
result of instruction. Also known as instructional objectives, learning outcomes, learning goals.

TAXONOMY OF EDUCATIONAL OBJECTIVES

Taxonomy is the process of classification of things or concepts. Taxonomy of
educational objectives means the classification of learning objectives. It was devised under
the chairmanship of Benjamin s Bloom. It was developed to express different kinds of
thinking. It is useful within the classroom to use as a tool for planning, and is one
of the most universally applied models. Blooms Taxonomy provides a way to
organize thinking skills into six levels from the most basic to the more complex
levels of thinking. They are cognitive objectives, affective objectives and psychomotor
objectives. He arranged this in hierarchical order into levels of complexity and specificity. It
was published in his book “Taxonomy of educational objectives, The classification of
educational goals” in 1956.second volume in 1964.
The cognitive domain has been the primary focus of most traditional education and
is frequently used to structure curriculum, learning objectives, assessments and activities.
The revised version of the taxonomy for cognitive domain was created in
2021.which were designed to improve communication between educator was on the design
of curriculum and examinations.
Bloom’s taxonomy can be used as a teaching tool to help balance evaluate and
assessment based questions in assignment, text and in class engagement to ensure that all
orders of thinking are exercised in students' learning including aspects of information
searching.
There are three types of objectives

 Cognitive
 Affective
 Psychomotor

Cognitive
Cognitive objectives are designed to increase and individuals knowledge it is related
to understanding awareness and insights. This includes knowledge or information recall,
comprehension or conceptual understanding, the ability to apply knowledge and ability to
analyse a situation the ability to synthesise information from given situation, the ability to
evaluate a given situation, and the ability to create comprehension, application, analysis,
synthesis and evaluation.
Blooms describe the several categories of cognitive learning in a hierarchical order;
Starting with basic factual knowledge, the categories progress through

 Knowledge –remembering or recalling information, recognition of terms, ideas,

procedure, theories etc
 Comprehension - the ability to obtain meaning from information.
 Application - the ability to use information.
 Analysis - the ability to break information into parts to understand it better
 Synthesis - the ability to put materials together to create something new
 Evaluation – to check, judge and critique materials

Affective
Decided to change and individual’s attitude, appreciations and relationships.
The categories involved in effective objectives are;

 Receiving –demonstrative willingness to participate in the activity

 Responding-shows interest in the objects phenomena or activity by seeking it out
or pursuing it for pleasure
 valuing – Internalizes an appreciation for the objectives, phenomena or activity
 organisation – begins to compare different values and resolves conflicts between
them to form an internally consistent system of values
 Characterization- Adopts a long-term value system that is consistent and
predictable.
Psychomotor
Decided to build a physical skill, it requires that the student learn how to do
something.
The categories that are included in psychomotor objectives are;
Adaptation- performs dance objective answer alone but can also modify actions to account
for new or problematic situations.

Organisation– create new object in cooperating learned once.

Evaluation –to make a judgement of ideas or methods using external evidence or self
selected criteria substantiated by observations or informed realisations.

Revised taxonomy of cognitive objectives

A revision of this taxonomy was framed by blooms students Krathwohl and Anderson
in 2001, published in the book “taxonomy for learning teaching and assessing a revision of
Bloom’s taxonomy of educational objectives”. This taxonomy uses the verb form for the
objectives it gives a slightly different names to some terms.
In the revised taxonomy synthesis and evaluation are switched, also verbs are used
in place of nouns to imply the action one takes in each level.
There is a comparison of the original and revised taxonomies;

Remember - using memory to recall facts and definitions, relevant knowledge from
long-term memory.
Understand - Constructing meaning from oral, written, and graphic messages
through interpreting, exemplifying, classifying, summarizing, inferring, comparing,
and explaining.
Apply - Carrying out or using a procedure through executing, or implementing.

Analyse – Carrying out or using a procedure through executing, or implementing.

Evaluate - Making judgments based on criteria and standards through checking
and critiquing.
Create – Putting elements together to form a coherent or functional whole;
reorganizing elements into a new pattern or structure through generating,
planning, or producing

Lower Order Thinking Skills (LOTS):

Lower level thinking is the lower level of Blooms Taxonomy. It's embodies the level
of skills necessary for advancing through the higher levels of Bloom's Taxonomy. The skills
acquired at this level, are the building blocks toward higher level thinking.
LOTS promotes:
1. Remembering
2. Understanding
3. Applying
Higher Order Thinking Skills (HOTS):
Higher Order Thinking takes place in a hierarchy of cognitive process. It is a
continuum of thinking skills starting with knowledge level thinking, and moving to
evaluation thinking.
HOTS promotes:
1. Applying (there is a fine line, or grey area, in this level where lower level cognitive
thinking begins to transition to higher level cognitive thinking.)
2. Analyzing
3. Evaluating
4. Creating

PRINCIPLES OF LANGUAGE TEACHING

Teaching is the process of attending to pupil’s needs -experiences and feelings and
making specific interventions to help them particular things.

Teaching is a social process, an inter-active process-primarily including classroom talk

which take place between teacher and student and occur during certain definable activities

Teaching is a systematic enquiry about the ultimate realities in the universe-

All language learning involves the process of Listening- Speaking.'- Reading- writing
These process involves both linguistic and psychological aspects-This leads us to
understand that all language learning is based on certain well defined principles which are
as follows;

1. Principle of purpose.

The student understands how class activities, assignments and lessons relate to learning
objectives. There is nothing arbitrary but intentional and incidental learning. Enable the
student to contact in international language.

2 . Principle of habit formation

Real language ability is the not merely knowing about the language but make language
patterns as habit through intensive pattern practice in variety of situations.

3. Principle of multiple line of approach

The multiple line implies that one is to proceed simultaneously from different points
towards the one and the same end. Eg: a lesson on "Holiidays" in the textbook - Teacher
can have a number of language activities connected with the topic such as oral drilling,
reading, sentence writing, composition, etc

4. Principle of concreteness

Teacher must have focus on concrete concepts before moving to the abstractions

5. Principle of selection and gradation

Selection of language material to be taught is the first requisite teaching Selection done in
respect of grammatical items and vocabulary and structures.

6. Principle of accuracy and correctness

Accuracy refers to the degree of conformity and correctness of something

7. Principles of psychology

A teaching session can be made more effective by taking into account the psychological
factors of individual.

Principle of motivation

The materials and the context must generate interest among learners.AS far as
possible the activities must be linked with life.

Principle of interest
 Interest should be created and sustained throughout the class.

principle of repeation and exercise

practice makes man perfect -As language is a skill subject ,constant practice is
required on the part of the students.

Principle of feedback and reinforcement

During teaching learning session the teacher should be give positive reinforcements
.Feedback helps the students to know their drawbacks and then plan for re-learning.

Principle of readiness

Foremost duty of the teacher is to make the students more interested and attentive
to learn mentality and physically.

Principle of fostering creativity

Teacher will be able to meet individual difference and to help them according to
their potentiality.

Principle of group dynamics

Group activities develop qualities of tolerance.

8. Principles of linguistics

Language is for communication.

Language primarily speech

Language is behavior

Language is a system

Language is a set of arbitrary symbols

9. Principles of philosophy

a) EFL (English as Foreign Language)

ESL (English as Second Language)

ELT (English Language Teaching)

EAP (English for Academic purposes)

10.Principles of teaching

Imitation

practice and drill

oral approach (listening and speaking)

selection and gradation