TCH_LRN 409

Unit 2 Reading Guide

Goals, Objectives, and Content
*This reading guide applies to Woodward Ch 3& Graves Ch 5.

1. What are the four categories of language patterns we need to work on in class? Explain each
and give an example.
1. Individual Words students need to learn what words mean, how to say the word, how to
write it, morphology, and its use in context. (Woodward, p. 77-78);
2. Groups of Words Chunking up the words and understanding them through groupings
instead of learning one word at a time. (Woodward, p. 79).
3. Grammatical Patterns students need to be able to include grammatical utterances into
their sentences. Using Id, dont, youre are examples of grammatical patterns. The more
a student uses grammatical patterns the easier it will be for students to understand individual
words and groups of words (Woodward, p. 80).
4. Functions these are words that are different in form but similar is purpose. An example
of a function is Would you like a?, Fancy a ?. Both of these functions are asking the
same thing but they are said differently (Woodward, p. 83).
2. Look at the figure, THE FOUR ELEMENT, on page 91. Explain each element and how these
different elements of language learning work together.
1) Exposure to language: to ensure that students have the chance to meet new language, an
example is individual words, word groups, patterns within sentences or texts and talks.
2) Noticing: teaching students how to notice their form, meaning and use. As a teacher
include how things look, sound, what they mean and how they look in context. You could
associate the target language from something similar in their mother tongue.
3) Remembering (mental storage): storing the language in your memory, you can use
grouping, ordering or role learning to practice memorization.
4) Use and refinement: trying to recall a language and use it and seeing how much they can
recall. You as a teacher could test your students, read and listen to them speak, have them
write an essay or participate in face to face interaction to gage their progress
The four different elements work together because in the process of learning a new language
you first need to be exposed to it so you are better able to intake and explore the new
language. Next, you must do some noticing which will be done using your senses including
sight, hearing, and how things look in context. Remembering is the next phase because to
become fluent in a language you must be able to remember and mentally store all of the new
information you have just acquired. Lastly, refinement is the final element which is mostly
assessment to see how much of the language you are actually fluent in.

3. How can what there is to teach and learn section be combined? Explain the two standard
combinations described on page 97.
What there is to teach and learn can be combined into two sections known as situations and
topics and themes. Situations create a very meaningful and realistic context and applies a
loose binding force for the choice of grammatical skills and vocabulary. Topics and themes
can put the language users message first and then can help learners and teachers to see the
target language as a carrier and not the central focus.
4. Woodward provides several principles for working with cultures on page 102-3. List three
questions you find most important and explain why.
1) Cultures are often changing so things may be different, you must take the time to keep
yourself updated. I think this is an important principle because the world is constantly
growing and changing and the number of ELL students you have in your classroom may
drastically change throughout your career and you need to be prepared.
2) Pictures, maps and music are an easy way into the area. I find this principle to be very
important because these three things are universal throughout all languages. Pictures are
an easy way to explain things to your students who are just beginning to learn English.
3) Comparisons of different cultures can be done via topics the students are interested in. I
think it is important to take the time to get know your students and teach about topics
they are interested in or can relate to so that you can keep their focus the entire lesson.

5. A. What are goals and objectives? Goals are the main purpose and outcome of your course
and objectives are the different points you pass through on your journey.
B. What is their relationship? Goals and objectives are related because in order to reach your
goal you must first complete each objective which will be the stepping stones to your goals.

6. A. Explain Browns components of performance objectives on page 87. Browns components

of performance objectives include subject, performance, condition, measure and criterion.
B. What can be useful or problematic about this approach to objectives? This approach can
be useful because it lays out what you expect and want your students to achieve, but it can be
problematic because not all learning is observable.
7. Graves suggests 17 guidelines to consider when formulating goals and objectives. Choose at
least 4 principles that you found useful and explain each with an example.
1) Goals should be transparent, an example would be to not use, meet ELP standard goals
but instead say, proficiently read and write in English by the end of the year

2) Objectives should directly relate to the goals, an example could be master the alphabet,
in order to achieve the goal of reading words
3) Objectives are relatively short term, goals are relatively long term, and an example would
be to have an objective for each week or unit, always with the goal in mind.
4) A clear set of goals and objectives provides the basis for evaluation, for example if a
student were to test well on a certain subject that would prove they have mastered that
objective or goal.

8. Note something that you found interesting or useful in the chapters that isn't already noted in

this RG.
I found it interesting that Brown provided different ways to organize goals like language
goals, strategic goals, socioaffective goals, philosophical goals, and method or process goals.
I think this format of organization would be very efficient to use in the classroom.