European Framework in Lesson Planning: Stating Learning Aims and Objectives.

O. S. Betsko

Abstract


Article deals with special aspects of EFL lesson planning in common European practice. Modern theoretical and practical experience in this field has been summarized and problems of lesson objectives stating stage have been highlighted as well as ways of their effective solving have been stated. We unfolded the advantages and a need for writing a lesson plan with harmonically integrated lesson objectives especially in the context of a young teacher methodological competence formation. An approach to distinguishing lesson aims from the point of view of a learner and his needs is offered. The relation between behaviorist theory and stating lesson objectives is shown. The Natural Approach of language acquisition by Krashen has been studied. We have found out that clear stating of a lesson’s objectives is important both for teachers and students, helping to evaluate the effectiveness of learning. Lesson’s aims must be accurate in relation to the content of a lesson, activities of students which reflect their success in objectives achievement, learning situation, level of proficiency to be mastered, time limit to achieve learning objectives. We claim that stating lessons objectives from a learner’s point of view doesn’t have any intention to substitute but only complement conventional learning aims.

Keywords


planning; Foreign language; learning aims; goals; objectives; educational theories and approaches

References


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Harmer, J. (2001). The Practice of English Language Teaching. Third Edition. London, UK: Longman ELT.

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Woodward, T. (2001). Planning Lessons and Courses: Designing Sequences of Work for the Language Classes. Cambridge, UK: Cambridge University Press.


GOST Style Citations


1. Методика навчання іноземних мов і культур: теорія і практика: підручник для студентів класичних педагогічних і лінгвістичних університетів / О. Б. Бігич, Н. Ф. Бориско, Г. Е. Борецька та ін.. / за загальн. ред.. С. Ю. Ніколаєвої. – К.: Ленвіт, 2013. – 590с.

2. Ek J.A. Systems Development in Adult Language Learning: The Threshold Level in a European Unit / Credit System for modern Language Learning by Adults / J.F. van Ek. – Strasbourg: Council of Europe, 1975. – 240 p.

3. Gagne R.M. Principles of Instructional Design / R.M. Gagne, L.J.Briggs. – New York: Holt Rinehart and Winston, 1979. – 336 p.

4. Harmer J. The Practice of English Language Teaching. Third Edition / J. Harmer. – London: Longman ELT, 2001. – 384 p.

5. Krashen S.D. The Natural Approach / S.D. Krashen, T.D. Terrel. – Oxford: Pergamon, 1983. – 185 p.

6. Mager R.F. Preparing Instructional Objectives / R.F. Mager. – Belmont, CA: Pitman Learning Inc, 1975.

7. Scrivener J. Learning Teaching: a Guidebook for English Language Teachers. Second Edition / J. Scrivener. – London: Macmillan Publishers Limited, 2005. – 431p.

8. Widdowson H.G. The Incentive Value of Theory in Teacher Education / H. G. Widdowson // ELT Journal. – 1984. – Vol.38, №2. – P. 86-90.

9. Woodward T. Planning Lessons and Courses: Designing Sequences of Work for the Language Classes / T. Woodward. – C.: Cambridge University Press, 2001. – 249p. 



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