State of Kuwait

Ministry of Education
ELT General Supervision
2010 -2011

How does each serve in the educational process ?

They are the final results aimed at in an educational process .

They are :
The most comprehensive and abstract.
Indicate the rational behind an educational program.
Constitute the frame work in an educational program.
Represent the philosophy adopted by educationalists in a society.
Derived from the society, learners and subject.
They are not easily measured

Examples:
* Prepare citizens who are literate.
* Promote critical thinking.
* Educate students who can communicate effectively.
* Educate students who work well as members of
teams.
* Educate students who are flexible in the face of
change.
* Educate students who are skilled in analysis and
conceptualization.
* Prepare all students for life in this new world.

The General Aim of Education in Kuwait

To create suitable opportunities for the individuals to help

them develop spiritually ,morally, mentally and physically to
the utmost of their readiness and abilities, according to the
nature of Kuwaiti society ,its philosophy and ambitions ,and
according to the principles of the Arab heritage and culture to
participate in the progress of the Kuwaiti society , in particular
,and the Arab and international world in general.

These stand half way between aims , purposes and learning

objectives. They are:
Less abstract and general
Describe the final educational outcome of a certain
stage and its curricula .

Represent the framework for teachers.

Goals are statements of educational intention which
are more specific than aims.

Listening Standards
Standard 1: Learners develop applying skills and strategies for
listening to information in a variety of situations
communicated from a variety of sources and speakers
for specific purposes.
Listening benchmark
Listen attentively to the teacher , the CD and other pupils in order to
gain information
Listening competency
Differentiate between different intonations (requests, questions,
greetings)

 read a range of fiction and non-fiction texts with fluency and

accuracy , applying various reading skills and strategies when

reading for information , comprehension , interpretation ,
analysis and evaluation.
use phonological and phonemic awareness to read with
fluency and accuracy.
show ability to understand how grammatical features of the
English language affect meaning.
use word analysis and vocabulary skills to increase reading
comprehension and fluency.
use skills and strategies of the reading process to comprehend
a variety of fiction and non-fiction grade-level texts.

They are:
A statement in specific and measurable terms that
describes what the learner will be able to do as a result of
engaging in a learning activity.
Direct and immediate.
A learning objective or behavioral objective is much more
specific than a goal.
Instructional ,observable, specific , and can be evaluated .
They are SMART
What does SMART stand for?

SMART Objectives refers to an acronym built around the

five leading measures of a strong program.

This acronym can be very helpful in writing
objects .
Specific What exactly are we going to do, with or for whom?
The program states a specific outcome, or a precise objective to
be accomplished.
Measurable Is it measurable & can WE measure it?
This means that the objective can be measured and the
measurement source is identified.
Achievable Can we get it done in the proposed timeframe/
Relevant Will this objective lead to the desired results?
This means that the outcome or results of the programme
directly
Time-framed When will be accomplish this objective?
This means stating clearly when the objective will be achieved

Stating behavioural objectives allows the teacher

to:
Select appropriate teaching methods , skills and
strategies.
Choose needed equipment and suitable materials.
Select an appropriate schedule for program
presentation.

ELT general goals of teaching English:

1- Proficiency goals: - Promoting the four language
skills.
2- Cognitive goals:

- It comprises the mastery of

linguistic knowledge.
- It comprises the areas of
intellectual abilities.

3- Affective goals:

- It comprises achieving positive

attitudes, values and principles.
-Transferring is the carrying over
of learnt behaviour from one
learning situation to another.

4-Transfer goals:

divided the way people learn into three domains

The Cognitive Domain

This domain is concerned with the achievement of
linguistic knowledge and mastery of cultural
knowledge. Bloom categorized it into six levels
from the simple recall or recognition of facts ,as the
lowest level, through increasingly more complex
and abstract mental levels, to the highest order
which is classified as evaluation.

I am able to judge
I can create my piece of work
I can think and compare
I can apply

I can understand
I know

 Evaluation

Creating

Synthesis

Evaluating

Analysis

Analyzing

Application

Applying

Comprehension

Understanding

Knowledge

Remembering

 students will be able to :

write a short paragraph of 8 lines about Festivals
With the help of guide words/questions

with minor errors

What are they ?

At the end of the lesson, the students

should be able to
After completing the lesson, the
students will be able to
After this unit, the students will have
By completing the activities, the
students will

use,
identify,
compare,
provide,
list,
re-tell, etc.

Classify
Compose
Construct
Decode
Define
Demonstrate
Describe
Diagram
Distinguish
Estimate
Evaluate
Identify
Interpret
Label
List
Locate
Measure
Name
Order
Reproduce
Solve
State (a rule)
Translate

At the end of this lesson, students

will be able to re-tell the story in their
own words.

To what specific level (i.e. 75% accuracy) will the

students perform a given task in order for the
lesson to be considered satisfactorily
accomplished?

To define your lesson's objectives,

consider the following questions:
1.

2.

3.

Does the objective define a learning

outcome?
Will it help YOU to decide whether the
pupils have learned anything at the end
of the lesson?
Is it something that you will be able to
see, hear or read?

4. What will students accomplish during this

lesson?
5. To what specific level (i.e. 75% accuracy) will
the students perform a given task in order
for the lesson to be considered satisfactorily
accomplished?

Pupils will be able to:

1) Read a guide to eating places and list the
healthiest and the least healthy menus .

2) Plan their own online guides and

recommend
recommend healthy eating places for
visitors .

Comprehension 3)Read a notice and discuss

discuss the pros
and cons of a vegetarian menu and
compare your answers with those of
Analysis
other pupils .
4)Prepare their talk and report their ideas
Comprehension to their group or to the rest of the class.

Pupils will be able to:

Comprehension

1) Discuss the common uses of mobile phones .

Analysis

2) Read an article about using mobile phones and

compare their answers with those in the article.

Knowledge

3) Listen to three conversations and list the uses

of mobiles which are mentioned .

Evaluation
Evaluation

4) Listen to the conversations again ,decide

decide if the
statements are true or false and justify their
answers .

Decide which level do these questions belong to :

1- Choose the correct answer a, b, c or d .

2- Write the correct form of the verb in brackets.

3- Do as shown between brackets .

4- Answer only Five (5) of the following questions.

The Proficiency Domain (Psychomotor)

This domain is demonstrated by physical skills ,coordination, manipulation
,grace, strength ,speed; actions which demonstrate the psychomotor skills as
the use of the body in a dance or athletic. Verbs applicable to the psychomotor
domain include:

Bend
Grasp
Handle
Operate
Reach
Relax
Shorten
Stretch
Write
Differentiate (by touch)
Express (facially)
Perform (skillfully)

Verbs used in proficiency domain

Write , perform , role-play , express, create, mime design,
interpret. , trace , arrange ,compose , find , recognize

The Affective Domain

This domain is demonstrated by behaviors indicating
attitudes of awareness ,interest ,attention , concern , and
responsibility. Ability to listen and respond in interactions with
others ,and ability to demonstrate those attitudes ,characteristics
or values ,which are appropriate to the test situation and the field
of study.This domain relates to emotions ,attitudes ,appreciation
,and values, such as enjoying respecting , and supporting .

verbs applicable to the affective domain

Joins , judges , defends , praises, questions , shares, supports , challenges,
and volunteers , shows , value

The Transfer Domain

In this domain we are concerned with achieving positive attitudes and feeling,
developing self confidence and appreciation of values and beliefs.

Verbs applicable to Transfer domain

Appreciate, develop a sense of belonging to , be willing to , respect , be aware ,
.show interest in

Guidelines for writing learning objectives

The following "GENERAL" rules should prove useful in

writing instructional objectives
1.Be Concise: at the most, objectives should be one or two
sentences in length.
2. Be Singular: An objective should focus on one and only one
aspect of behavior.
3. Describe Expected behaviors: An objective should indicate the
desired end product, not merely a direction of change or a teacher
activity.
4. Be Realistic: An objective should focus on observable behavior,
not on teacher illusions or indefinable traits.
5. Use Definite Terms (VERBS!!!): Terms such as "write, define,
list and compare" have definite meanings, whereas terms such as
"know, understand, and apply" have a multitude of meanings.

 Which of the following lesson objectives seem

inadequate? Why ?
Can you improve them?

Revising the present simple tense.

To be able to use the simple present tense in the positive and negative
forms .

Begin each objective with an action verb which depicts definite,

observable behavior and describes what the learner will be doing.

To use new vocabulary in meaningful sentences.

State each objective in terms of student performance rather than

teacher performance.

 To listen for gist.

To read for detailed information
To role-play a dialogue

State only one outcome or behavior in each objective.

 To classify words into categories

Make objectives clear , brief and unambiguous.

 This objective is written from the students' perspective,

which is good. However, it is far too vague.
What vocabulary? How much? For what purpose? Will
there be any practice? If so, what type? There's nothing
wrong in having a vocabulary lesson, but it needs to have
focus.

For students to learn the meaning, form and

pronunciation of ten words about television and to have
practice using them in a written gap-fill and a freespeaking activity

Start a set of behavioral objectives for a lesson

with the following phrase:
At the end of the lesson pupils are expected to
Composition the topic Kuwait National Day
Reading Comprehension passage about The Entertainment City
Structure Present perfect

Categorize the following objectives according to the four domains discussed;

C= cognitive domain
P= proficiency domain
A= Affective domain
T= Transfer domain
Objective

1.Recognize the English phonemes receptively.

Category

1.Show pride in Islamic values

1.Listen attentively to English material including short rhymes and songs.

1.Copy words in cursive form.

1.Comprehend the meaning of simple sentences.

P
C

1.Answer questions related to the text read.

1.Show confidence in skill and ability.

1.Form attitudes towards other sources of knowledge.

1.Show love to Kuwait.
1. Differentiate between patterns of speech.

T
A
P