1-Define aims, goals, objectives, then identify the differences between

them.
Aims
Aims (the most generally stated purposes) are too often sacrificed for
specific learning objectives. Although aims, unlike objectives, cannot be
pursued and measured directly, their continued discussion is essential;
careful consideration of aims should guide our choices of curriculum
and pedagogy and the selection and evaluation of goals and objectives.
Aims and goals are often brushed aside in favor of objectives, because
the first two are “vague” and the last can be cast in language conducive
to measurement. But the very vagueness of statements of aims and goals
can be an advantage.
To “fill out” an aim, we establish goals thought likely to promote the
aim. Goals are usually established for grade levels and/or particular
subject matters. With respect to the literacy aim, for example,
mathematics departments may construct a goal of mathematical literacy,
and a school may decide that a suitable sub-goal for fifth grade
mathematics is the understanding of fractions. Aims are used not only to
derive goals and objectives but also to evaluate them.
It supposes that every educational aim can be pursued through
assignment to a particular subject in the traditional curriculum. In aiming
to prepare students for democratic life, we should think more broadly.
All teachers, not just social studies teachers, should ask how they can
contribute to this task. Class meetings, peer tutoring, group work, and
participation in deciding the rules of classroom conduct can be used in
every subject matter classroom.
One significant function of aims-talk is to challenge our seriousness of
purpose. Almost every school gives lip-service to an aim of critical
thinking, for example, but the same schools often discourage or even
forbid critical discussion of controversial issues.
Goals
Usually the translation from aims to goals is made in the context of
subject matter disciplines in mathematics, language, science, and other
subjects.
We can, however, keep an interdisciplinary aim in mind as we ask how
to translate aims into goals at the level of school subjects. We can try to
broaden the disciplines from within.
To engage in such discussion profitably, math teachers need much
broader preparation than other math majors, but it has been hard to
convince university professors of this. Too often, professors and
policymakers insist that math teachers should have exactly the same
training as other math majors. The reasons for this odd recommendation
usually point to status. It is believed that, if teachers pass the same
courses as other math majors, the public will have to acknowledge that
teachers are smart, that they are “just as good” as engineers and
economists. This sort of thinking does not facilitate the production of
teachers who have the broad knowledge required of teachers in the 21 st
century. Instead of looking carefully at the educational aims that
teachers are expected to promote, we allow ourselves to be distracted by
issues of status.
Some credible thinkers today suggest that the entire structure of aims for
21st century education should be analyzed and revised. If this is done,
and if despite this revised thinking, the present organization of
curriculum around the disciplines is retained, what goals should
mathematics educators establish to contribute to aims such as the
following: to educate students who can communicate effectively; who
work well as members of teams; who are flexible in the face of change;
who are skilled in analysis and conceptualization? Most mathematics
teachers are not prepared to think productively along these lines.
Objectives
Teachers today are encouraged (sometimes commanded) to have a
learning objective for every lesson. Often these objectives are simply
drawn from a textbook or list of “standards.” Teachers are rarely asked
to relate their objectives to goals and aims. Objectives frequently take
the following form:
On a paper and pencil test, students will add fractions with different
denominators up to 12, with at least 80% accuracy.
Ideally, teachers should think first how the objective fits with larger
goals and aims; then they should do a task analysis and identify the skills
required to achieve the objective. One relevant larger aim is to achieve
literacy – in this case, mathematical literacy, and the goal is to
understand fractions. The teacher’s job is not only to teach children how
to add fractions but also to do it in such a way that the larger aim and
goal are advanced.

As purposes stated at the highest level of generality, aims remind us of

our ideals and direct the construction of goals and objectives. Some
policymakers today insist that there is no need to discuss aims, because
we already know what we are trying to accomplish in schooling, and we
should simply get on with it.
Aims Goals Objectives
1-General 1-Derived from aims; 1-Objectives are
statements that Aims become goals stated in observable
provide a sense of when they become and measurable terms
direction and serve more specific and (outcomes,
as guiding principles refer to a particular proficiencies or
for educational school or school competences);
policy: aims are the system and to a
translations of the specific subject area
general philosophy of the curriculum;
and needs of the
country:
2-Aims are designed 2- Goals translate 2-Objectives are
at the national/state aims into statements behavioral in nature
level by policy that will describe and more precise than
making groups; what schools are goals;
expected to
accomplish;

3-Aims can be based 3- Goals are more 3-Objectives state

on the constitution of specific and definite what students should
the country: than aims, but they know at the end of the
are still non course and
behavioral and what is expected from
therefore non them;
observable and non-
measureable.
4-Examples of aims 4-Examples of Goals 4-Examples of
Objectives
1. To prepare 1. The 1. To identify the
students for development of main idea of the
democratic reading skills; author;
citizenship;

2. To develop a 2. The appreciation 2. To be able to

moral of arts; express advice,
character and apology,
personal complaint, etc.;
discipline;
3. To strengthen 3. The 3. To be able to
ethical and understanding of locate the topic
spiritual scientific and sentence and the
values; mathematical supporting
4. To teach the concepts details;
rights and 4. To be aware of
duties of the differences
 citizenship; between the
5. To encourage present simple
creative and and present
critical perfect.
thinking

2-Identify the criteria of good behavioral (sometimes called specific or

instructional) objectives.
A well-written objective should meet the following criteria:
1. describe a learning outcome
A well-written objective should describe a learning outcome (e.g.,
to correctly spell the spelling words on page seventeen). It should
not describe a learning activity (e.g., to practice the words on page
seventeen by writing each one ten times). Learning activities are
important in planning and guiding instruction but they are not to be
confused with instructional objectives.
2. be student oriented
A student-oriented objective focuses on the learner, not on the
teacher. It describes what the learner will be expected to be able to
do. It should not describe a teacher activity (e.g., to go over the
words on page seventeen with the students, explaining their
meaning and telling them how the words are pronounced). It may
be helpful to both the teacher and the student to know what the
teacher is going to do but teacher activities are also not to be
confused with instructional objectives.
3. be observable (or describe an observable product)
If an instructional objective is not observable (or does not describe
an observable product), it leads to unclear expectations and it will
be difficult to determine whether or not it had been reached. The
key to writing observable objectives is to use verbs that are
observable and lead to a well defined product of the action implied
 by that verb. Verbs such as "to know," "to understand," "to enjoy,"
"to appreciate," "to realize," and "to value" are vague and not
observable. Verbs such as "to identify," "to list," "to select," "to
compute," "to predict," and "to analyze" are explicit and describe
observable actions or actions that lead to observable products.
There are many skills that cannot be directly observed. The thinking
processes of a student as she tries to solve a math problem cannot be
easily observed. However, one can look at the answers she comes up
with and determine if they are correct. It is also possible to look at the
steps a student takes to arrive at an answer if they are written down
(thus displaying his thinking process). There are many end products
that also can be observed (e.g., an oil painting, a prose paragraph, a 3-
dimensional map, or an outline.)
To be useful for instruction, an objective must not only be well
written but it also must meet the following criteria:
1. be sequentially appropriate
For an objective to be sequentially appropriate it must
occur in an appropriate place in the instructional sequence.
All prerequisite objectives must already have been
attained. Nothing thwarts the learning process more than
having learners trying to accomplish an objective before
they have learned the necessary prerequisites. This is why
continuous assessment of student progress is so important.
2. be attainable within a reasonable amount of time
A useful objective is attainable within a reasonable time. If
an instructional objective takes students an inordinately
long time to accomplish, it is either sequentially
inappropriate or it is too broad, relying on the
accomplishment of several outcomes or skills rather than a
single outcome or skill. An objective should set
 expectations for a single learning outcome and not a
cluster of them.
3. be developmentally appropriate
Developmentally appropriate objectives set expectations
for students that are well within their level of intellectual,
social, language, or moral development. Teachers, parents,
and others who are working with preschool or elementary
school children should be especially aware of the
developmental stages of the children they are working
with. No author or researcher has more clearly defined the
stages of intellectual development than Jean Piaget.
Familiarity with his work as well as with the work of other
child development specialists (e.g., Lev Vygotsky's
language development, Lawrence Kohlberg's moral
development and Erik Erikson's social development)
should produce better instructional objectives.
3-Write 6 behavioral objectives that reflect the six levels of cognitive
domain according to the ABCD model.
According to knowledge:
The students individually will be able to define each character and match
it with the given pictures which is to be setting as 70% of students’
accomplishment.
According to comprehension:
In pairs, the students will be able to paraphrase what the provided
passage is talking about and give examples of the “present passive”
within it, that will be 80% of students’ accomplishment.
According to application:
In grouping, the students will be able to arrange the scattered words into
a meaningful sentences, that will be 75% of their accurate
accomplishment.

According to analysis:
The students individually will be able to point out the merits and
demerits of earthquake and determine its cause and effect, that will be
85% of student’ fully understanding.
According to synthesis:
In a group work, the students will be able to formulate the usage of part
of speech and language functions used with a given situation and
construct some examples, that will be due 80% of their understanding.
According to evaluation:
The students individually will be able to conclude the effectiveness of
using technology in language teaching as a way of facilitating teaching
process and achieving its ultimate goals appropriately, that will be 90%
of their comprehension.
4-Select a lesson from any intermediate or preparatory textbooks and
write a well designed lesson plan according to the information stated in
the file lesson planning.
Day and date: Sunday, 3rd of May, 2020
Target Audience: 2nd intermediate school students
Content: (unit: five, lesson: five)
Additional materials: SB52, AB 71, colored board pen sheets of
papers, colored paperboard.
Class Length: 45 minutes
Language: past passive
Vocabulary: alive, however, wire(n), distance(n), moving (adj), ship
(n), radio waves(n), screen(n), develop (v), continue (v).

General Objectives:
1. Scan for information.
2. Ask and answer questions about the texts.
Behavioral Objectives:
1. Individually, the students will be able to match what they have
learned previously “Present Passive” with the new grammatical
rule “Past Passive”. 60%
2. In pairs, the students will be able to summarize the
accomplishments of each inventor. 65%
3. In grouping, the students will be able to list the years that are found
in the text and point out what happed in each one.70%
4. Individually, the students will be able to divide the year into two
parts and Practice the pronunciation of each year. 75%

Timing Stages Details

5 minutes Warm up Eliciting students’
background knowledge
by asking students what
they know about some
inventor such as Adison,
what did he invent, and
in which year.
27 minutes Procedures 1-Identify type of text
 Elicit the page
9 minutes for each heading. Tell the
procedure students to look
at the pictures and
find out which
inventions they are
 going to read about on
this page' Elicit what
they know already.
 Read the question
in the first box'
Elicit the answer (a
reference book).
Ask the students to
give reasons for
their answers.
2- Practice scanning
Ask the students what the
dates next to the three
names mean. (The year
when the person was
born and the year when
he died') Tell them to
scan the page to answer
the four questions.
Remind them to use clues
in the questions to find
the information quickly.
Tell them to raise their
hands as soon as they
have found the answers.
3-Language study
 Go through the
grammar box.
Point out that in
this case the name
and nationality are
important. In other
words, we could
not just say: Radio
was invented.
 Tell the students to
study the sentences
in the past passive
and then explain
 how the past
passive is formed.
Elicit that it is
formed as follows:
was/were + past
participle of a verb
 Ask the students if
there are any
passive verbs in
the texts (there
aren't any). Ask
them to discuss in
pairs why this is.
Give them time to
think about this
before explaining
that in this case we
are interested in
the inventor and
therefore talk
about 'what he did'
rather than 'what
was done'.
5 minutes Extra activity Using back to back by
dividing students into
many groups, each
student will represent one
of the inventors and the
other student will be
offered information and
asked to identify for
whom this information
are belonged.
5 minutes Assessment Making a written quiz by
write down two
questions, one is about
the text and the other is
about the grammatical
rules are associated.
3 minutes Homework Asking students to solve
 the exercises that are
found in AB at page 71by
themselves.
Without timing Reflection Checking students
understanding about the
lesson by telling them to
ask anything they see as
being ambiguous to be
answered.