Module 8

Learning objectives have a relevant role in planning instruction. They determine the structure of the lessons, I consider essential to have a frame to carry out the classes, it provides organization and optimizes teachers’ and learners’ time which makes possible the development of different learning processes. Establishing learning objectives not only helps teachers to plan and design the tasks and their corresponding procedures, but also facilitates the learners’ understanding to build up their language skills.

When learning objectives are acknowledged, teachers and students may be sure they are covering what it is necessary for the program and accomplishing what the learners need. The way a lesson starts with clear objectives reflects the teachers’ decisions to direct the variety of factors in a course development. When learners know what the objectives are they get involved easily, aspects such as description of goals, talking about what students are expected to do in a lesson, having students read or discuss about the aims for the lessons may guarantee motivation, more learners’ satisfaction and participation because they may wish certain tasks more than others, some of them may prefer or require more practice in speaking skills than writing skills (it depends on the students needs) etc.

Module 6

Teaching a foreign language
makes mandatory the domain of assessing communicative skills’ progress. Instructors
have to be aware of the characteristics of effective language users in order to
direct
appropriate processes. Scaffolding is useful when teachers have clear what their
goals are and how they are developed. Although there are some exceptions, most
of the cases learners wish to develop as many skills as possible, they expect
to be exposed to several activities that support their learning of listening, speaking,
reading and writing skills.

Regarding speaking, teachers should have clear
what a proficient speaker does, what an effective speaker is. Being a fluent
speaker means someone who speaks without difficulty, with accurate language structures;
the words are always ready and connected easily according to the context. In my
personal experience speaking is considered the most difficult of the four
language skills (words, grammar, intonation, pronunciation, phrasing, meaning, context),
especially when learners are adult or elderly. Learners may have problems not for
interaction with others but creating language and being spontaneous and natural.
Learners express their anxiety of making grammar mistakes when talking. Having clear
for example, the stages of verbal communication conceptualization, formulation and
articulation makes possible to identify learners’ levels to provide them
appropriate tasks.

Teaching the wide variety of forms in a
language may not be difficult but demanding for learners, although the
communicative approach facilitates language in different situations: it contributes
with aspects such as Socio-cultural (grammar, vocabulary), Pragmatics, Tone and
register, etc, I consider complex to teach spontaneity in those circumstances since
the classroom is an artificial setting to practice “real language”.