Documente Academic
Documente Profesional
Documente Cultură
Symbology:
Unit Goal: Verb + Attitude + Object + Communicative purpose.
Learning Objectives: Measurable and observable learning action + A communicative verb + A
communicative situation/action/object.
Unit goal:
At the end of this unit, students will be able to show interest and respect for different
expressions of art and their contexts to advertise a local art exhibit within the local
community
4 To analyze different famous works of art around the world to describe them.
5 To compare the different contexts and influences on pieces of art to explain them.
6 To describe the influences of artists and their pieces of work. communicative situation
10 To advertise a local art exhibit within the local community considering their
context.communicative situation
ANALYSIS OF UNIT GOALS AND LESSON OBJECTIVES 3
In regards to the unit goal presented, it has the main components that a unit goal
requires; the verb, the attitude, the object and the communicative purpose. However, it
does not completely present a real-world problem as the object does not refer to how
different artistic expressions and their contexts influence people's lives. Regarding
problem-solving skills, advertising a local art exhibit does allow students to develop
problem-solving skills, as they have to identify the issue with local art but that is not
totally specified. Then, it requires a significant scaffolding process to achieve it, as well
as the proposed attitude. Finally, it provides opportunities for students to develop their
linguistics skills, taking into account the communicative verb and how students can
advertise the local community, whether in writing or orally and perhaps using ICTs.
measurable and consider the students’ context. However, LO4 is difficult to measure
since the verb involves a deeper mental procedure, according to the taxonomies.
Similarly, it occurs with the LO5 communicative verb because it might not be realistic
nor feasible “to explain” something in a 45 min lesson. Finally, LO10 proposes a
To begin with, analyzing the unit goal (students will be able to show interest and
respect towards artistic expressions and their contexts), and the sequence of the learning
objectives, the attitude could be achieved taking into account the willingness the
somehow difficult to measure the attitude considering the verb “to show”. For instance,
it could have been more appropriately a measurable verb such as “to develop interest
ANALYSIS OF UNIT GOALS AND LESSON OBJECTIVES 4
and respect”, as respect is a value that is building throughout our lives as human beings
and can be measured more in a long-term period of time rather than in an isolated unit.
Following the idea, the sequence of lesson objectives follows a sort of logical
order, meaning that at the beginning, students will be exposed to the vocabulary they
have to acquire regarding expressions of art, as well as grammar content and the use of
language functions. Furthermore, the verbs to be developed in the first three lessons of
the unit are measurable, observable and feasible, taking into account the learners’ stage
communicative verbs of these three lessons are also appropriate for achieving a
communicative situation. Nonetheless, goal number four does not provide the input
necessary in a forty-five minutes lesson since the learning action can not be measurable
input since the learning actions, such as identifying and comparing, evinced that the
content related to art expressions and their contexts will be seen in depth. For instance,
students can identify expressions of art in a written text and students can compare
artworks contexts in a listening text. Then, as it can be seen with the learning actions of
the learning objectives, there is a considerable amount of input in this unit, and depends
on the teacher how the input would be scaffolded for students to actually learn it.
With the above mentioned in mind, in this unit, there are some instances for
students to develop their linguistics skills since the learning objectives provide
English since they were kids, although their English proficiency level can not be
considered as high. So, again, students require a proper support to understand the input
of the unit. Then, some of the learning objectives can be measurable and observable in
situations at all. For instance, learning objective number 5 says that students will
explain different pieces of art but it may require more than the lesson time. In some
cases, explaining something requires a great amount of time. In that sense, in view of
the numbers of students in the class, some methodological strategies must be decided by
the teacher to achieve that language function. In regards to objective number 6, there is
no communicative situation established, which means that in that lesson students will
only acquire input and the content will remain in the classroom and not be transferable
their favorite local art exhibition in lesson number 9, however, there is no presentation
of what an exhibition is and means before it. This creates an interference with the
logical order of the sequence since from goal number 6 to number 9, no content related
to the specific issue of local art is presented. In goal number 8, students will have to
compare arts exhibitions, but do students know what an exhibition is? Do they
one? Or how would they have a favorite local art exhibition if they do not know any? In
this sense, the communicative verb of the final objective may become more an activity
than a learning outcome, and the attitude proposed in the unit goal would be not
completely developed.
All things considered, the unit goal and learning objectives do provide certain
information about the necessary linguistic knowledge students will learn in the unit.
Nonetheless, it is crucial to modify the sequence of the learning objectives and to bear
order to determine which linguistic knowledge students would learn. For that reason, it
would be demanding for the teacher to reach the desired goal at the end of the unit.
ANALYSIS OF UNIT GOALS AND LESSON OBJECTIVES 6
Together with, the unit goal and the learning objectives should have an intrinsic
connection with students’ context and interests to fulfil with the proposed attitude.
extremely subjective and controversial into society since it entails plenty of worldviews,
Assessment Instrument
Criteria Indicator 7 5 3 1
6. The student critically analyzes the possibilities the unit offers for 7
students to be exposed to the input necessary to achieve the goal.
Analysis is supported considering the characteristics of the context,
unit goal and lesson objectives proposed.
7. The student critically analyzes the possibilities the unit offers for 7
students to develop linguistic skills (receptive-productive) that will
allow students to perform the function presented in the goal.
Analysis is supported considering the characteristics of the context,
unit goal and lesson objectives proposed.
9. The student evaluates whether the unit goal and the progression 7
of the learning goals would allow the teacher to determine the
linguistic knowledge they would need to present throughout the
unit. Examples of content are given.
Score 62/63 mark: 6.8 Final mark: 6.8
English: 7.0
Good job! The analysis is quite complete and thorough. Pay attention when
it comes to distinguish the communicative situation in the LO.