Learning Goals and Objectives In the process of teaching, there is hardly any stage nearly as important as that one of setting goals and establishing the objectives to be reached. Thus, the course of an entire lesson is being developed and certain standards for what students should know by the end of the classes are being set. Therefore, the given stage requires that the most essential aims be developed and the most necessary skills be taught to the students. There can be no doubt that recognizing the messages in English, both written and spoken, is the merit of actual knowledge of the language. Hence, the skills which help to recognize the texts and the textual peculiarities can be considered the prior goal of the lesson. With that in mind, it can be suggested that the lesson should be focused on training the skills for comprehension of the English language and the ability to perceive the message in the shortest amount of time should be developed. To start with, one must point out that four goals have been specified for the given lesson, which is enough for the classes to be engaging and informative, and at the same time prevents the classes from being overloaded with information. Keeping the students invested and allowing then to focus on a single issue is what can be achieved with the help of the following goals. The first goal can be defined as phonological/phonetic awareness and phonics. To achieve this goal, in the given case, the WI DPI Standard (R6) is going to be used, which will represent the students’ ability to select and use all sorts of representation, including such types as listening, reading, viewing and visual representation. In addition, thinking strategies and techniques are going to be used. As for the phonological ones, there must be three key objectives (Smit, 2004). The goal will concern the ability to recognize plural forms, which will demand not only learning the use of the two suffixes, but also the numeral rules concerning the change of the ending of the word. In addition, it will be necessary to provide the list of the exceptions. Hence, the second and the third objectives appear, namely, the skill of adding either –s or –es to the nous. In addition to the ability of adding the –es ending, the third objective will also require the skill to read the ending in the right way. The second goal to remember about is the acquisition of the corresponding vocabulary. Indeed, learning the key terms concerning the topic must be in the top list the priorities. For this purpose, the WI DPI Standard (E2) will be utilized. The latter will supposedly help to evaluate the students’ ability to use the vocabulary in the corresponding situations. As for the second learning goal, it will involve such objectives as the ability to recognize multiple meanings of a word and to identify the homographs. The ability to us the acquired skills fluently takes the third place and can be used according to the WI DPI Standard (R6). As it has already been mentioned, the given standard will allow to evaluate whether the students can select and use the corresponding representations. Making this goal achievable by a number of exercises, one will both help the students remember the new information and at the same time train the former to apply the obtained knowledge to a certain situation. Despite the fact that,