In modern changeable conditions of the information society, students do not need ready information, but they rather require the methods and best possible ways to obtain it, comprehend and apply their knowledge. In the area of education, this leads to the increasing interest on the part of teachers both to the problem of formation and development of academic writing/reading skills at English classes, and to the problem of effective learning objectives setting.

The problem of effective pedagogical goal setting for the development of students' academic writing/reading skills at English classes is currently one of the most significant at State University of Telecommunications. At the same time, the purpose of the training determines what knowledge, skills and abilities the student should possess after finishing the course “ The English Language ”, and educational tasks give the answer to the question of how to move towards the goal.

The most famous model describing and combining both the process of developing skills and setting effective goals of education is the Bloom's taxonomy, which is actively used by tutors of English Department at State University of Telecommunications. Taxonomy (from Ancient Greek ‘taxis’ - arrangement, order and ‘nomos’ - the law or science) is the theory of classification and systematization of organized areas of reality, usually having a hierarchical structure (organic world, objects of geography, geology, linguistics, ethnography, etc.)

The Taxonomy covers cognitive field and includes six goal categories presented from the basic to advanced ones, such as:

1. Knowledge of specific material, terms, facts, definitions, criteria, etc, where student’s activity is directed to memorizing. Key words in the tasks: define, fill in the gaps, spell, match, memorize, etc
2. Comprehension is based on the skills to paraphrase the main idea. Key words in exercises: retell in your own words, what is the main idea of, put in correct order, etc.
3. Application of gained knowledge requires skills to use information in a new situation. The following key words in tasks are: apply, give an example, how is smth related to smth, could this have happened in, etc.
4. Analysis forms thinking skills of high level with the help of following tasks as: classify smth. according to smth., what evidence can you present for, etc.
5. Synthesis (the development of and possible system of actions and abstract relations to solve the problem) is directed to form communication skills, compiling ideas for creating something new, grouping, generalizing, reconstructing. Key words in tasks are: predict, pretend, produce, what ideas can you add to, how would you design a new, etc.
6. Evaluation is called to form judgement based on internal knowledge and external criteria. Tasks to develop this level of thinking include the following words: justify, prioritize, rank, rate, do you agree that, what criteria would you use to assess, etc.

Thus, the main advantage of Bloom’s Taxonomy is that thinking is presented there in a structured and accessible form suitable for practitioners, and the main goal of a teacher is to increase the effectiveness of teaching English using the modal in its logical coherence from the simple to the complex.

Prepared by Olena Korzh, Associate Professor of the English language department