I D E N T I F Y I N G A N D S E L E C T I N G A I M S
P R O F E S S O R M A L L E R
U N I V E R S I D A D S A N T O T O M Á S
TKT Module 2. Part 1
Planning and preparing a lesson or
sequence of lessons
Aims: What we want ls to learn. ( sequence of lessons
or a whole course).
They (aims) focus on
Good to know
Aims not necessarily focus on a particular area of lg.,
To identify and select aims : 2 ?
What do my learners already know?
What do they need to know?
Answers: help us to make sure they are
the right ones for those learners at a
Main , subsidiary and personal aims
Main aims: Describes + important thing we want to
achieve (in a lesson or sequence of them).
Ex. To practise making polite requests in the context
of making holiday arrangements.
Exponent= Could you give me some information
How things go from one stage to the other
Subsidiary Aims: Show lg. or skills learners must be
able to use well.
Grammar: to revise modal auxiliary verbs.
Functional exponent: Could/Would you …?
Vocabulary: To consolidate lexis for travel
Phonology: To focus on intonation.
Speaking: To give controlled oral practice.
Personal aims: What we would like to improve or
focuson in our own teaching.
The way we handle aids, materials, a particulat
teaching technique, relationship with learners.
To try different correction techniques, to
remember to check instructions, to get
learners to work with different
Identifying and selecting aims are the first steps in
planning a lesson.
Then what ???
Choose Teaching aids: what to use to
support our teaching and materials.
At the end, what?
look back and check if we have achieved aims
Syllabus: The course programme/or coursebook will give
us direction for planning our teaching.
Not confuse: aims and procedures
Aims describe what the learners will learn or what they
will be able to do with the lg.
Procedures: What the T or Ls will do at each stage of the
Go to pages 87-88