setting aims and learning objectives

1. 1) Why should a teacher worry about his or her lesson plan?
“A Lesson is Never Delivered By Experience”
 What is a lesson plan?
 A lesson plan is a teacher's detailed description of the course of instruction for one class.
 A daily lesson plan is developed by a teacher to guide class instruction.
 Details will vary depending on the preference of the teacher, subject being covered, and the
need and/or curiosity of students.
2) What should be done before planning a Lesson?
1. Teachers should prepare a lesson plan before teaching.
2. Teachers should consider learners’ abilities, interests, learning preferences, and the institutional
program while planning.
3. Teacher should analyse their lesson plans before and after teaching.
4. Lesson plans should include specific information.
5. Objectives should concretely state the communicative objectives of the lesson.
3) What things should a teacher take into account before planning a lesson?
• Before planning, teachers should know what to teach ?.
• Lessons should focus on helping learners develop communication skills – not finishing the
curriculum, memorizing grammar rules or learning to transcribe words.
• They should consider learners’ ability, age, learning preferences, interests, available resources,
previously taught information and the institutional program.
4) What should be included in a lesson plan?
1- Guided Sheet = Lesson Focus:
Why?  To show you where to start and how to end and in between you have the resources.
2- What does a guided sheet or a lesson focus contain?
 Learning objectives {Function +Grammar} < they must be taken from the latest ministry’s planning
learnings.
1. Which skill(s) will students mainly practice during this lesson? (Speaking, listening, reading, writing).
2. Which aspects of language will students focus on?
• Functions : (polite requests, apologizing, etc.),
• Grammar point(s)/Structure/ Language form(s ): (Use and review using a grammar point in
discussion
• Vocabulary :(words, phrases, idioms, etc.), =Vocabulary (related to pre-historic life in the Sahara),
• Pronunciation :(phonemes, intonation, etc.)
by Mr Samir Bounab « yellowdaffodil66@gmail.com »
Lesson Plan : “Setting Aims And Learning objectives”
By
Mr Samir Bounab

2. 3. Required Material = Aids = VAKT = “Visual – Auditory - Kinesthetic- Tactile”
4. Aim of the lesson= General objective =SWBAT= ( students will be able to do…..< An action, observable ,
measurable behaviour >
Learning objectives
What is a Learning Objective?
 A learning objective should describe what students will be able to do at the end of the course that they
couldn't do before.
 Learning objectives should be brief, clear, specific statements of what learners will be able to do at
the end of a lesson as a result of the activities, teaching and learning that has taken place. They are
sometimes called learning outcomes.
 The Learning objective or objectives that you use can be based on three areas of learning: knowledge,
skills and attitudes.
Why should we use learning objectives?
 Learning objectives define learning outcomes and focus teaching.
 They help to clarify, organize and prioritize learning.
 They help you and your students evaluate progress and encourage them to take responsibility for their
learning.
Learning objectives vs smart objectives
• A learning objective is a description of what the learner must be able to do upon completion of
an educational activity.
• The mnemonic SMART – “Specific, Measurable, Attainable, Relevant, and Time-bound”—can be used
to describe the elements of a well-written learning objective.
How to identify learning objectives?
• Identify the noun, or thing you want students to learn. ...
• Identify the level of knowledge you want. ...
• Select a verb that is observable to describe the behavior at the appropriate level of learning. ...
• Add additional criteria to indicate how or when the outcome will be observable to add context for the
student.
How do you write aims and learning objectives?
 As part of your planning you need to decide what your students need to be able to DO after they have
learned something that you have taught.
 Beginning your planning with the learning objectives will also help you ensure that your tasks and
activities are appropriate and will help your students achieve their objectives.
 A learning objective must not include the phrases 'to know' or 'to understand' but instead active verbs
such as 'state', 'explain', 'outline', 'list' or 'describe'.
 Know and understand do not specify any overt 'doing' and although knowing and understanding
underpin learning.
 Objectives are always written using active doing verbs. They are statements of what you want your
learners to do and should.
 Avoid using verbs that are difficult to measure objectively.
By Mr Samir Bounab “yellowdaffodil66@gmail.com”

3. The following verbs are difficult to assess and measure and therefore should be used with
caution:
• Be stated clearly
• Define or describe an action
• Are *measurable, in terms of time, space, amount, and/or frequency.
• Be differentiated
• Examples of Measurable Action Words (examples)
• “Explain – Demonstrate - Analyze - Formulate - Discuss -Compare Differentiate - Describe - Name -
Assess - Evaluate - Identify – Design – Define – List”
• You can make your learning objectives difficult, demanding or challenging by changing the active verb that
you use (see detailed table below) to a more complex, involve higher order thinking; or you can add specific
conditions or limits.
• Putting the theory into practice:
• The following lists and tables contain examples of active verbs which describe the sorts of things you want
your students to be able to do and may help you to write useful learning objectives.
•
• Set 1: Based on the ‘3 areas of teaching’ < Knowledge – skills- attitudes>
 Knowledge
• Analyse arrange calculate Circle cite classify compare contrast
Compare define describe diagram differentiate group identify Interpret
itemize label list match name outline plan Record
revise select solve State tabulate give examples evaluate recognise
Skills
adjust assemble chart collect use draw employ establish illustrate imitate interact
Locate maintain measure modify operate organize rearrange return set up practice
Manipulate master fit perform demonstrate
Attitudes
accept adopt advocate approve assess challenge characterize choose criticize defend evaluate
Formulate judge justify manage model persuade recommend resolve select specify value
re-assure empathize
By Mr Samir Bounab “yellowdaffodil66@gmail.com”
How can I differentiate my learning objectives and make them more demanding
and make sure that they are challenging?