MODULE 2

PART 1
PLANNING AND PREPARING A
LESSON OR SEQUENCE OF
LESSONS
UNIT 16
IDENTIFYING AND SELECTING AIMS

Definition
+ What teachers want learners to learn or
be able to do at the end of a lesson, a few
lessons or a whole course
+ May focus on a particular teaching point
vocabulary of a topic or grammatical
structure
+ Two questions need to be asked:
What do my learners already know?
What do they need to know?

Key concepts
+ Main aim
+ Subsidiary aim
+ Personal aim

main aim
Describe the most important thing a
teacher wants to achieve in a lesson or
series of lessons
E.g.: Learners understand and practice
using new language.

subsidiary aim
Shows all the language or skills
learners must be able to use well to
achieve the main aim
E.g.: With the main aim of practicing
making polite requests, the subsidiary
aim describes the language and skills
learners need to do that.

personal aim
+ What the teacher wants to improve or
focus on in his/her own teaching
+ Belongs to each teacher and student
E.g.: Trying a different error correction
technique

ATTENTION TO TEACHERS
+ To decide on specific aims for a particular
lesson, teachers should think about
learners needs and their progress.
+ Personal aims can be identified by looking
back at earlier lessons.
+ Aims and procedures are different. Aims
are what learners will learn and do with
what they learn. Procedures are what both
sides will do in a lesson.

+ How much planning should be done

depends on the amount of time for a lesson.
+ Learners also need to know what the
lesson is going to be about.
+ Learners of all ages find it helpful to know
why they are doing things.

CONSOLIDATION AND REVISION

1. What is a personal aim?
Answer:
What the teacher wants to improve or
focus on in his/her own teaching
2. In order to find out the aims, what
questions do we need to ask ourselves?
Answer:
. What do my learners already know?
. What do they need to know?

3. How can formative assessment help

students?
Answer:
It can give students more chance to
improve and let them know what to improve
in their performance.
4. When is a diagnostic test held?
Answer:
At the beginning of a course

5. In communication, what is a function?

Answer:
The reason a person talks to, writes to or
texts other people.
6. How many levels of formality are
there? What are they?
Answer: 3
Formal, neutral and informal

7. How many types of verbs are there?

What are they?
Answer: 2
Intransitive and transitive verbs
8. What creates a fossilized error?
Answer:
Making the same mistakes/errors
without correction

PART 1
PLANNING AND PREPARING A
LESSON OR SEQUENCE OF
LESSONS
UNIT 17
COMPONENTS OF A LESSON PLAN

Definition of a lesson plan

+ A set of notes helping a teacher think
through what is going to be taught and
how it is going to be taught
+ Serves as guidance in teaching
+ Like a road map or a series of road
signs

How a lesson plan helps the teacher

Before the lesson
+ Serves as a framework
+ Aims and procedures of each stage
help ensure the best possible
sequence
+ Like laying down the road signs

During the lesson

+ Works as a progress checker
+ Ensures timing is guaranteed
+ Check that the sequence is followed

After the lesson

+ Can be kept as a record of a lesson
and used for making future changes if
necessary
+ Can be used to make the plan for the
next lesson

Key concepts
level and number of learners
+ How much mastery of the language
the students in a class have had so far
+ How many students at a given time
+ First factors to consider
+ Influence the teaching methods and
techniques
E.g.: beginner, intermediate, etc.

timetable fit
+ The connection between a lesson
with the previous and next ones
E.g.: Simple present tense (Unit 1),
Present continuous tense (Unit 2) and
Review (Unit 3)
+ Related to the content of a lesson

main aim
+ The most important thing a teacher
wants learners to achieve after a lesson
or series of lessons
+ Closely related to the content of the
lesson

subsidiary aim
+ All the language or skills learners
must be able to use well to achieve the
main aim
+ More specific than the main aim
+ Basis for the main aim to be achieved

personal aim
+ What the teacher wants to improve or
focus on in his/her own teaching
+ Depends on what the teacher has
found out in terms of what can be done
better

assumptions
+ What a teacher thinks learners have
already known and have not known yet
+ Mainly related to the skills and language
mastery of students
E.g.: When teaching vocabulary on daily
routines, the teacher assumes the learners
have known about simple present tense.

anticipated problems
+ Difficulties a teacher thinks learners
will face
+ Include technical problems
(equipment, teaching aids, etc.),
language (speed of speech, grammar,
etc.), health (tired, energetic, etc.)

possible solutions
+ What can be done to overcome the
anticipated problems
+ Involve alternative teaching aids,
activities, etc.
+ A means to ensure the smooth flow of
the lesson