Identifying and selcting aims

1. 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

2. Key concepts
 Aims: What we want ls to learn. ( sequence of lessons
or a whole course).
 They (aims) focus on
a function
a grammar
structure.
Vocabulary
(topic)
Developing a
lg. skill

3. Good to know
 Aims not necessarily focus on a particular area of lg.,

4. 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
particular time

5. 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
about hotels?

6. 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
accomodation.
Phonology: To focus on intonation.
Speaking: To give controlled oral practice.

7.  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
partners,etc.

8. Remember
 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

9. Key concepts
 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
lesson.
 Go to pages 87-88