Unit 19 - Identifying and selecting aims

How do we identify and select aims?

Aims describe what we want learners to learn or be able to do (or do better) at the end of a lesson, a sequence (i.e. a series) of lessons or a whole course. Aims may focus, for example, on a grammatical structure or a function, on the vocabulary of a particular topic, or on developing a language skill.

Procedure	Stage aims
Students move around the classroom to find partners with newspaper headlines about the same story.	-To get students actively involved -To put students into pairs
In pairs, they exchange ideas about what they find difficult in reading authentic texts.	-To raise awareness of what the lesson aim will be -To encourage personal involvement
They say what they think their story will be about from the headlines and make notes of the main points they expect to read.	-To use limited information to predict possible content
Pairs read the two newspaper stories and compare them with their notes.	-To read for gist -To check predictions
They list the similarities and differences between the two newspaper stories.	-To read for more detailed information
They try to work out the meanings of new words, using the language that they know in the text.	-To practice deducing meaning from context
They prepare and give a short presentation on their articles to the rest of the class.	-To check students’ understanding of what they have read and active language
Teacher asks students to summarise what they have done.	-To review the whole lesson -To give the teacher feedback

Reference:

Spratt, M., Pulverness, A., & Williams, M. (2012). The TKT Teaching Knowledge Test Course Modules 1,2 and 3 (Vol. Second edition). United Kingdom: Cambridge English.