Unit 19 Identifying and selecting aims

functional exponent

A phrase which is an example of a function and shows the purpose of what the speaker is communicating, e.g. Let's ... This phrase is one way to make a suggestion. It is an example (or exponent) of the function of suggesting.

phonemic chart

A poster or large diagram of the phonemic symbols arranged in a particular order

stage

A section of a lesson. Lessons work through different stages or steps such as lead-in, presentation, controlled practice etc.

sequence

A sequence is a series of things, which follow each other in a logical order. Learners can sequence pictures in a story, i.e. put them in order.

stage aim

A stage aim is the aim or purpose of a stage, step or short section of a lesson, e.g. to provide controlled practice of the present perfect or to develop listening for gist.

subsidiary aim

A subsidiary aim is the secondary focus of the lesson, less important than the main aim. It could be the language or skills learners must be able to use in order to achieve the main aim of the lesson or a skill or language area which is practised while focusing on the main aim.

aid

Aids are the things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When teachers plan lessons they think about what aids they will need.

exponent

An example of a grammar point, function or lexical set.

Specification noun, to specify (aims) verb, specific adjective

A clear and exact description of something, e.g. aims. Aims are specified at the beginning of a lesson plan and for individual stages in the lesson.

Personal aim

A personal aim is what the teacher would like to improve in his/her teaching, e.g. to reduce the time I spend writing on the whiteboard

objective

Lesson objectives are specific learning targets that help achieve a lesson's aims, e.g. Learners will be able to understand the gist of the text.

outcome

Result. This is what the teacher hopes will be the result in terms of learning at the end of the lesson.

Procedure

The details of exactly what is going to happen in each stage of a lesson, e.g. learners practise the language of complaints in a role-play in pairs.

main aim

The main aim is the most important aim, e.g. the teacher's main aim in a lesson could be to teach the present perfect or develop listening skills.

syllabus

This describes the language and skills to be covered on a course, and the order in which they will be taught. See curriculum.

consolidate

To return to something in order to allow learners to understand and remember it more completely. For example, learners can consolidate a grammar point by doing extra practice.

aim

What the teacher wants to achieve in the lesson or in the course

reinforce

see consolidate