Unit 19 Identifying and
selecting aims
組員:
應英三乙 4A1C0101 陳憶芳
4A1C0088 侯乃文
4A1C0082 莊巧筠
◆ How do we identify and selecting 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, especially for younger learners, may not
always focus on particular areas of language.
To identify and select the most appropriate
aims, we need to ask ourselves
these key questions:
What do my learners already know?
(or What can they already do?)
What do they need to know?
(or What do they need to do?)
◆ Key concepts
 Look at the table. There are the differences between
main aims, subsidiary aims and personal aims.
Main aim
To practice making polite requests
in the context of making holiday
arrangements.
Example exponent:
Could you give me some
information about hotels?
Subsidiary aims
Grammar: to revise modal auxiliary
verbs.
Functional exponents:
Could/Would you…?
Vocabulary: to consolidate lexis
for travel, accommodation.
Phonology: to focus on
intonation.
Speaking: to give controlled oral
practice.
Personal aims
To improve my
organisation of the
whiteboard.
To give clear example.
A lesson plan
 Main aim :
It describes the most important thing we want the learners
to achieve in a lesson or sequence of lessons; to reinforce or
consolidate the use of language they already know by giving
them further practice .
 Subsidiary aims:
It show the language or skill learners must be able to use
well in order to achieve the main aim of the lesson; to
describe the language and skill that learners will need to
make these requests.
 Stage aims: it describe the particular purpose of each stage
(or short section) of the lesson.
◆The syllabus and the course book will give us a
Key concepts
general direction for planning our teaching. To
specify main aims for a particular lesson, we think
about our learner’s needs and the stage they have
reached in their learning.
 Aims are not the same as procedures. Aims describe
what the learners will learn or what they will be
able to do with the lang.
◆ Key concepts
 More specific aims might be ‘ to introduce and
practice the past simple for talking about personal
experiences’ or to give learners practice in
predicting content, scanning for specific
information and deducing meaning from context.
 The lesson from the learner’s point of view.
◆ Key concepts
 Once we have
identified the most
appropriate main aim
for a particular lesson,
it should be easier to
make decisions about
everything else.
 Learners of all ages
find it helpful to know
why they are doing
things. It’s often a good
idea to announce our
main aims at the
beginning of the lesson,
and to repeat them at
the end.
~The end~
Thanks for listening!