Identifying and selecting aims
Module Two| Planning and preparing a lesson or sequence of lessons
Aims: importance of identifying them
TKT PRACTICE TASK
To answer questions 1-7 (lesson summaries), match them with the
Identifying and selecting aims
Module Two| Planning and preparing a lesson or sequence of lessons
Aims: importance of identifying them
TKT PRACTICE TASK
To answer questions 1-7 (lesson summaries), match them with the lesson aims (A-H). There is an extra one which does not need to be used.
- Students take mixed up parts of text and arrange them in the correct order. The teacher concentrates on conjunctions, time expressions, pronouns, etc. Students are to make notes on a topic which is similar and then they have to provide similar text.
- Students are given a town map to look at. They have to discuss what the best route is to get from the station to a certain hotel. After this, they listen to a dialogue on a cassette and compare their route with the one in the dialogue on the cassette.
- Students get into opairs and read dissimilar texts about the duties of soldiers. Then, they swap the information about it. Each pair works together to make lists of rules for soldiers. They use must, should, doesn’t/don’t have to.
- Students have to come up with vocabulary and ideas on the given topic. Then, they have to get into groups and draft the text for a leaflet. The leaflet is to advertise their town to tourists. Then, the groups of students exchange the texts to make corrections or make suggestions as to what improvements can be made.
- The students are given a dialogue to listen to. They listen and identify the tense that the speakers are using to talk about some future arrangements. The teacher checks the understanding of the students. Students then do repetition drills. They practise using the structure in a role-play which is guided by the teach