Module 1 – Grammar

True/false questions 
A type of task in which students read or listen to a text and decide whether statements are correct (true) or not correct 
(false). 
Tutorial 
When a teacher talks to a student individually or a small group of students to give feedback on their progress in the 
class.  
 

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© 
UCLES 
Cambridge 
ESOL 
2005
21
MODULE 2 
Lesson planning 
Achieve aims, objectives 
When a teacher succeeds in teaching what he/she has planned to teach. 
Aim 
What the teacher tries to achieve in the lesson or course.
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 in the situation of travel.
A subsidiary aim is the secondary focus of the lesson, less important than the main aim. It could be the 
language or skills students must be able to use well 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. 
A personal aim is what the teacher would like to improve on in his/her teaching, e.g. To reduce the time I 
spend at the whiteboard. 
Analyse language 
To think about language, e.g. what the form of the structure is and why it is being used in this way in this situation.  
Anticipate language problems 
When teachers are planning a lesson, they think about what their students might find difficult about the language in 
the lesson so that they can help them learn more effectively at certain points in the lesson. 
Arouse, generate interest 
To make students interested in a task. 
Assumptions 
When teachers think about what they believe their students will or will not know or how they will behave in a particular 
lesson. For example, a teacher plans to teach present simple using the context of jobs and daily routines. The 
teacher makes the assumption that students will know basic job vocabulary and so will not spend time in the lesson