Theme: setting aims, objectives and learning outcomes of a lesson or sequences of lessons

THEME: Setting aims, objectives and learning outcomes of a lesson or sequences of lessons Saydullayeva Surayyo Serajiddinovna

Checking previous lesson Different types of aims aims and objectives Some people make a difference between these: Aims are the things that the teacher wants to achieve in the lesson. Objectives are the outcomes: what the learners will be able to do at the end.

Main aims for a lesson will probably describe the one, two or three outcomes that are most important. Main aims for a series of lessons will be broader and more ambitious. Subsidiary aims are often either: a language structure or collection of lexemes that you want the learners to revise or learn during a lesson based on a skill or a language skill that you want the learners to practice while focusing on a language structure or vocabulary point. Personal aims Teachers also have aims. For example: I want to reduce the time I spend talking I will try to use only English for the whole time I want to change the way I get feedback

Lesson objectives often includes the following four components: contents (a certain contents area to be dealt with in the lesson), skill (a certain communicative skill or language area will be developed during the lesson), technique (a certain technique will be implemented in the attempt to organize teaching and learning) and product (a certain result will be produced by the learners in the lesson).

Activities for different stages of the lesson A lesson can be planned in the three-phase framework. Lead-in is designed to activate prior knowledge in the learners, to prepare the learners for the contents and the language that are necessary for the main activity in the lesson. The format of planning below provides for a detailed lay-out of the prepared lesson (the topic of the lesson is “Your safety”)

Main activity develops the skill and produces the result that is deemed as most important for this particular lesson. In the lesson “Your safety” the main activity can be “jigsaw reading”. Planning this part of the lesson is shown in the chart:

Follow-up phase is the time to reflect on the main activity, to revisit the contents, ideas and language and to set a further task. Follow-up phase is also important because it is a bridge for the development of the integrated communicative skills in learners. E.g. the “main activity” can be based on “jig-saw reading” while the “follow-up” can be the time to integrate reading and writing and to produce a written piece of work. A possible planning of this phase is given in the chart:

Exploratory task 2.3 Produce a lesson plan following the given format