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TKT Module 2: Identifying and Selecting Lesson Aims - Participant's Worksheet 1

The document provides a worksheet to help participants identify lesson aims. It includes a crossword puzzle to define different types of aims such as principal aim, subsidiary aim, and accuracy aim. It then lists 10 classroom activities and asks participants to identify the main aim and any subsidiary aims of each. Finally, it provides an exercise where participants must match textbook rubrics to specific lesson aims like developing pronunciation, reading, or vocabulary skills. The worksheet aims to help teachers effectively structure lessons around identifying clear aims and selecting appropriate activities to meet those aims.

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May Myoe Khin
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447 views

TKT Module 2: Identifying and Selecting Lesson Aims - Participant's Worksheet 1

The document provides a worksheet to help participants identify lesson aims. It includes a crossword puzzle to define different types of aims such as principal aim, subsidiary aim, and accuracy aim. It then lists 10 classroom activities and asks participants to identify the main aim and any subsidiary aims of each. Finally, it provides an exercise where participants must match textbook rubrics to specific lesson aims like developing pronunciation, reading, or vocabulary skills. The worksheet aims to help teachers effectively structure lessons around identifying clear aims and selecting appropriate activities to meet those aims.

Uploaded by

May Myoe Khin
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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TKT Module 2: Identifying and selecting lesson aims – Participant’s Worksheet

1
Complete the crossword puzzle with words connected with aims in a lesson.

1 2

3
2

Across
1. This is the aim a teacher has when s/he describes what s/he would like to improve in her/his teaching, e.g.
to reduce the time I spend writing on the whiteboard. (8)

2. A step or short section of a lesson plan. (5)

3. This is the aim teachers have when they want learners to use the correct forms of grammar, vocabulary
and pronunciation. In this type of activity, teachers and students typically focus on using and producing
language correctly. (8)

Down
1. This is the aim teachers have when they want learners to use connected speech, to speak at a natural
speed without hesitation, repetition or self-correction. When communication is more important than being
correct, the aim of the activity would be this. (7)

2. This is a less important aim of a lesson. It could be the language or skills students must be able to use in
order to achieve the principal aim of the lesson, or a skill or language area which is practised while
focusing on the principal aim. (10)

3. The most important aim, e.g. to teach the present perfect or to develop listening skills. (4)
TKT Module 2: Identifying and selecting lesson aims – Participant’s Worksheet
2

Look at the classroom activities. What is the main aim for each of the activities? What subsidiary
aims are there?

1. The learners, as a group, have a meeting. They choose someone to lead the
meeting, then take turns to present their company’s product. Then they decide
which company has the best product for improving the environment.

2. Learners look again at a text about going to university and find expressions
which are connected to giving advice.

3. The learners have various coloured pens and colour in the different animals they
hear mentioned in a recording.

4. Learners write a letter to a customer who has complained about a product he


bought from their company. They use an example text as a model.

5. Learners work in pairs and discuss these questions: What is the best holiday
you’ve ever had? Where was it? When was it?

6. Learners fill in a form that will allow them to join the local library.

7. Learners listen to a recording of minimal pairs and repeat the words written in a
table.

8. At the start of the lesson, the learners hold hands and sing the ‘hello’ song.

9. The teacher plays a recording of a pop song and learners have to fill in the gaps
in the transcript with nouns learnt earlier.

10. Learners are working on projects. One learner has chosen fashion and is
designing clothes. Another learner chose transport and is designing a flying car.
TKT Module 2: Identifying and selecting lesson aims – Participant’s Worksheet
3
Exercise 1
Match the aims with the activities on Participant’s worksheet 2. The activities may have more than
one possible aim.

A. to encourage learners to deduce the meaning and use of language from context

B. to provide an opportunity for learners to talk about their own experience

C. to focus on pronunciation

D. to give practice in oral fluency

E. to develop reading comprehension skills

F. to provide controlled practice of specific sounds

G. to give practice in listening comprehension

H. to give practice in writing skills

I. to provide an active beginning to the lesson

J. to focus on language in a text

K. to focus on vocabulary

L. to encourage learner autonomy

Exercise 2
Look at the activities on Participant’s worksheet 2 again and discuss whether any of the activities would be
particularly suitable for the following types of learners:
1 very young learners 4 adult general English learners
2 teenage learners 5 business English learners
3 young learners 6 learners who live in an English speaking country
TKT Module 2: Identifying and selecting lesson aims – Sample Task

For questions 1–6 match the textbook rubrics with the lesson aims listed A, B and C.
Mark the correct letter (A, B or C) on your answer sheet.

You need to use some options more than once.

Lesson Aims

A developing pronunciation skills

B developing reading skills

C developing vocabulary

Textbook rubrics

1 Choose the best summary of each paragraph.

Listen and group the words according to whether they have two, three, or four syllables.
2
Practise saying them in pairs.

3 Complete this chart with the correct prefixes and suffixes.

4 Indicate on the map the way that Kate went, according to the information given.

5 Read and listen to the dialogue and underline the weak forms.

6 Circle the noun in each set which does not collate with have.

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