1. 組員 : 應英三乙 4A1C0101 陳憶芳 4A1C0088 侯乃文 4A1C0082 莊巧筠

2. ◆ 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.

3. 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?) To identify and select the most appropriate aims, we need to ask ourselves these key questions:

4. ◆ Key concepts Look at the table. There are the differences between main aims, subsidiary aims and personal aims. Main aimSubsidiary aimsPersonal aims To practice making polite requests in the context of making holiday arrangements. Example exponent: Could you give me some information about hotels? 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. To improve my organisation of the whiteboard. To give clear example.

5. A lesson plan

6. 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.

7. ◆ Key concepts The syllabus and the course book will give us a 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.

8. ◆ 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.

9. ◆ 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.

10. ~The end~ Thanks for listening!