The most important aim, e.g. the teacher's main aim could be to teach the present perfect or develop listening skills
main aim
15
What the teacher would like to improve on in his/her teaching, e.g. To reduce the time I spend writing on the whiteboard.
personal aim
15
The details of exactly what is going to happen in each stage of a lesson, e.g. students practise the language of complaints in a role-play in pairs.
procedure
15
A section of a lesson. Lessons work through different steps such as lead-in, presentation, controlled practice, etc.
stage
15
When teachers plan lessons, they think about how long each activity will take and they usually write this on their plan.
timing
15
The things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When teachers plan lessons they think about what things they will need.
aids
15
How a lesson fits logically into a sequence of lessons; what goes before a particular lesson, how a lesson links to, and helps students with, the following lesson.
timetable fit
15
when teachers are planning a lesson, they think about what their students might find difficult about the language or skills in the lesson so that they can help them learn more effectively at certain points in the lesson.
anticipated problems and solutions
15
When teachers think about what they believe their students will know or how they will behave in a particular lesson.
assumptions
15
The different ways students and the teacher work together in class, e.g. student to student, in pairs or groups or teacher to student, in open class.
interaction patterns
15
The secondary focus of the lesson, less important then the main aim. It could be the language or skills learners must be able to use in order to achieve the main aim.
subsidiary aim
15
An example of a grammar point, function or lexical set.
Exponent
15
This describes the language and skills to be covered on a course, and the order in which they will be taught.
Syllabus
15
A basic plan of what a teacher will teach for a number of lessons. Its aim is to try to ensure that lessons fit logically together.
Scheme of work
15
Phrases which are used for a particular communicative purpose or function, e.g. Let’s ..., Shall we ..., How about ...
Functional exponents
15
Test grammatical knowledge, cohesion and awareness of collocation as sts. reorder words/chunks. Objective task-type, so easy to mark.
