End of module 2

Identify if these objectives are conceptual, procedural or linguistic.

Learners will be able to make comparisons based on these concepts: the largest population, the

worst unemployment, fewer, more than 5%, etc.

Conceptual

Procedural

CorrectLinguistic

End of module 2
Identify if these objectives are conceptual, procedural or linguistic.

Learners will be able to apply understanding of the concepts of: population, salary, average

salary, unemployment rate to describe countries' place in the EU.

CorrectConceptual

Procedural

Linguistic

End of module 2
Identify if these objectives are conceptual, procedural or linguistic.

Learners will be able to scan a table of statistics for information.

Conceptual

CorrectProcedural
Linguistic

End of module 2
Identify if these objectives are conceptual, procedural or linguistic.

Learners will be able to recall names of European countries and their pronunciation.

Conceptual

Procedural

CorrectLinguistic

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End of module 2
Identify if these objectives are conceptual, procedural or linguistic.

Learners will be able to plot countries on a graph by their unemployment rate per capita.

Conceptual

CorrectProcedural

Linguistic

End of module 3
In this module, you looked at identifying effective objectives for curricula, units and lessons.
Which of these is a poor example of a lesson objective?

CorrectBy the end of the lesson, learners will be able to describe climate change by giving a

presentation using language to describe processes.

By the end of the lesson, learners will be aware of scientists' opinion on 'the tipping point' of

climate change by reading texts, watching a video, grouping opinions and presenting their

opinions using modifiers such as 'many think', 'a few believe', 'it's widely known that'.

By the end of the lesson, learners will be able to present how the climate has changed in three

worldwide cities by matching texts to graphs and summarising changes in rainfall and

temperature over time using the present perfect with since and for.

End of module 4
Match these support strategies to examples from a lesson plan.
 CorrectDifferent forms of assessment

In groups, learners present their results orally using visual aids. The rest of the class use the

Presentation rubric to give groups feedback.

 CorrectLanguage the teacher needs

Are the maths results better in Italy than in Ireland if Italy are 23rd and Ireland are 20th in the

PISA ranking?

 CorrectStages within stages, e.g. pre-, while and post-reading tasks

Look at these images and predict the use of the inventions; read the text and decide if the

statements are true or false; draw your own invention to solve one of these problem.

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End of module 5
How much did you remember? It's important that your objectives have the three dimensions –
content, procedural and linguistic – and when planning your lesson that you consider the cognitive
and linguistic challenges your learners may have. Don't forget that your lesson plan should have
support strategies such as pre-, during and post-reading tasks, questions that you the teacher will
ask and useful language the learners will need.
Congratulations on finishing the module!