DELTA-type lesson aims

BACKGROUND & PRE-ASSESSMENT

Before you can prepare a lesson you need to know something about the background of the students you will teach. Here are some questions you might want to find the answers to before you plan your lesson:

How many students are in the class?
How old are they?
What country are they from? (Or " What countries? " if you teach a mixed group. )
What language(s) do they speak?

Here are some more questions to ask about your ESL students' background:

How well do they comprehend, speak, read, or write English?
What do they know about the target culture (the everyday life of the English speakers they will communicate with)?
What style of classroom teaching or learning are they used to?

Learning about students' background (especially their ability level) through testing, observation, etc. is often called pre-assessment.

If you will be teaching an ESL class soon, think how you might be able to find the answers to questions such as these before you actually meet the class (and beforeyou plan your lessons).

Whom could you contact? What questions would you ask?

Here are some possible sources of background information that may be useful in pre-assessing your students:

The person who asked you to teach the class.
Previous teachers of the class.
Scores from placement or screening tests given to the students.
Members of your students' ethnic or native language group.

Do you see how background information and pre-assessment can be helpful?

DELTA-type lesson aims

As part of CAM, we had to plan a lesson using DELTA-type lesson aims. The eagle-eyed amongst you will notice that these are the same aims which appear in my ‘Evaluating Lessons‘ post – I cunningly managed to use one lesson plan to cover all or part of four CAM modules: )

Here are the lesson aims which I wrote:

Main aim: By the end of the lesson the learners will be better able to write a review of a book or a film.

Subsidiary aims:

They will have been introduced to and practised the use of participle clauses to replace both active and passive subject + verb constructions in relative clauses and following conjunctions. (Devastated by the fact…, ~~Because he is devastated~~; carefully keeping, ~~who is carefully keeping~~)
They will become more accurate and confident in using adjectives they have previously learnt for describing books / films (depressing, entertaining, fast-moving, gripping, haunting, heavy-going, implausible, intriguing, moving, thought-provoking)
They will become more accurate and confident in the use of adverbs of degree to modify (the above) adjectives, including the difference in register implied by the choice of different adverbs. (a bit, slightly, a little, really, very, absolutely, rather, pretty, quite, incredibly, extremely)
They will become more aware of the typical contents and layout of a review. (Introduction including author / director’s name; plot outline; strong points of the book film; weak points; whether the reviewer recommends the book; who the book is suitable for)

The stage aims looked like this:

Activate schemata so SS are prepared to think about books / films.
SS are able to activate the review-writing skills they already have to create a framework for language input.
SS create an initial list of the contents of a review based on their pre-class knowledge.
SS modify the list of review contents based on input from a detailed reading task.
SS notice the difference between two texts, one with and one without participle clauses.
SS analyse the purpose of the use of participle clauses.
SS practise the use of participle clauses in a controlled exercise.
SS identify adverbs of degree based on pre-course knowledge.
SS analyse the purpose of the use of these adverbs.
SS practise the use of adverbs of degree in a controlled exercise.
SS analyse the differences in register created by the choice of differing adverbs of degree
SS use the new language (participle clauses / adverbs of degree) and the detailed framework for a review created during the lesson to decide how to modify their review from the beginning of the class.
SS rewrite the review, taking into account the modifications decided on in class. Doing this as homework gives them time to absorb the new language and review framework.

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