Objectives. Hard Targets. Soft Targets

Objectives

· Objectives are the smaller steps that will help you achieve your main aim. Break down your aim into small steps that will lead you and your students to the end goal. Write these objectives, or " learning outcomes, " underneath your aim. For example, your first objective in the lesson centered on performing a dance can read, " 1. To watch a dance scene from 'High School Musical. '" Include three or four outcomes per one hour of instruction, but adjust the number of outcomes according to your lesson. Remember to make your outcomes SMART.

Hard Targets

· In a two-hour lesson with eight objectives, your first six objectives should be " hard" targets in that they directly relate to the task at hand. Hard targets assess cognitive skills and specific achievements that are part of the curriculum required by the learning institution. For example, continuing with your objectives on performing a dance, write: " 2. Engage the whole class in a warm-up activity"; " 3. Practice three sequential moves with a partner; " and " 4. Complete three individual moves together as a class. " Complete the fifth and sixth objectives with similar hard targets.

Soft Targets

· Soft targets are goals that will help your students develop personal and social skills. Including soft targets in your lesson plan will help prepare students for " real life" by developing transferable skills that go beyond the classroom. In the example of a two-hour lesson on performing a dance, your last two objectives will be soft. For example: " 7. Discuss with a fellow student how to complete a move; " and " 8. Work on individual difficulties with a fellow student. "

AIMS for your LESSON PLAN
Ruth Hamilton

DELTA HOME DELTA TIMETABLE LESSON PLAN CHECKLIST

· A successful lesson is all about setting realistic aims that meet the students' needs and achieving them!
Here's a list of aims and sub-aims, by no means exhaustive:

· 1. Introducing and practising new vocabulary.
2. Revising previously taught vocabulary.
3. Introducing a new grammatical point.
4. Introducing new functional language.
5. Revising or reviewing one or more grammatical points.
6. Revising or reviewing functional exponents.
7. Giving controlled/less-controlled/freer practice of a language point.
8. Contrasting two (or more) grammatical points.
9. Contrasting two (or more) functional exponents.
10. " Warmers/icebreakers" - getting to know your students.
11. Raising awareness/ear training and/or practising aspects of phonology:
a) pronunciation of phonemes/individual sounds
b) word stress
c) sentence stress
d) intonation
e) features of connected speech
11. Error correction work (usually revising previously taught language)
12. Self-access work.
13. Learner training.
14. Developing reading skills - prediction/skimming/scanning/inferring, etc.
15. Developing listening skills - prediction/gist/for specific information/inference, etc.
16. Developing speaking skills - fluency/accuracy practice/ consolidating recently taught language.
17. Freer speaking (e. g. role play) for revision of previously taught language.
18. Developing writing sub-skills - paragraph-writing/focus on linking devices, etc.
19. Developing study skills - note-taking/summarizing.
20. Developing dictionary skills.
21. Promoting interest in the culture.
22. Using video to build awareness of non-verbal communication.
23. Integrating the four skills.
24. Simulations for revision of previously taught language / for fluency practice.
25. To create a relaxed, non-threatening atmosphere in the classroom.

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