I’ve just been clearing out my files, and discovered this document, which I sat down and wrote after going to a conference in Brno during my first year of professional teaching. As far as I can remember, it was the first conference I’d been to, and it was certainly well before I knew about Twitter or blogs.
I’ve managed to achieve all of my short-term goals (I think!), and all but one of my medium-term goals, Delta results pending. I’m not yet a Cambridge examiner. As for the long-term goals, watch this space…
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.
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.
It was difficult to write such specific aims, and I’m still not sure if they use the right kind of wording for DELTA-type lesson plans. I tried to find examples of DELTA lesson plans, but they’re very difficult to come across – I know that people are unlikely to publish the work that they have completed during a course, but it would certainly be useful for people like me when trying to decide whether to take the plunge or not. In a way, that’s one of the reasons I am writing this blog – to enable people to see what CAM entails and decide whether they would like to follow in my footsteps. Thus far, I’m finding the whole course very useful, despite the paucity of blog posts! There will certainly be many more after Christmas when we have the majority of the sessions.