The Steps Involved in Lesson Planning

Step 1: Ask Who?

• Use learner needs to define focused learning objectives.

Objective: Hyun-Chu will be able to use the comparative form "er... than" (larger than) and "more... than" (more beautiful than) to compare Canada and Korea.

Step 2: Ask What?

• What will I need to do to meet this objective?

During the presentations, I should introduce:

• Nouns and adjectives related to Canada.
• The one syllable rule when using the comparative.
• The two syllable rule when using the comparative.
• The three (or more) syllable rule when using the comparative.

Step 3: Ask How?

• How will I teach these skills?
• What activities will I use?

Activities I could include:

• Make a list of nouns associated with Canada and have her add to the list.
• Have her describe each noun using an adjective - provide additional adjectives whenever necessary.
• Have her classify each adjective by the number of syllables it has (make a chart).
• Using one syllable adjectives, write some sentences using the comparative (adjective + er + than) form.
• Using those sentences as a model, have Hyun Chu make her own sentences using one syllable words (speaking and writing).
• Repeat using two syllable and then three (or more) syllable words.
• Have her write additional sentences using the vocabulary provided for homework (follow-up).
• Review work between each session.

Based on the steps discussed in: Suzanne Abrams et al., Teaching Adults: An ESL Resource Book . (Syracuse, New York: New Readers Press, 1996.) Used by permission.