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Last year I was reviewing the comparative and superlative forms of adjectives with a class of 13, 14 year olds. The lesson went very badly for several reasons. Firstly, the instructions were not clear, the task was too difficult, and there was very little introduction to the review. Using what I have learnt in this course, I will create a lesson plan for this lesson using the ESA model. This lesson is aimed at 18 low/pre-intermediate level students. My teaching aids are a projector, computer, powerpoint, screen, and handouts. The aim of the lesson is to review the comparative and superlative form of adjectives. Two problems I anticipate are the students mixing up ~er and ~est, eg Mike is tallest than Thom, and selecting words which do not use ~er or ~est in their comparative and superlative form in the activate stage of the lesson, eg deliciouser instead of more delicious. How I plan to prevent these problems are by reviewing the difference between ~er and ~est briefly, and by categorising the adjectives the students generate in the engage stage of the lesson into ~er and ~est adjectives and more~ adjectives and tell the students that the cannot use the more~ adjectives during the activate stage of the lesson. Engage; I will start the lesson by getting the students to generate as many adjectives as possible and write them on the board. I will sort them into two categories, ~er and ~est adjectives, and more~ adjectives. I will tell the students that they will learn about more~ adjectives in the following lesson. I will pick two or three adjectives from the ~er/~est category and ask the students to use them in a sentence. For example, ‘cold’ was generated so the students would use ‘cold’ in a sentence - ‘today is cold’. I will do this for two or three adjectives, asking 3 different random students each time Study; For the first part of the study stage I will review the difference between ~er and ~est using a powerpoint. Emphasizing that ~er is for comparing one thing with one other thing, and ~est is for comparing one thing to two or more other things. I will make sure that the students understand that the subject of the sentence is the ~er/~est out of what is being compared. In the second part of the study phase I will give the students a handout with two activities on it. The first activity will just get the students to change the adjective to the comparative and superlative forms, being careful to make sure words that end in ‘y’ are changed correctly. The second activity will have pictures next to the questions and the students will unscramble sentences about the pictures. After all the students have completed the handout I will check the answers. Activate; I will give out another handout with a picture of three famous people known to the students on it. The students will be given five minutes to write as many sentences using comparative and superlative adjectives as they can. I will explain that they cannot use the more~ adjectives for this activity becuase they are differnt and have not been taught yet. After the five minutes I will get all the students to stand up and one by one read out a sentence they have written. They cannot repeat a sentence that someone else has said, if they run out of sentences they sit down until only one person is left. They are the winner. I will collect the students handouts and mark them after class and provide feedback. That is how I would redo that lesson using the ESA method.
