To provide the lexical set of adjective with -ed and -ing
To provide fluency speaking practice in a using certain type of adjective in the context of Emotion
Procedure (34-48 minutes)
Have projector ready to project video about the emotion. T turns Mr. bean about exam and ask some questions about his emotion
T elicit some vocabulary. Ask your students to imagine the following situations and ask them HOW they felt. You have been studying all night for an important exam (exhausted, tired, motivated to pass) You bungee jumped for the first time yesterday (excited, frightened, amused then teacher presents An interesting book makes you feel interested in it.
Divide the class into pairs and make them to discuss about the questionnaire then check some new vocabulary from exercise 2e. T give Ss 3 min to read the questions and check they understand all the vocabulary. Ss discuss the questions in pairs in feedback, T nominates SS to share their partner's answers with the class. first let the SS to read ex.2a carefully. then answer the questions in pairs. elicit SS' answers.
T writes two sentences whıch are included adjectives -ed and -ing endings T pronounces these two sentences and let the students to repeat after him. and focus on stress and the pronunciation of -ed and -ing. An interesting book makes you feel interested in it. ən ˈɪntrɪstɪŋ bʊk meɪks jə fiːl ˈɪntrɪstɪd ɪn ɪt.
T gives the worksheets and let students work individually on the exercises ex.2c. T write the first sentences on the board. SS complete the sentences in group. T puts answers out of the classroom. T checks the answers, clear whatever doubts there still are. SS will personalise two sentences and compare their sntences.
T gives SS handout from P.153. T check the first definition and elicit the second. SS complete the rest of the definitions in pairs.
T moves on the speaking activity. T gives an image to the students. Take one more look at the rules and talk with the whole group T answers first two questions (one from the upper one from the lower row). T encourages his students to be descriptive and say WHY felt something or WHAT exactly it was Students may talk in pairs or small groups.