Ulkem Yilmaz Ulkem Yilmaz

Emotions, -ed / -ing adjectives
Elementary, A1 level

Description

In this lesson, students learn about the -ed / -ing adjectives through the context of emotions. As a lead-in, they will watch a short video clip on different emotions and we will talk about the video with the whole class. Then I will test their knowledge with a matching excercise; the Ss will match the pictures with the appropriate emotions. After that I will teach the words by eliciting the meaning from Ss. Following the vocabulary, the Ss will learn the -ed / -ing adjectives and I will test them with a gap-fill excercise.They will listen and check their answers alone, then they will practise the conversation in the excercise.

Materials

Abc Hand-outs
Abc answerkey
Abc Flashcards

Main Aims

  • To provide clarification of -ed / -ing adjectives in the context of describing feelings.

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of describing feelings.
  • To provide specific information listening practice using a text about adjectives in the context of emotions.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I'll perform a lead-in using the context of tv serials or world cup-depending on their reaction. I'll ask how they feel in different situations when they're watching their favourite tv serial-or their favourite football team. By this way they will at least have an idea of what we're going to do next and what kind of emotions they are; good, bad, happy, sad. Q: "Do you watch tv serials? Like Muhteşem Yüzyıl, Yalan Dünya, Kurtlar Vadisi....." Q: "Ok, so what's your favourite tv serial?" Q: "How do you feel when it starts?" "Is it a happy feeling?" (excited) Q: "How do you feel when you're watching it?" (interested) "Do you like it? Do you want to know what comes next?" Q: "How do you feel when something bad happens to your favourite character?" (worried) "Do you feel sad? Do you want to do something about it?" Q: "How do you feel if you watch your mother's favourite tv serial or a football match for you girls?" (bored) "Do you want to watch it? Do you feel happy watching it?" Q: "How does your father feel when you watch your tv serial-or a football match-very loudly late at night?" (annoyed) "Does he get angry?" Q: "How do the football players feel after the match? After they ran around for 2 hours?" (tired)

Test #1 (5-6 minutes) • To gauge students' prior knowledge of the target language

The Ss will match the -ed adjectives with the pictures below in exercise 1.

Teach (10-12 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

I will elicit the meaning of the words they don't know or didn't understand from the exercise they did. annoyed /əˈnɔɪd/ : "When I call Derya repeatedly 'Derya, Derya, Derya, Derya....' (tapping on the shoulder) Derya would be angry and would say 'oh, don't do it because I feel annoyed!" bored /bɔːd/ : "While waiting for the bus, we often feel bored. When we do things we don't like we can feel bored." excited /ɪkˈsaɪtɪd/ : "Harun has a friend and he lives in İstanbul. They didn't see each other for a long time. When Harun saw his friend, he felt very excited because he missed his friend." interested /ˈɪntrəstɪd/ : (Show realia) "I'm reading this book now and I'm very interested in this book; because there are things that I want to know, there are many information in this book. I love it and I'm very interested in it. Also, when we listen to someone very carefully, it shows that we're interested." tired /ˈtaɪəd/ : "Oh, I studied all night, I want to sleep so much because I feel very tired." worried /ˈwʌrid/ : "I want to go on a holiday but I have a dog in my house and there is no one that can look after my dog; so I'm very worried, because I don't want to leave my dog alone." CCQs: annoyed: 1. Do we like it? (No.), 2. Do we feel angry? (Yes.) bored: 1. Do we enjoy it? (No), 2. Do we lose interest? (Yes) excited: 1. Do we feel happy? (Yes) interested: 1. Do we want to know more? (Yes) , 2. Do we want the action to continue?(Yes) tired: 1. Do I have energy? (No), 2. Do I want to sleep? (Yes) worried: 1. Am I thoughtful and sad? (Yes), 2. Am I relaxed, ldo I say "Oh, I don't care, that's ok."? (No)

Test #2 (4-6 minutes) • Check students' use of the target language again and compare with the first test

The Ss will complete the sentences in exercise 2 with the words they learned in exercise 1. I will give them the answer key to check.

Teach 2 (8-10 minutes) • teaching the -ed and -ing adjectives

I will show them pictures and talk on them to describe the difference between -ing and -ed adjectives. (bored-boring, excited-exciting, interested-interesting, tired-tiring, annoyed-annoying, worried-worrying)

controlled practice (10-13 minutes) • Check students' use of the target language

The students will fill the gaps in exercise 4 with the appropriate adjective. They will listen to it and check their answers. Then the Ss will practise the conversations in pairs.

Free practice (5-7 minutes) • To provide students with free practice of the target language

I will hand out the flashcards to the students and they will discuss the questions in these flashcards in pairs. I will monitor and take notes while the Ss are discussing and then give a delayed feedback on the board. Q: When was the last time you felt annoyed? Why? Q: When was the last time you felt tired? Why? Q: When was the last time you were interested? In what? Q: When was the last time you felt excited? About what? Q: When was the last time you felt bored? Where? Why? Q: When was the last time you felt worried? About what?

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