Tugce Erkmen Tugce Erkmen

Ups and Downs
Elementary level


In this lesson, students learn about the adjectives to describe feelings. The lesson starts with a video. Ss watch the video and think what it is about. This is followed by providing Ss with the target vocabulary. The target vocabulary is made up of some adjectives that are used to describe feelings. The -ed and -ing form of these adjectives will also be given to the Ss. Lastly, Ss will be involved in some controlled practice in which they will have the chance to practise these two forms of the adjectives.


Abc Gap-fill handout
Abc Gap-fill handout_2
Abc Gap-fill handout_3
Abc PW Handout

Main Aims

  • To provide clarification of -ed and -ing adjectives in the context of feelings

Subsidiary Aims

  • To provide specific information listening practice using a text about daily life in the context of feelings


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

T introduces herself and starts the lesson. She makes Ss watch a video about "feelings". Before playing the video, she tells the Ss that they need to find out what the video is about. When the video video is finished, Ss are expected to say that the video is about "feelings". T drills the word "feeling" and ask CCQs: Is being happy a feeling? (Yes) Is it a negative feeling? (No) Is being sad a feeling? (Yes) Is it a positive feeling? (No) And then she writes the word on the board and shows the stress with a different colour on the word. Then she elicits the parts of speech and writes it on the board as well (It's a noun).

Introducing new vocabulary (8-10 minutes) • Eliciting the target vocabulary

T explains that she will say some sentences and Ss need to guess the feelings by listening to these sentences. Then she starts saying the sentences and she mimes at the same time if necessary: 1) I ran 5 kilometers this morning. How do I feel? (tired) 2) I will meet my boyfriend tomorrow, so today I feel ...... (excited) 3) I didn't have anything to do at home today, so I was ...... (bored) 4) I don't have a job and I don't know how to find one in a short time. So I feel ...... (worried) 5) My best friend talk about films all the time and I want to learn more. I am ...... (interested) 6) My brother broke my mobile phone yesterday and I was a little bit angry. How did I feel? (annoyed) T elicits the new vocabulary and writes the new words on the left side of the board. Then she asks CCQs to check the Ss' understanding: Annoyed: When you are annoyed, are you far too angry or slightly angry? (Slightly) Excited: When you are excited about something, do you strongly want to do this thing? (Yes) Tired: When you are tired, do you feel energetic or not? (You don’t feel energetic.) Bored: When you are bored, can you find something to do? (No) Interested: When you are interested in something, do you want to learn more about this thing? (Yes) Worried: When you are worried about something, are there any potential problems about this thing? (Yes) After that, T drills each word and shows the stress on each word with a different colour: 1.  annoyed 2.  excited 3. tired 4. bored 5.  interested 6.  worried

Controlled practice #1 (3-5 minutes) • To practise the new words

T explains the task that Ss will be given a HO on which they will see some gapped sentences and they will complete these sentences using the words they've learned. Ss will word individually in this part. They will have 2 minutes for this exercise. T asks an ICQ: Are you going to work in pairs? When they finish, T puts Ss into pairs using numbers and they will compare their answers with their partner's. When peer-checking is over, Ss will listen to the audio and check their answers to be sure. If they still have a mistake, T will provide the Ss with necessary clarification.

Comparison of the two forms (8-10 minutes) • To focus on the difference between two different forms of the adjectives

T prepares a HO. On this HO, she writes sentences including the adjectives ending in both -ed and -ing. T puts students into pairs using colours. She distributes the HOs and wants Ss to fold their papers. Then they read the sentences and complete the rules related to those sentences together. When they finish, T asks for the answers and tells whether they are correct or not. And then T drills the -ing form of the adjectives and writes them on the right side of the board. Then she elicits the stress and shows it with a different colour on the word. Then Ss unfold their HOs and continue with next exercise. On the other half of the page, they will see an exercise to practice -ed and -ing adjectives. There will be some gapped sentences and they will fill in the gaps with the correct form of the adjectives. They will do the exercise in 2 minutes. Next, the T will project the sentences on the WB and Ss will write their answers on the board. T will check the answers on the board provide Ss with error correction if necessary.

Controlled practice #2 (5-7 minutes) • To provide Ss with further practice of the new words

T puts Ss into different pairs by giving colorful papers/cards. Each pair will be given a HO on which they will see conversations. They will fill in the blanks with -ed and -ing adjectives. They will have 2 minutes for this and then they will listen to the audio and check their answers. If they have any mistakes, T will provide Ss with an explanation. When the are done with filling the gaps, Ss are asked to practice theconversations with their partner until they memorize it. T monitors the students and plays the recording again if Ss have problems.

Semi-controlled practice (5-8 minutes) • To provide an opportunity to practice target vocabulary

T puts Ss into pairs again using the name of the countries. She says that one of them will be A and the other one will be B. Then she explains the task. She explains that the activity is divided into two parts and they will see on their HO what to do in each part. Then she distributes the HOs to the Ss. Student A starts first. S(he) will ask the questions on the first part and his or her will answer these questions using his/her prompts in each part on the worksheet. When it is finished, they change roles. This time, student B asks the questions and student A has a look at his/her prompts to answer those questions. An the exercise continues like this till the end. At the beginning of the activityi T asks some ICQs: Are you going to work alone? (No. In pairs) Are you going to write anything? (No.) Are there two or three parts in this exercise? (two) Are you going to take turns in asking the questions? (Yes) Do As or Bs start the activity? (As) T monitors the Ss and and takes notes of the mistakes if there is any and provides Ss with delayed feedback at the end of the activity.

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