Feelings and emotions. Participial adjectives

Activity title:

Feelings and emotions. Participial adjectives.

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Skill(s):

Speaking. Listening.

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Level(s):

B1

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Exam part:

Speaking. Listening.

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Aim(s):

To help students learn and practice ED and ING adjectives to describe their emotions, feelings or situations.

At the end of this lesson, students should be able to:

• to use ED and ING adjectives to complete coherent sentences;
• to recognize and choose the proper form of the ED and ING adjectives read from elicited sentences.

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Materials needed:

Video: First Conditional:
https://learningenglish.voanews.com/a/
everyday-grammar-participial-adjectives/4584876.html

Cambridge Assessment English

Activity: How do you feel?
https://www.cambridgeenglish.org/
learning-english/activities-for-learners/b1l055-how-do-you-feel

Game: Sorting Race:
https://americanenglish.state.gov/files/ae/
resource_files/word_bricks-sorting_race_instructions.pdf

Corpus of Contemporary American English:
https://www.english-corpora.org/coca/

Cambridge English Corpus
https://www.cambridge.org/gb/
cambridgeenglish/better-learning-insights/corpus

Cambridge English Dictionary
https://dictionary.cambridge.org/dictionary/english/

Pictures of different feelings and emotions

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Preparation:

Assumptions
All students have been exposed to the grammar point before.
Students have been introduced to some functions of the COCA and the CEC resource before this class.

Assessment
Formative Assessment: I'll monitor my students' performances while doing the activities in class.
Summative Assessment: In upcoming lessons, students will be asked to prepare a description of their photo using adjectives with ED or ING ending.

Class time
60 minutes

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Procedure:

Step 1

Warm-up

The teacher shows students pictures of different feelings and emotions. Students identify the emotions and tell the reasons or describe the situation. They are asked to work in small groups of three and talk about emotions people can feel in each situation.

The teacher sticks the pictures on the board and students share their ideas writing adjectives below the correct picture.

The teacher introduces the grammar point by making sentences based on the students' ideas. For example, I feel tired after a busy day. My trip was really tiring. Students say whether the statements are True or False.
(See Activity 1)

Aim

To engage students in the topic of the lesson and introduce the grammar point.

Step 2

Development

The teacher writes two sentences used in the previous activity on the board and activates background knowledge. Students explain the difference between tired and tiring. Then check their ideas by using the Cambridge English Dictionary.

Aims

Students revise explain the difference between adjectives with ed and ing endings.

Students watch the video again and do while and after watching activities. They can work individually or in small groups of three. (See Activity 2)

Students share their answers. The teacher corrects mistakes.

Step 3

Students are asked to listen and answer the questions Activity: How do you feel?

Aim

To expand students' understanding of the participial adjectives.

Homework

Students are asked to prepare a description of their photo using adjectives with ED or ING ending. They can post their photos with the description in Instagram/Facebook/VK or others and comment each other.

Aim

To expand students' understanding of the participial adjectives

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Variation(s)

At the end of the lesson students can be offered to use COCA or Cambridge English Corpus and do the tasks in Activity 3. They can work in two groups of three. The teacher monitors the activity. (See Activity 3)

Aim

To expand students' understanding of the participial adjectives.

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Reflections

I chose the theme "Feelings and emotions. Participial adjectives". Then, I decided to choose a video about participial adjectives from the Everyday Grammar TV on the Voice of America website. Watching this video is a great way for warming-up. The video shows a conversation between Kaveh and Lucija. Kaveh uses the participial adjectives to tell about his feeling and emotions. Therefore I decided to introduce the topic with pictures of different feelings and emotions. I included different types of activities, such as matching, fill-in-the-blanks. A game is the best way to learn, so I also used Sorting Race (Activate: Games for Learning American English), which I adapted to my topic. To expand students' understanding of the participial adjectives I offered the online activity from the website Cambridge Assessment English. Finally, I decided to include one activities based on Compare function of COCA. It helped my students to identify the participial adjectives in context. Students are able to access COCA in class using fifteen laptops with Internet connection. As a home task I asked students to prepare a description of their photo using adjectives with ED or ING ending. They could post their photos with the description in Instagram/Facebook/VK and comment each other.