GRAMMAR LESSON PLAN: STUDENT CONFUSION OF ED AND ING ADJECTIVES THEME: EDUCATIONAL EXPERIENCES

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1 GRAMMAR LESSON PLAN: STUDENT CONFUSION OF ED AND ING ADJECTIVES THEME: EDUCATIONAL EXPERIENCES WARM UP: (10-15 minutes: much shorter for simulation) Assumption: Since this is level LINC 4, MANY of the adjectives dealing with emotions have already been seen previously (e.g., bored/boring, excited/exciting, interested/interesting, surprised/surprising ) This vocabulary is not new. Consequently the idea of the lesson is: 1) to check to see if students can actually use the adjectives THEY ALREADY KNOW accurately, and 2) to give them new adjectives for LINC Level 4. THE GENERAL THEME IS EDUCATIONAL EXPERIENCES (teachers, classes, books, ) Teacher arrives to class and tells Sts. I am really excited today! I am taking a really exciting class in University. My teacher Charles is really interesting. When I am confused, he always helps me understand. He loves learning. Love that guy. (Show picture of Teacher Charles ) The teacher asks students: Do you remember teachers like this? Were your teachers exciting? Or were you bored in your classes? Teacher now divides the class into pairs/groups and asks them to discuss: the most exciting/boring teacher they had in school or university. After students have discussed, have the pairs/groups tell the best story. Discuss some of the points as a class. They will return to these issues later on. PRESENTATION: (20 minutes) PRESENTATION PART ONE: WORK WITH ADJECTIVES STUDENTS ALREADY KNOW (e.g. bored/boring, excited/exciting, interested/interesting) Next, provide two or three clear examples all related to educational experiences- - - through pictures of the differences between the use of ed and ing adjectives. Post three pictures on the board: 1) a picture of a boring class that includes boring teacher AND bored students, 2), a confused student and 3) a person reading an interesting book. (see chart below) Look at picture number 1) Ask: Are the students happy? How do the students feel? Students should respond The students are/feel bored.. (Make faces) If not, you can say that for the result you can say The students are bored. Why are they bored? What is the teacher doing? Is the a good teacher? No. So you can say: The teacher is boring What is the result for the students? They are bored. Divide the BB into two columns and write appropriate sentences under each (See chart below: The teacher is boring. or That is a boring class. vs. The students are (very) bored. Have them repeat as a group and individually. DRAW THE TWO CIRCLES OF THE CHART BELOW AND BEGIN TO FILL IT OUT. Remind students that the ing adjective PRODUCES A RESULT and the ed adjective IS THE RESULT. To verify comprehension asks the students once again: Who is boring? Is the teacher bored? Are the students boring?

2 2) Repeat the same procedure for picture No. 2 ( Tania is very confused in class! ) Ask students: Does Tania understand her teacher? How do you say when you do not understand? What is the result for Tania? How does she feel? Students should answer She is confused (Make faces). Why is Tania confused? Sts. say The class is confusing. To verify ask students: Is Tania confusing?. Remind students that the ing adjective PRODUCES A RESULT and the ed adjective IS THE RESULT. Fill out the chart following example No. 1. 3) Repeat the same procedure for picture No. 3 ( The baby is reading an interesting book or That book is interesting. vs. He is interested. ) Ask students: What do you see? How does the baby feel? Is he bored? Sts. say No, he is interested Why is he interested? Because the book is interesting. What is the result? Students should answer The baby is interested. Remind students that the ing adjective PRODUCES A RESULT and the ed adjective IS THE RESULT To verify ask students. Is the book interested? Fill out the chart following example No. 1.

3 - ING ADJECTIVE IDEA = PRODUCES A RESULT Ex. 1) Her teacher is boring. or He is a (very) boring teacher. Ex 2) The class is confusing. or It is a confusing class. Ex 3) The book is interesting. or That is an interesting book. - ED ADJECTIVE IDEA = IT IS THE RESULT Ex. 1) She is/feels (very) bored. (use TO BE for the exercise) Ex. 2) Tania is (really) confused. Ex. 3) The baby is (really) interested. PRODUCE RESULT (Note: mention OTHER VERBS feel, seems, looks = linking verbs) RESULT TEACHER = BORING CLASS = CONFUSING PRODUCE RESULT RESULT STUDENT = BORED CONFUSED INTERESTED BOOK = INTERESTING

4 PRESENTATION PART TWO: After students have understood the general idea behind the adjectives they already know, the Teacher continues to add some new adjectives (e.g.: inspired/inspiring) so that they use the same structure but with vocabulary for their level. In general introduce each new adjective by means of pictures/photos (use, personal experiences as well for more discussion below). Write down the new adjective on the right side of the BB and do pronunciation. Later on students will receive a list. 1) frightening/frightened (show picture; How does the student feel? How do you say when you are really nervous and afraid? Sts. MIGHT answer nervous/worried/scared. Tell them a synonym is frightened. Why is she frightened? Show picture = The teacher is frightening or The final exam is frightening.) Mention Halloween. 2) tired/tiring - > exhausted/exhausting (show picture; How does the teacher feel? How do you say when you work and work and work and do not sleep? Sts. answer tired/exhausted. Why is she tired/exhausted? What is she doing? Correcting exams/preparing class is exhausting. 3) thrilled/thrilling, (show picture; How does the student feel? What is the difference between the first baby picture and this one? Is the boy excited, or MORE than excited? He is thrilled Why is he thrilled? The book is thrilling. 4) shocking/shocked (show picture; How does Mrs. Johnson feel? How do you say when you think positive and the result is completely negative? (Show placing fingers near electric socket to give the idea of shock) Mrs. Johnson is shocked. Why is she shocked?. Her grade is shocking! 5) inspiring/inspired (show picture; Who is this man? Is he famous? Why is he famous? How do you say when someone is a model for many people? You say inspiring, inspiration. Mandela was an inspiring political leader. He is a teacher for many of us. How do we feel when we see a picture of Mandela? (Show picture of Socrates is also very y inspiring for me!) 6) surprising/surprised (Ask students what place Canada has in biodiversity in the world? Biodiversity = the number of animals and plants in country: Canada not in the first 60 countries. Ask them if they know what place is Colombia? Colombia is second in the planet. Show map and ask them if they are surprised. Say Colombia is a surprising country! (How do you express surprise in Spanish? Ayyy caramba = Bart Simpson) 7) depressed/depressing. How does the teacher feel? How do you say when you are really really bored, when you have negative thoughts and emotions? The teacher is depressed. Why is she depressed? What is her class like? Her class is depressing. PROBABLY NOT DO IN SIMULATION 8) disappointing/disappointed: (show picture of Lance Armstrong. Who is he? Why is he so famous? Did he always tell the truth? How do you say when someone says something but does something totally different? Lance Armstrong is disappointing. How do we feel when we see a picture of Lance Armstrong? We are disappointed: DO NOT DO IN SIMULATION finally, 9) perplexing/perplexed (show picture of student who is VERY confused or show picture of Salvador Dali. How do you say when you are VERY VERY confused, almost lost? You are perplexed. ; How does the student feel? She is perplexed. Why is she perplexed? Life is perplexing! (if necessary show Salvador Dali and his painting)

5 PRACTICE EXERCISES (30 minutes) A) CONTROLLED PRACTICE. Choose the correct form of the adjective to complete the sentences.. (10 minutes) EXERCISE 1) Choose the correct form of the adjective to complete the sentences. Ex. Everyone in Spanish class is sleeping. (bored/boring) Spanish class is really boring. The students are very bored. 1) Alejandro is traveling to study in Canada. (exciting/excited) Canada is an country. Alejandro is about his trip. 2) Christine s university class is very difficult. (confusing/confused) Statistics is a topic. Christine is really. 3) George is really sad. He is watching the news. (depressing/depressed) George is really. The news are very 4) Learning about other cultures is a real learning experience. (interesting/ interested) Other cultures are I am in them. 5) The President of the class stole the money. (shocked/shocking) I was. It was a moment. 6) Terry Fox came to our school once. We learned so much. (inspiring/inspired) He is such an man. My classmates were all. 7) The final exam is next week. Few usually pass. (frightened/frightening) Most classmates are. It is a exam.

6 B) SEMI- CONTROLLED/FREE PRACTICE EXERCISE 2. (10 minutes) 1) Ask students if they know what a selfie is. Where did you take your last selfie? Give each student an emotionary selfie. Given them a few minutes to draw the ing- or ed adjective they identify with. Once finished, share the drawings and have student vote on the best drawing. (Drawings do not have to be signed) (You might tell them about the emotionary selfie app and have them select 3 new ed adjectives for next class. ) 2) Give students your photocopy of a class in the Museum. Everything has gone wrong! Describe what happened that day using 5 ing adjectives and 5 ed adjectives. Ex: The student is terrified by the carnivorous plant. The plant is terrifying. PRODUCTION EXERCISES (Whole class mingling) (30-45 minutes) 1) Return to the warm- up activity: Have students write about the qualities of a really good teacher and the defects of a really bad one. (Must use 5 ing adjectives and 5 - ed adjectives.) Have students share their ideas in groups and the discuss them as a class. Write the qualities of a good teacher under one column, and the defects of bad teachers on the other. 2) Discuss the question of education by making reference to the adjectives studied. You can follow some of these questions: Are teachers really valued in our society? In your countries? Why are teachers usually exhausted? Are teachers paid well? Do you have any teacher in your family? Are you exhausted at the end of a semester? Why is education so exhausting? Do we enjoy education? Have you had inspiring teachers? Who is an inspiring model in your country? Why are many inspiring leaders assassinated or in prison (Socrates. Gandhi, Mandela ) Are you frightened by exams? Which was the most shocking grade you received in school? Are grades good? What is the most thrilling book you have read? Why were you thrilled? Do we learn only in schools? (Have students watch TED talk by Ken Robinson, HOW schools kill creativity. Send them the link) Is learning an academic thing only? Were you ever disappointed by a model? (Give example of disappointing Catholic priests guilty of sexual acts) What do you think of the Lance Armstrong s case? Why did he do it? What can we learn from him? Finish the class by asking the students: Are you still confused? Is your teacher confusing?