Name of the Teacher Date Level of the class Length of lesson
Daniela Bajetto 16 May 2021 Pre-Intermediate A2 60 minutes
Lesson Type:
Grammar
Lesson Topic:
Adjectives with -ed and -ing. (Our emotions and feelings).
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Identify and correctly produce sentences by using the adjectives Been able to correctly recognise what -ed and -ing adjectives are,
ending with -ed and -ing and understand the meaning. Students identify the difference between them and practice the correct
will learn by using sentences referred to their emotions and usage of both the adjective forms. The class will be able to
feelings. The students will learn how to use and adjective in distinguish the meaning of the adjectives and it will be able to
conversation and in written work. They will start to learn and use adjectives correctly in their writing, practising how to use
practice the difference between adjectives and verbs ending in -ed these adjectives in activities provided.
and -ing. Students will talk about their emotions and feelings while using
adjective ending with -ed and -ing.
Example sentence:
I am amused.
It was amusing.
Anticipated difficulties: Suggested solutions:
1. Young learners have different reason to learn from adults. 1. To enhance the motivation of the young learners it will be
1 i-to-i LOVE TEFL Lesson Plan
, Adults are choosing to be in the lesson, they tend to be useful to promote their autonomy, giving them the chance
intrinsically motivated. Young learners typically study to give voice to their ideas. It will be important also to
English because of extrinsic motivation. This difficulty will praise efforts to encourages the idea to learn through hard
be increased by the fact that the students are taking part to work. Use the name of each student to emphasize the role
a summer school, this reason added to the specific age of all the students inside the class, assigning them
group (11-12 years old students), students might become responsibilities and make them feel to be part of a family.
disruptive and not feel their participation like something
necessary and useful. 2. Planning funny and interesting activities to engage with the
class. Stimulate their creativity and their visual skills, by
2. Young learners might not be interested in grammar lesson organising games and using visual support, that will surely
and their attention span is automatically short. The age of help the students in their learning.
the students and the topic of the lesson will increase the
possibility for the class to become distracted. 3. Repeat the adjectives and highlight the differences between
adjectives and verbs ending in -ed and -ing. Write many
3. Students may face some difficulty to differentiate between examples on the board and plan a game that will require to
adjectives and verbs ending in -ed and -ing. identify if it is an adjective or a verb.
4. Dominant students might take over during all the 4. Supervise the interactive activities and intervene to help
interactive activities and shyer students may feel each student to have an active role in these activities,
uncomfortable and consequently their motivation will encouraging the confidence and self-esteem in each
significantly decrease. student. Organise activities in smaller group to allow shy
students to “break the ice” and starting to have and active
5. French students may struggle with the pronunciation of role in the class. Prefer to create small group and pair
short and long vowels, which can change the meaning of a stronger students with weaker ones. Shyer and weaker
word in English and consequently the other students may students may find easier to learn from their peers instead
2 i-to-i LOVE TEFL Lesson Plan
, have some difficulty to understand. from the teacher; in the same way stronger students gains
knowledge whenever they will explain in simple terms what
6. Italian students will have some difficulty to pronounce the they already know, hence reinforcing the knowledge they
letter “h”, cause in Italian language, even if there are words already acquired. Create a safe and interacting
containing the letter h, this letter is simply not pronounced. environment, having particular attention to all activities
Another pronunciation challenge is about the letter /w/, that will increase the teamwork and rewarding the class for
because, generally, Italian students pronounce as /v/. good behaviour.
7. Russian students might struggle, first of all, with the 5. Show understanding in case students will struggle with the
intonation as, generally, they use their native intonation pronunciation and use drilling methods to practice the
and this might induce to think that they are angry, even if pronunciation of vowels.
they are speaking about positive feelings. The length of the
sound and the use of the vowels can be very tricky for them 6. Remark the pronunciation of the words and the sentences
and they might confuse the word that is pronounced. and explain the phonetic symbols for all the sounds that the
class may struggle with.
8. The class is composed by students from three different
nationalities and in case of a group work with a team 7. Use arrows over the words on the board to mark rises and
composed by students with the same L1, they might use fall and repeat the words many times and playing the
their native language to communicate. mouth exercises to show to the class how to relax their
tongue and having fun when studying English.
8. Create team groups composed by students from different
nationalities, to promote and stimulate them to talk in
English.
Target language analysis:
3 i-to-i LOVE TEFL Lesson Plan
, 1. What is the use or function of this Adjectives are word used to describe or modify a noun, making the writing and the
language? (include a timeline if speaking activities much more specific and a whole more interesting.
appropriate)
Adjectives ending in -ing are used to describe the characteristics of a person, a thing or a
situation. This characteristic causes a feeling (that it is expressed through the adjectives
ending in -ed). For example. This book is boring; (the consequence will be that the person
who is reading the book will feel bored) These adjectives are the sources of the feeling.
Adjectives ending in -ed are used to describe a feeling or an emotion. It is a temporary
situation. These adjectives are linked to the -ing adjectives, like their natural consequence.
For example. I am annoyed; (this is the consequence of a characteristic express with the
-ing adjective, for example, this music is annoying). These adjectives are the receivers of
the feeling.
The -ing and -ed adjectives are called the participle adjectives or participial adjectives
because they are, respectively the present participle (-ing) and the past participle (-ed).
Makes you feel
-ING -ED
MA
A boring movie. -------------makes you feel----------------------- bored.
2. In which context are you introducing I plan to introduce the grammar lesson through the topic of feeling and emotions. I will
the language? introduce the topic using a group class discussion. By using some flashcards representing
smileys with different expressions, I will ask the class to indicate how they feel in the
situation I will explain them. In this way the class will operate all together and there will be
emphasis on the feelings of each student.
4 i-to-i LOVE TEFL Lesson Plan
Daniela Bajetto 16 May 2021 Pre-Intermediate A2 60 minutes
Lesson Type:
Grammar
Lesson Topic:
Adjectives with -ed and -ing. (Our emotions and feelings).
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Identify and correctly produce sentences by using the adjectives Been able to correctly recognise what -ed and -ing adjectives are,
ending with -ed and -ing and understand the meaning. Students identify the difference between them and practice the correct
will learn by using sentences referred to their emotions and usage of both the adjective forms. The class will be able to
feelings. The students will learn how to use and adjective in distinguish the meaning of the adjectives and it will be able to
conversation and in written work. They will start to learn and use adjectives correctly in their writing, practising how to use
practice the difference between adjectives and verbs ending in -ed these adjectives in activities provided.
and -ing. Students will talk about their emotions and feelings while using
adjective ending with -ed and -ing.
Example sentence:
I am amused.
It was amusing.
Anticipated difficulties: Suggested solutions:
1. Young learners have different reason to learn from adults. 1. To enhance the motivation of the young learners it will be
1 i-to-i LOVE TEFL Lesson Plan
, Adults are choosing to be in the lesson, they tend to be useful to promote their autonomy, giving them the chance
intrinsically motivated. Young learners typically study to give voice to their ideas. It will be important also to
English because of extrinsic motivation. This difficulty will praise efforts to encourages the idea to learn through hard
be increased by the fact that the students are taking part to work. Use the name of each student to emphasize the role
a summer school, this reason added to the specific age of all the students inside the class, assigning them
group (11-12 years old students), students might become responsibilities and make them feel to be part of a family.
disruptive and not feel their participation like something
necessary and useful. 2. Planning funny and interesting activities to engage with the
class. Stimulate their creativity and their visual skills, by
2. Young learners might not be interested in grammar lesson organising games and using visual support, that will surely
and their attention span is automatically short. The age of help the students in their learning.
the students and the topic of the lesson will increase the
possibility for the class to become distracted. 3. Repeat the adjectives and highlight the differences between
adjectives and verbs ending in -ed and -ing. Write many
3. Students may face some difficulty to differentiate between examples on the board and plan a game that will require to
adjectives and verbs ending in -ed and -ing. identify if it is an adjective or a verb.
4. Dominant students might take over during all the 4. Supervise the interactive activities and intervene to help
interactive activities and shyer students may feel each student to have an active role in these activities,
uncomfortable and consequently their motivation will encouraging the confidence and self-esteem in each
significantly decrease. student. Organise activities in smaller group to allow shy
students to “break the ice” and starting to have and active
5. French students may struggle with the pronunciation of role in the class. Prefer to create small group and pair
short and long vowels, which can change the meaning of a stronger students with weaker ones. Shyer and weaker
word in English and consequently the other students may students may find easier to learn from their peers instead
2 i-to-i LOVE TEFL Lesson Plan
, have some difficulty to understand. from the teacher; in the same way stronger students gains
knowledge whenever they will explain in simple terms what
6. Italian students will have some difficulty to pronounce the they already know, hence reinforcing the knowledge they
letter “h”, cause in Italian language, even if there are words already acquired. Create a safe and interacting
containing the letter h, this letter is simply not pronounced. environment, having particular attention to all activities
Another pronunciation challenge is about the letter /w/, that will increase the teamwork and rewarding the class for
because, generally, Italian students pronounce as /v/. good behaviour.
7. Russian students might struggle, first of all, with the 5. Show understanding in case students will struggle with the
intonation as, generally, they use their native intonation pronunciation and use drilling methods to practice the
and this might induce to think that they are angry, even if pronunciation of vowels.
they are speaking about positive feelings. The length of the
sound and the use of the vowels can be very tricky for them 6. Remark the pronunciation of the words and the sentences
and they might confuse the word that is pronounced. and explain the phonetic symbols for all the sounds that the
class may struggle with.
8. The class is composed by students from three different
nationalities and in case of a group work with a team 7. Use arrows over the words on the board to mark rises and
composed by students with the same L1, they might use fall and repeat the words many times and playing the
their native language to communicate. mouth exercises to show to the class how to relax their
tongue and having fun when studying English.
8. Create team groups composed by students from different
nationalities, to promote and stimulate them to talk in
English.
Target language analysis:
3 i-to-i LOVE TEFL Lesson Plan
, 1. What is the use or function of this Adjectives are word used to describe or modify a noun, making the writing and the
language? (include a timeline if speaking activities much more specific and a whole more interesting.
appropriate)
Adjectives ending in -ing are used to describe the characteristics of a person, a thing or a
situation. This characteristic causes a feeling (that it is expressed through the adjectives
ending in -ed). For example. This book is boring; (the consequence will be that the person
who is reading the book will feel bored) These adjectives are the sources of the feeling.
Adjectives ending in -ed are used to describe a feeling or an emotion. It is a temporary
situation. These adjectives are linked to the -ing adjectives, like their natural consequence.
For example. I am annoyed; (this is the consequence of a characteristic express with the
-ing adjective, for example, this music is annoying). These adjectives are the receivers of
the feeling.
The -ing and -ed adjectives are called the participle adjectives or participial adjectives
because they are, respectively the present participle (-ing) and the past participle (-ed).
Makes you feel
-ING -ED
MA
A boring movie. -------------makes you feel----------------------- bored.
2. In which context are you introducing I plan to introduce the grammar lesson through the topic of feeling and emotions. I will
the language? introduce the topic using a group class discussion. By using some flashcards representing
smileys with different expressions, I will ask the class to indicate how they feel in the
situation I will explain them. In this way the class will operate all together and there will be
emphasis on the feelings of each student.
4 i-to-i LOVE TEFL Lesson Plan
