LESSON PLANNING [Grammar] Name: Yeonji Park

Grade Level: Intermediate

Long-term goal:
How would you express yourself?
Express personality and feeling using correct grammatical forms and structures


1. Title of Lesson: Unit3: Personal Life: Feeling (& Personality)


2. Lesson Goal: Students Will Be Able To
Recognize the differences of using qualitative adjectives (-ing) and effect adjectives (-ed)
Identify adjectives by answering questions helping them become aware of the basic differences of similar adjective types
(boring vs. bored)
Use qualitative adjectives (-ing) and effective adjectives (-ed) correctly and appropriately when expressing themselves,
and their opinions in both spoken and written language.


3. Standards addressed: (See NY ESL Standard 1)
Students will listen, speak, read, and write in English for information and understanding.
Students become familiar with some conventions including grammar, and spelling of American English.
Students formulate and share opinions about information and ideas with reference to features in oral and written
text such as details and facts.
Students convey information and ideas through spoken and written language, using conventions and features of
American English appropriate to audience and purpose.


4. Background of the Lesson:
Some participles (like 'bored' or 'boring') can be used as adjectives. These are used in a slightly different way from normal adjectives.
This lesson will help students use qualitative adjectives (i.e. -ing: exciting, boring, relaxing, etc.) and effect adjectives (i.e. -ed: amused, bored,
shocked, etc.). It is often one of the most common problems among many English as Second Language learners. The lesson may takee any authentic
text that teachers may choose as its starting point. Students read the text, identify adjectives by answering questions helping them become aware of
the basic differences between these two confusingly similar adjective types.




5. Lesson Procedure

Time Activities
(Divide this into sections. Sections might include: Set-up,
Introduction, Teacher-guided instruction, Individual Practice,
Group Work, Sharing Ideas, Summary, etc.)
Dialogue
(Teachers Questions; Anticipated Student
Responses)
Environment
(Materials, Strategies,
Adaptations)

Accommodations
40 min
































Pre-Stage
Introduction:
1. On the board, write I am boring and I am
bored


2. Ask students if they are different


3. Teacher can explain and show the difference
in use using PowerPoint slides or photos

4. Now, play a YouTube video. Ask students if
the video was interesting, or interested







5. Give clear explanation that adjectives ending
with ed (effective adjectives) are used to talk
about a persons feelings or opinions and
adjectives ending with ing (qualitative
adjectives) are used to describe things,
people, places, activities

6. Again, ask students what is something that is
interesting? and what are you interested
in? Write down some sentences on the board


Teachers questions
Are they different? How?
Do you know any differences
between I am boring and I am
bored?

Anticipated answers
One ends with -ing and the
other ends with -ed



Teachers questions
What was the movie about?
Was the video interesting? Or was
the video interested?

Anticipated answers
The video was interesting








Teachers questions
What is something that is
interesting?

Anticipated answers


PowerPoint
(Appendix GI)
Boring vs. Bored







Video link:
https://www.youtube.c
om/watch?v=N_utzLo
jCIE

















Make sure to
include visuals,
writing, and audio
so that different
types of learners
can get engaged as
class begins.














Everyone should
understand the base
idea of using
different adjectives
before preceding
the during-stage.


































30-40
min



















7. Hand out a list of effective and qualitative
adjectives





8. Group students into small group. Let students
ask each other what each adjective means








During-Stage
Instruction:
1. Provide a short story. Have students read
the story before discuss.

2. Have students highlight personality
adjectives, and highlight the affective
adjectives and qualitative adjectives as
well.

(Watching a movie, Traveling,
A book, etc.) is interesting

Teachers questions
What are you interested in?

Anticipated answers
I am interested in (the movie,
art, him, etc.)









Teachers questions
What are some adjectives that you
dont know?
Anticipated answers
overwhelmed vs. overwhelming
humiliated vs. humiliating

























Handouts:
(Appendix GII)
A list of
effective and
qualitative
adjectives












Handouts:
(Appendix GIII)

Short Story [Laptop]















Teachers can make
handouts available
online (e.g. email,
blog, etc.)so that
everyone can keep
it and review.


Explain in several
ways; acting,
visuals, providing
situations and
conversational
usage, etc.






Make audio version
of the short story
available, provide
listening tools as
well.

Allow students
enough time













20min
























3. In small groups, students talk and share
some vocabulary that they may feel
difficult.

4. In the same group, discuss about questions
that is under the test.







Post-Stage
Instruction:

1. Students make a different small group with
2-3 people that they have not talked today,
and share adjectives and their answers,
once again.

2. Come back as a class, share adjectives that
students found. Teachers write this words
on the board.



























Teachers questions
What are some adjectives that you
found?
Anticipated answers
Polite
Trustworthy
Teachers questions
What is the effective adjective
that you found?
Anticipated answers
Impressed

Teachers questions
Who is annoyed?
Anticipated answers
Bill

Teachers questions
What are two types of adjectives
that we learn today?
Anticipated answers
Effective and qualitative
adjective

































Handouts:
(Appendix GIV)
Homework

because there
always are slow
readers; group
students who
finished reading
first so they can
start discussing.

Allow students to
write instead of
speaking if
necessary.

Teachers walk
around the
classroom to see
everyone is
somehow
participating.

Help students form
a group; they may
feel shy to talk to
people that they do
not usually talk.




6. Evaluation:
(How will you know whether or not you have achieved your goals? What did the childrens responses to this lesson tell you about whether your goals were met?)

Did students understand differences between qualitative adjectives and effect adjectives?
Did students use appropriate forms to describe ones feeling and/or personality?
Did students recognize errors regarding qualitative adjectives and effect adjectives in spoken and written language?


7. Post Lesson Reflection:

What would you change about this
lesson and why would those changes
improve it?

How did your organization and
materials affect the success of the
lesson?


What were some challenges with this
lesson? What surprised you?


Additional comments?


15min Wrap-up
1. Review

2. Announce homework and due date