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

RESULT  
 
R ES
 
C E  
 
D U
  O
PR
 
 
 
  PRODUCE  RESULT   RE
SU STUDENT  =  BORED  
  TEACHER  =  BOR ING     LT CONFUSED  
   
CLASS  =  CONFUSING   INTERESTED  
 
  BOOK  =  INTERESTING    
   
 
 
  
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)  
 
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.  
 
  
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?