Name of the Teacher Date Level of the class Length of lesson
Dylan Thiart 12/08/2020 Pre-intermediate 60 minutes
Lesson Type:
Grammar lesson
Lesson Topic:
Adjectives ending in –ed and -ing
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…
• Correctly identify an adjective ending in –ed and -ing in a • Completed two work sheets on adjectives as an individual.
simple sentence. • Connected images to adjectives and provided the different
• Visually describe an adjective which describes emotions. forms of the adjectives provided.
• Complete a simple sentence containing an adjective ending • A broader understanding on adjectives ending in-ed and –
in –ed or -ing. ing.
• Distinguish the difference between an adjective ending in –
ed and an adjective ending in –ing.
Example sentence: She is very tired because she stayed up late.
1 i-to-i LOVE TEFL Lesson Plan
,Anticipated difficulties: Suggested solutions:
1. Students may not get on with each other. 1. Team building activities will be done to encourage students
to work together.
2. Students may not be able to follow the instructions on an
exercise or during an activity. 2. Instructions will be given in a clear and concise manner. I
will also model an activity before asking a student to do it.
3. Students speaking their L1 in class rather than English.
3. Encourage students to speak English whenever possible.
Create a rule that the student has to ask permission to
speak in their L1, if it is really necessary.
Target language analysis:
1. What is the use or function of this Adjectives ending in –ed are used to describe emotions or feelings and cannot be used to
language? (include a timeline if describe an object or situation. Adjectives that end in –ing are used to describe the
appropriate)
characteristics of a person, thing or situation.
2. In which context are you introducing I will set the context by eliciting emotions to my students as they walk into the classroom.
the language? E.g., “Good afternoon class, I’m so excited to start this lesson with you all! it's going to be
a really exciting lesson.”. I will make sure the adjectives are dragged out as I say it and I
will also evoke an excited face.
2 i-to-i LOVE TEFL Lesson Plan
, 3. Which concept checking questions will “She is worried that her puppy might get hurt”
you ask to ensure students understand 1. Is her puppy hurt? (No)
the meaning?
2. Does she care that her puppy might get hurt? (Yes)
3. Is she happy that her puppy might get hurt? (No, she is worried)
4. Who is worried that the puppy might get hurt? (She is worried)
4. What is the form of the target 1. The comparative form (When two things are being compared)
language? (include positive, negative • Add the word ‘more’ before the adjective.
and question forms if appropriate)
2. Superlatives (Who has the most of)
• Add the word ‘most’ before the adjective
3. Positive form (No differences)
• Use the word as before and after the positive form of the adjective.
5. How will your students work out the I will give the students an exercise containing images of different people evoking different
rules for the structure? emotions. The students will need to determine if the person in the image is evoking an
immediate emotion towards something or if the person is implying a certain emotion
towards something. By doing it this way, the students will be able to determine when to
use the correct form of the adjective.
6. What will you teach about the • T will focus on not mixing adjectives ending –ed and –ing with verbs.
pronunciation of the structure? • T will be mindful regarding the learners L1 as they may not be able to pronounce
certain words that are not in their L1.
• Certain vowel sounds and consonants will be exaggerated on as they do not exist
in the students' L1.
3 i-to-i LOVE TEFL Lesson Plan
Dylan Thiart 12/08/2020 Pre-intermediate 60 minutes
Lesson Type:
Grammar lesson
Lesson Topic:
Adjectives ending in –ed and -ing
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…
• Correctly identify an adjective ending in –ed and -ing in a • Completed two work sheets on adjectives as an individual.
simple sentence. • Connected images to adjectives and provided the different
• Visually describe an adjective which describes emotions. forms of the adjectives provided.
• Complete a simple sentence containing an adjective ending • A broader understanding on adjectives ending in-ed and –
in –ed or -ing. ing.
• Distinguish the difference between an adjective ending in –
ed and an adjective ending in –ing.
Example sentence: She is very tired because she stayed up late.
1 i-to-i LOVE TEFL Lesson Plan
,Anticipated difficulties: Suggested solutions:
1. Students may not get on with each other. 1. Team building activities will be done to encourage students
to work together.
2. Students may not be able to follow the instructions on an
exercise or during an activity. 2. Instructions will be given in a clear and concise manner. I
will also model an activity before asking a student to do it.
3. Students speaking their L1 in class rather than English.
3. Encourage students to speak English whenever possible.
Create a rule that the student has to ask permission to
speak in their L1, if it is really necessary.
Target language analysis:
1. What is the use or function of this Adjectives ending in –ed are used to describe emotions or feelings and cannot be used to
language? (include a timeline if describe an object or situation. Adjectives that end in –ing are used to describe the
appropriate)
characteristics of a person, thing or situation.
2. In which context are you introducing I will set the context by eliciting emotions to my students as they walk into the classroom.
the language? E.g., “Good afternoon class, I’m so excited to start this lesson with you all! it's going to be
a really exciting lesson.”. I will make sure the adjectives are dragged out as I say it and I
will also evoke an excited face.
2 i-to-i LOVE TEFL Lesson Plan
, 3. Which concept checking questions will “She is worried that her puppy might get hurt”
you ask to ensure students understand 1. Is her puppy hurt? (No)
the meaning?
2. Does she care that her puppy might get hurt? (Yes)
3. Is she happy that her puppy might get hurt? (No, she is worried)
4. Who is worried that the puppy might get hurt? (She is worried)
4. What is the form of the target 1. The comparative form (When two things are being compared)
language? (include positive, negative • Add the word ‘more’ before the adjective.
and question forms if appropriate)
2. Superlatives (Who has the most of)
• Add the word ‘most’ before the adjective
3. Positive form (No differences)
• Use the word as before and after the positive form of the adjective.
5. How will your students work out the I will give the students an exercise containing images of different people evoking different
rules for the structure? emotions. The students will need to determine if the person in the image is evoking an
immediate emotion towards something or if the person is implying a certain emotion
towards something. By doing it this way, the students will be able to determine when to
use the correct form of the adjective.
6. What will you teach about the • T will focus on not mixing adjectives ending –ed and –ing with verbs.
pronunciation of the structure? • T will be mindful regarding the learners L1 as they may not be able to pronounce
certain words that are not in their L1.
• Certain vowel sounds and consonants will be exaggerated on as they do not exist
in the students' L1.
3 i-to-i LOVE TEFL Lesson Plan
