PPP Lesson Plan Example Project Topic: Participial adjectives. Time: 60 mins

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Myles Lester
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1 PPP Lesson Plan Example Project Topic: Participial adjectives Time: 60 mins Objectives: Students will be able to identify participial adjectives in a paragraph and differentiate them from verbal uses. Students will also be able to use participial adjectives correctly in both the past and present forms in a dialogue. Time Activity Description Notes/Materials 5 mins Warm-up: Greet students and briefly discuss current events. Collect any homework assigned in the previous lesson. Pass around the attendance sheet 15 mins Presentation: Introduce the topic by asking Ss to identify the parts of speech of an example sentence. Use Prezi to show the lecture about participial adjectives. Elicit examples from students and write them on the board during the lecture as needed. 15 mins 7.5 mins Practice: Practice identifying adjectives vs. verbs in a sample story. Pass out a paper copy to Ss and have them work in pairs to identify and highlight (in different colors) adjectives and verbs. Count the number of participial adjectives (past and present) and discuss any that students are not familiar with. Example sentence: Jane felt excited about the thrilling opportunity she had to go on a safari. Materials: Prezi, white board markers Materials: Sample story (attached), highlighters *Note: Some words are ambiguous and may be considered either an adjective or a verb. Discuss this with students and allow for both V/Adj to be considered correct for these. (Example for discussion: The house is haunted (by a ghost)). 7.5 mins Have Ss individually complete a fill in the blank worksheet deciding between the present and past participial adjectives in context. Go over answers once all SS have finished. Materials: Worksheet (attached) 20 mins Production:

2 Role playing/story writing game Ss should be placed in groups of up to 6 people. Each group will need word cards, 1 die, an instruction sheet, and a piece of paper to write their story on. Hand out materials and go over the directions as a class. To play, Ss should choose a character (to save time, assign characters if Ss cannot decide themselves). Ss should choose a word card, roll the die, and depending on what they roll, use the word as a verb (1 or 2), present participial adjective (3 or 4), or past participial adjective (5 or 6) to describe what their character either says or does. They should then write down the sentence. Everyone should take at least two turns to create a dialogue. After the conversation/story is completed, have the Ss make an audio recording of their group acting out the dialogue, which should then be sent to the teacher/uploaded to the class website. 5 mins Review/wrap up: Ask if there are any questions about the day s topic and discuss any vocabulary that students found difficult. Materials: 1 die per group, one deck of cards with verbs that can be used as adjectives per group, 1 instruction sheet per group (attached), 1 cell phone capable of recording audio *Note: to make this simpler T should write the rules for deciding which form to use the word up on the board so that Ss can see it clearly *If Ss do not finish in the allotted time, have them record the dialogue as homework and then upload it Homework: Ss should access their audio file from the class website at home, listen to it, and make note of their production (pronunciation and language accuracy).

3 Context: High intermediate to low advanced college students in an English program at a Turkish university. There are 30 freshman students in the class. The classroom is equipped with a smart board that has internet access. The class also has a course management website (Edmodo) where students can upload materials. Materials required: Prezi about participial adjectives (information adapted from Keys to Teaching Grammar to English Language Learners by Keith Folse and The Grammer Book by Marianne Celce-Murcia and Diane Larsen-Freeman) Worksheets: sample story (created by teacher), gap fill (from and instruction sheet (created by teacher) Dice Word cards (adapted from a list of adjectives from Perfect English Grammar) White board markers Highlighters At least one cell phone per group with audio recording capability Class website Computer + projector OR smartboard Internet access Why did you choose these activities? Prezi is interesting/engaging for Ss because the motion of the slides attracts students attention and draws their eye to the information. It is also easily accessible online or it can be downloaded if there is no internet access. We decided to use Prezi over PowerPoint because it is more appealing to the students, partially because it is interesting to look at, and also because it is new and therefore novel to them. The worksheets (story and gap fill) give Ss a chance to identify parts of speech and see the words in context. (*Note, Ss may be able to complete these without actually understanding the content. If time allows, the teacher may want to also discuss the content to draw Ss attention to the meaning). We created our own story so that we could tailor it to our context (many sources online were too simple). We chose to use a fill in the blank worksheet from Perfect Grammar because it seemed to be at an appropriate level for our context and it included several adjective pairs that we are aware are difficult for Turkish students. The role play/story writing activity gives Ss the chance to be creative and produce new sentences that they have never produced before. The role play provides some context for the speech so that they are not producing random sentences that are not connected because of the scenario provided, all of the content must make sense, which requires the Ss to focus on the meaning of the adjectives/verbs as well as the grammatical form. Having Ss record audio of their dialogue and review it later serves several purposes. First, having a permanent record of their work provides motivation to produce good work. Second, reviewing the audio allows them to listen to and take note of their own errors in production, which is an important step in improvement. This gives them an opportunity to review both the content but also their pronunciation outside of the classroom. We thought that only recording audio would make the students more comfortable than recording a video, since not everyone likes to be in front of the camera. The audio recording is less stressful and it is also easier to upload because the file won t be so big.

4 Example Story The magician amazed the audience with his wonderful tricks. The show was very exciting. However, Leo was bored with the show, so he amused himself by poking his big sister, Sally. Sally was not amused by this. In fact, she found it aggravating. Tired of her brother s antics, Sally volunteered to be a part of a magic trick. Suddenly interested, Leo decided to pay attention. Up on stage, the giant box for the trick unnerved Sally, but she tried very hard not to look scared. The magician asked Sally to get into the enchanted box. After she climbed inside, he closed the lid behind her, spun the box around three times on the stage, and mystified the audience when he opened it and Sally was gone. In the audience, Leo was baffled and then a little frightened because his sister had vanished. Her absence for the rest of the act worried him. Happily, at the end of the act, the curtain fell, and a very pleased Sally met Leo and their parents at the door of the theater. Thrilled to have been a part of the show, Sally refused to reveal what had really happened after the box had been closed.

-ED and ING Adjectives Exercise 2 Choose the correct adjective: 1. I am so (relaxing / relaxed) I don t want to move. 2. I find horror films really (frightening / frightened) and not at all fun to watch.

5 -ED and ING Adjectives Exercise 2 Choose the correct adjective: 1. I am so (relaxing / relaxed) I don t want to move. 2. I find horror films really (frightening / frightened) and not at all fun to watch. 3. Sometimes I get really (frustrating / frustrated) when I can t express myself well in English. 4. We were stopped by a man with a knife who took our money. It was (terrifying / terrified). 5. The programme was really (interesting / interested). 6. She was (overwhelming / overwhelmed) when everyone cheered and we gave her presents. 7. If I feel stressed, I find taking a bath is often (relaxing / relaxed). 8. I am really (tiring / tired); I think I ll go to bed. 9. He s very (interesting / interested) in history. 10. The trip was (overwhelming / overwhelmed), with so many things to do and it was all so new. 11. She is never (satisfying / satisfied) with her work. 12. Cleaning is so (tiring / tired)! I think I ll have a rest! 13. She thought the ride on the rollercoaster was (thrilled / thrilling). 14. I was really (surprising / surprised) when I saw you. I had thought you were on holiday. 15. My grandmother was (shocking / shocked) by the man s bad language. 16. My niece is (terrifying / terrified) of dogs. 17. Thank you so much for the prize! I m (thrilled / thrilling)! 18. My job is very (satisfying / satisfied), I love helping people. 19. The news was so (shocking / shocked) that she burst into tears. 20. My exam results were great! It s really (surprising / surprised) but good, of course May be freely copied for personal or classroom use.

6 Answers: 1. I am so relaxed I don t want to move. 2. I find horror films really frightening and not at all fun to watch. 3. Sometimes I get really frustrated when I can t express myself well in English. 4. We were stopped by a man with a knife who took our money. It was terrifying. 5. The programme was really interesting. 6. She was overwhelmed when everyone cheered and we gave her presents. 7. If I feel stressed, I find taking a bath is often relaxing. 8. I am really tired; I think I ll go to bed. 9. He s very interested in history. 10. The trip was overwhelming, with so many things to do and it was all so new. 11. She is never satisfied with her work. 12. Cleaning is so tiring! I think I ll have a rest! 13. She thought the ride on the rollercoaster was thrilling. 14. I was really surprised when I saw you. I had thought you were on holiday. 15. My grandmother was shocked by the man s bad language. 16. My niece is terrified of dogs. 17. Thank you so much for the prize! I m thrilled! 18. My job is very satisfying, I love helping people. 19. The news was so shocking that she burst into tears. 20. My exam results were great! It s really surprising but good, of course! May be freely copied for personal or classroom use.

7 An Unusual Evening Directions: This is a role playing/story writing game. Choose a character from the list. This will be your persona for the game. One person will be the designated writer for the group (he or she can still play or can choose just to write what the others say). To play, each person will take turns drawing a Word Card and rolling the die. Depending on what you roll, you will use the word as a verb (rolling a 1 or 2), a present participle adjective (3 or 4), or a past participle adjective (5 or 6). You should speak as your character and/or describe what is happening. The writer will record what each person says, so that by the end of the game you will have a dialogue. Try to create a coherent story or scene! It is the job of everyone on the team to decide if the word is being used correctly. Make sure to listen for mistakes! Once you have finished, use a cell phone to make an audio recording of your group acting out the dialogue and then upload this to the class website. Characters: Scarlett Rose She is a young actress trying to make it big in Hollywood. She cares more about her hair and lipstick than the average human being, but she will play nice to get ahead (and to get her name out there). Chuck Perry He is a failing writer who wrote one bestseller years ago, but has been having a hard time writing anything since, although that might have something to do with his drinking problem. Robert West He works in advertising and gets paid to have good ideas. Unfortunately for everyone around him, this means he thinks that all of his ideas are great ideas. Kathryn Snow She is a successful reporter for the local news station and she is always looking for a juicy story. Margaret Stein She is the wife of a local millionaire and is well known as a philanthropist who is always holding fancy parties to raise money for charities. However, it is possible that all her niceties might be hiding a darker side. George Humphrys He is a private detective, but not a very good one. Benedict James The butler of the mysterious mansion. Scenario: Everyone has been invited to a dinner party by an anonymous host. The party is being held in a mansion halfway up a mountain, several miles outside of town. It is about 7 o clock in the evening, the sun has set, and what looks like an unpleasant storm is blowing in. The game begins as the guests arrive at the house and are greeted by the butler, Benedict James. None of the guests seem to know each other, or why they have been invited to the house, but they all have a lot of questions

Descriptive adjectives: - ed vs -ing. LEVEL NUMBER LANGUAGE Intermediate B1_2055G_EN English

Descriptive adjectives: - ed vs -ing GRAMMAR LEVEL NUMBER LANGUAGE Intermediate B1_2055G_EN English Goals Learn the difference between descriptive adjectives: -ed vs -ing Learn how and when to use them