Vocabulary Builder: Feelings and Reactions
Review feeling words before choosing the grammar ending.
ทบทวนคำศัพท์ความรู้สึกก่อนเลือกคำลงท้ายให้ตรงความหมาย
TF03 · A2 Grammar · 30 min
Bored or Boring?
Choose the adjective that shows who feels it—and what causes the feeling.
Why this lesson matters · เหตุผลที่เรียนบทนี้
For learners: Show clearly who has a feeling and what causes it, then use the contrast in a real everyday explanation.
For teachers: The six-stage route starts with meaning, makes the -ed/-ing contrast visible, moves through justified choices and true sentences, repairs a communication error, and ends with independent real use.
สำหรับผู้เรียน: บอกให้ชัดว่าใครมีความรู้สึกและอะไรเป็นสาเหตุ แล้วใช้ความแตกต่างนี้อธิบายเหตุการณ์จริงในชีวิตประจำวัน
สำหรับครู: เส้นทางหกขั้นเริ่มจากความหมาย ทำให้ความต่างของ -ed/-ing เห็นชัด ฝึกเลือกพร้อมเหตุผล สร้างประโยคจริง แก้ความเข้าใจผิด และจบด้วยการใช้ภาษาอย่างอิสระ
Your Goal
Use -ed adjectives for a person’s feeling and -ing adjectives for the person, thing or situation that causes the feeling, then explain one real example accurately.
คำอธิบายภาษาไทย
ใช้คำคุณศัพท์ลงท้าย -ed เพื่อบอกความรู้สึกของคน และ -ing เพื่อบอกคน สิ่งของ หรือสถานการณ์ที่ทำให้เกิดความรู้สึก แล้วนำไปอธิบายเหตุการณ์จริงของตนเองได้อย่างถูกต้อง
Why this lesson matters
“I am boring” and “I am bored” describe very different meanings. This lesson helps you show clearly who has the feeling and what creates it, so your everyday stories sound accurate.
PROGRESS FOCUS What improves today?
MEAN · MeaningIdentify the person who feels something and the cause of that feeling.
FORM · FormChoose the correct -ed or -ing adjective.
USE · Real useExplain a true feeling, its cause and one reaction.
Your 30-minute route
1 · 4 minSee the meaning
2 · 4 minNotice two jobs
3 · 5 minChoose and explain
4 · 5 minBuild true sentences
5 · 5 minRepair a conversation
6 · 7 minExplain a real feeling
Teacher Lesson Plan
Start with meaning, not suffixes. Ask “Who feels it?” and “What causes it?” before naming -ed or -ing.
| Stage | Teacher move | Evidence to collect |
|---|---|---|
| 1 · Meaning | Point to the experiencer and the cause. | Two meaning matches |
| 2 · Notice | Elicit the two questions before giving the rule. | Completed grammar map |
| 3 · Control | Require a reason for every choice. | Five choices + reasons |
| 4 · Personalise | Check that every sentence is true and meaningful. | Three true pairs |
| 5 · Repair | Ask how the mistake changes the meaning. | Corrected dialogue |
| 6 · Perform | Score first attempt, target one change, allow retry. | Independent explanation |
Stage 1 · See the meaning
Before learning a rule, decide who has the feeling and what creates it.
STUDENT TASK
BORED
Mina is bored.
Mina has the feeling. Her face and body show low interest.
Who feels it? → MinaBORING
The presentation is boring.
The presentation creates the feeling. It is the cause.
What causes it? → The presentation- Point to the person who feels something.
- Point to the thing or situation that causes the feeling.
- Complete: “Mina is ___ because the presentation is ___.”
Meaning first: Mina is bored because the presentation is boring.
Your turnUse interested / interesting for the classmate and the creative activity.
Finish evidenceTwo correct meaning pairs: feeling + cause.
Teacher Help · Stage 1
Do not say “people take -ed” yet. First ask who has the feeling. A person can also be boring when that person causes boredom.
Stage 2 · Notice the two grammar jobs
The ending changes the job and meaning of the adjective.
STUDENT TASK
| Meaning question | Grammar job | Examples |
|---|---|---|
| Who feels it? | -ed adjective | bored · interested · excited · confused · tired |
| Who or what causes it? | -ing adjective | boring · interesting · exciting · confusing · tiring |
The short rule
Feeling / experiencer → -ed
Cause / effect → -ing
Ask the meaning question first. Then choose the ending.
- Underline the person with the feeling.
- Circle the cause.
- Explain why the ending changes: “I am excited because the trip is exciting.”
Finish evidenceA completed two-job grammar map and one spoken example.
Teacher Help · Stage 2
Use arrows: cause → feeling. Keep terminology light. If learners ask about form, explain that both words are adjectives here; the ending signals the meaning job.
Stage 3 · Choose and explain
A correct answer is stronger when you can explain the meaning.
STUDENT TASK
Choose the correct adjective. Then answer the meaning question.
| Context | Your choice | Meaning reason |
|---|---|---|
| The instructions have too many steps. | They are confused / confusing. | Who or what causes it? |
| Nok cannot follow the instructions. | She is confused / confusing. | Who feels it? |
| We walked for six hours. | The walk was tired / tiring. | Who or what causes it? |
| I want to know the result now. | I am excited / exciting. | Who feels it? |
| The final match changed in the last minute. | It was excited / exciting. | Who or what causes it? |
Check answers and meaning
1 confusing · the instructions cause confusion
2 confused · Nok has the feeling
3 tiring · the walk causes tiredness
4 excited · I have the feeling
5 exciting · the match creates the feeling
Finish evidenceFive choices with a meaning reason, not only an ending.
Teacher Help · Stage 3
If a learner guesses from the subject alone, cover the options and ask the meaning question. Accept a person with -ing when that person genuinely causes the feeling: “Our guide was entertaining.”
Stage 4 · Build true sentence pairs
Grammar becomes useful when both sentences describe one real situation.
STUDENT TASK
Build one complete idea
Person + be/feel + -ed because cause + be + -ing.
“I felt surprised because the ending was surprising.”
- Choose three pairs: interested/interesting, excited/exciting, confused/confusing, tired/tiring, surprised/surprising.
- Make each pair true for your life.
- Add when or where it happened.
Useful frames“Yesterday, I felt ___ because ___ was ___.”
“I usually find ___ ___, so I feel ___.”
“At first I was ___, but then ___ became ___.”
“I usually find ___ ___, so I feel ___.”
“At first I was ___, but then ___ became ___.”
Model: On Monday, I felt confused because the new booking system was confusing at first.
Finish evidenceThree true sentence pairs with a clear experiencer and cause.
Teacher Help · Stage 4
Check truth and meaning before correcting every small error. Prompt with “Who felt that?” or “What made it that way?” so the learner repairs the form independently.
Stage 5 · Repair a conversation
Notice how the wrong ending changes what the speaker means.
STUDENT TASK
May: How was the workshop?
Ton: I was boring at first because the introduction was bored.
May: Really? Did you make everyone feel bored?
Ton: No! I mean I had the feeling. The introduction caused it.
- Find the two incorrect adjectives.
- Explain the unintended meaning of “I was boring.”
- Rewrite Ton’s sentence correctly.
- Role-play the corrected dialogue, then change boring/bored to another pair.
Check the repair
Correct: “I was bored at first because the introduction was boring.”
Why: Ton has the feeling; the introduction causes it.
Finish evidenceOne corrected dialogue and one new meaning pair.
Teacher Help · Stage 5
Use May’s question to show the communication problem. The aim is not only to correct the suffix but to repair the unintended meaning politely.
Stage 6 · Final Practice: explain a real feeling
Use the grammar independently in a short, meaningful story.
FINAL PRACTICE
Plan → speak → answer → retry
- Choose one real moment when you felt bored, interested, excited, confused, tired or surprised.
- Plan only four notes: when · feeling · cause · reaction.
- Speak for 45–60 seconds. Use at least one -ed and one -ing adjective.
- Your partner asks: “What exactly made it ___?” or “How did you react?”
- Answer with one extra detail. After one feedback target, retry only the weak sentence.
Planning example: Monday meeting · confused · new chart was confusing · asked a colleague to explain it.
Score the first independent performance
MEAN · MeaningThe listener can identify who feels something and what causes it.
FORM · FormThe learner chooses -ed and -ing accurately for the intended meaning.
USE · Real useThe learner gives a true example and answers one follow-up question.
0 · Not yetThe meaning is unclear or the ending repeatedly reverses the intended message.
1 · With supportThe meaning becomes clear after a prompt or correction.
2 · IndependentThe meaning, form and real example are clear without a prompt.
Result: 0–2 Rebuild · 3–4 Developing · 5–6 Pilot mastery evidence.
Finish evidenceFirst explanation + follow-up answer + one focused retry.
Teacher Help · Stage 6
Score the first independent attempt. Give one target such as “name the cause clearly” or “change confusing to confused for the person”. Keep the original score and note whether the retry improves the target.
Grammar you can use
You can now show clearly who has a feeling and what causes it. Use the Dynamic Learning Graph below to continue the TF03 emotion journey.
Return to the Learning LibraryContinue your learning path
A Small Act of Kindness
Notice feelings and causes in a short kindness story.
สังเกตความรู้สึกและสาเหตุผ่านเรื่องสั้นเกี่ยวกับความมีน้ำใจ
A Feeling, Its Cause, and an Empathetic Response
Explain a real feeling, its cause and an empathetic response.
อธิบายความรู้สึกจริง สาเหตุ และตอบอีกฝ่ายอย่างเข้าใจความรู้สึก
Emotion, Evidence, and Response
Combine emotion evidence, interpretation and response at B2.
รวมหลักฐาน การตีความ และการตอบสนองทางอารมณ์ในระดับ B2
