Fatin Alraei Fatin Alraei

Lexical grammar: -ed/-ing adjectives
Intermediate B1 level


In this lesson, Ss will learn how to differentiate between using -ed/-ing adjectives in the context of expressing feeling as a reaction for certain situations. The lesson would start with a surprising scene (real-life scenario) to get them all engaged, followed by a guided discovery based on showing different pictures that represent a certain state of feeling to different pairs. After that, they would have a controlled practice through gap-fill HO, and finally, a free practice to ask each other about personal feeling in several real-life situations.


Abc Gap-fill handout, face to face student's book, projector

Main Aims

  • To provide clarification in the way we use -ed/-ing adjectives to express feeling in the context of speaking about personal experiences

Subsidiary Aims

  • To provide review of adjectives expressing feeling in the context of SPEAKING about personal real-life situations


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will arrange the class in a way that they set in two teams; one on the right and one on the left. In a minute, a friend of mine will enter the class holding in his hands a gift box and a bunch of flowers to present them to me. I would show how surprised I am, and then start throwing the ball to some Ss to describe "How do I feel?".

Exposure (8-10 minutes) • To provide context for the target language through pictures that represent different real-life situations

Ss will be given colored cards; red with the label: person, yellow with the label: situation. The ones who got the red ones will sit on the right side of the class as one team while the ones who got the yellow card will be on the left. The T gives Ss flash cards, and asks them to discuss 2 things in pairs: The person's feeling (red card) The situation (yellow card) The teacher would concept-check the word "situation" before the Ss start with the exercise? Does the situation mean what is happening? Yes Is it the reason of how we feel? Yes The Ss are given 2 minutes to discuss the pictures. After that, the teacher would ask one of the red card team to go to the yellow team and vice versa to discuss together what they think of the pictures in 2 minutes. The teacher asks Ss to turn the page to the other side where they have MCQs to answer in pairs in a minute. The teacher nominates some Ss for a W/C feedback.

Highlighting (2-3 minutes) • To draw students' attention to the target language

The teacher would answer with the student Ex. a on page 36, and highlight the difference between the 2 sentences through eliciting from them using the picture to assist understanding.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher would set students in groups to work on a matching exercise that helps them to review the meaning of the necessary vocabulary to be used later on in Ex. b and d. The students are given a HO to finish in 3 minutes. They swap their paper with another group for peer-checking. The Ss are given an answer key to check their answers. The teacher clarifies any confusion if arises relating to different scenarios or other Ss to elicit examples. The teacher drills the words to confirm that the Ss got the right pronunciation.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Individually, the Ss answer Ex. B. The teacher sets 2 minutes for them to do so. They peer-check with a partner for 2 miuntes. The teacher shows the answers on the projector and offers them time for checking.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

The teacher asks Ss to choose 3 questions from Ex. b in 30 seconds. The students mingle around the class to ask and answer. Each student should at least ask 3 different students. The teacher encourages adding further questions to practice the TL. The teacher nominates 2, 3 students for FB.

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