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-ed and -ing Adjectives
Pre-intermediate level


In this lesson, ss learn about the -ed and -ing adjectives that describe how people feel and what other things that make us feel. The lesson starts with a warmer which is related to the reading article. The ss guess the answers of the reading comprehension questions, then check their guesses by reading the article. They discuss some questions related to the article as a post-reading activity. Before the grammar part, ss are helped with vocabulary. The teacher shows some pictures to clarify how to use -ed and -ing with the adjectives. The teacher points out the pronunciation rule for -ed and - ing adjectives. For a post-grammar acitivity, they do an info-gap activity and share two interesting things they found about their partners.


Abc Google images
Abc Google images
Abc Read and asnwer
Abc Google images
Abc Info-gap activity

Main Aims

  • To provide clarification and practice of -ed and -ing adjectives

Subsidiary Aims

  • To provide scan reading practice using a text about dangers of TV


Warmer (3-4 minutes) • To activate schemata and engage the ss.

Life without a TV: Students look at two different rooms, one is with a TV and the other one is not. Ask them to tell the differences between the rooms. Once they have realized that there is no TV in one of the rooms, have them think about what they can do without a TV at home? Demonstrate the activity,then have them work in closed pairs to discuss it. Check if they have understood the activity (ICQS) Instruct: “Imagine that there is no TV at your home. What other activities can you do without a TV?” Demonstrate: “Maybe I can read a book or I can do the cleaning.” ICQS: “Are you going to talk about activities you do with television?” “ (YES/NO)

Pre- Reading (4-5 minutes) • To prepare ss for the reading and pre-teach the necessary vocab.

Before the activity check the meaning of “murder”. First, ask “If I murder you, are you alive or dead?”, then express the meaning by acting out. Ask again to check the understanding. (CCQS). After that, distribute the worksheets for the pre-reading and tell them to fold the worksheet as you demonstrate and not to read the article. “ Everyone, fold your paper, please. Don’t read the article!” “Are you going to read the article?” (ICQS) They work in closed pairs and guess the answers to the questions. “Do you know the answers?” (ICQS)

While-Reading (4-5 minutes) • To provide ss with less challenging scanning activity and prepare them for post-reading.

Students read the article and answer the questions with their partners.Check the answers with the class.

Post- Reading (5-7 minutes) • To provide with an opportunity to respond to the text and promote student reflection and critical thinking

The ss are grouped and asked to discuss the questions comparing the situation in the reading article with their own country and lives. Ask them to share interesting answers with the class.

Presentation of the Grammar (5-6 minutes) • To prepare ss for the grammar and pre-teach the necessary vocab.

Before doing exercise 3a, check the meaning of some words by showing pictures and miming. Use CCQS to check for understanding. “Are you worried when your children come home late?” “Are you worried when you have too much homework?” Categorize adjectives that describe the thing, place or person and how people feel.Don’t forget to elicit the –ing forms of the adjectives. Point out the changes in spelling. Ask follow up questins to check the understanding. “Is English interesting?” “Are you interested in football?” “Are you bored now?”

Grammar / Practice #1 (2-4 minutes) • to have ss identify -ed/-ing adjectives in a reading context

Tell them they have 30 seconds to find all the -ed /-ing adjectives in the article. The person with the most answers is the winner. ICQS "Do you have a long time to find the adjectives?"

Pronounciation (3-4 minutes) • To have ss practice the pronounciation of -ed endings

Check how they say –ed giving examples from the simple past regular verbs. Then they do ex 4b in pairs. They listen and check their answers. In order to practice and check their intonation, they also listen to R4.8 and repeat.

Grammar / Practice #2 (5-7 minutes) • to provide with an opportunity to practice the difference between -ed/-ing adjectives

Students do the exercises on their own. Check the answers with the class. Give an info-gap activity to check for understanding and practice the language.

Post-Teaching (2-3 minutes) • to have ss practice the meaning of -ed/-ing adjectives they've learnt

They tell the class two things they found about their partners.

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