mariam hadi mariam hadi

Intermediate level


In this lesson, students learn about adjectives ending in -ed/-ing through language clarification based on listening to and reading a text about media. The lesson starts with a discussion about provided statements on media. This is followed by a listening task where they listen and match the opinions of speakers to the statements. Then they read the tapescript and underline the forms of -ed/ing adjectives used by the speakers. After that the adjectives' MPF will be clarified via eliciting, CCQs, conducting drills and explaining form. Finally, there is controlled practice through circling the right adjective form and free practice via a group activity where students discuss what topics are in the news and how they feel about them.


Abc Hand-outs
Abc Pictures of different news items
Abc Answer keys
Abc Whiteboard
Abc Projector
Abc New Cutting Edge Intermediate Audio CD3
Abc New Cutting Edge Intermediate Student's Book pp 61, 166

Main Aims

  • To provide clarification of -ed/ing adjectives in the context of news and media.

Subsidiary Aims

  • To provide clarification and review of dependent prepositions with -ed/ing adjectives in the context of news and media.


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

Write aim on the board (-ed/ing adjectives) and show 1st slide of projector Agree or Disagree? Show on the projector statements about media from Ex. 1 SS discuss the statements in pairs and say which one they agree or disagree with.

Exposure - Listening Task (3-5 minutes) • To provide context for the target language through a text-based presentation.

Give SS copy of p.61 of NCE Intermediate. Play recording TP6.2. SS listen and match the opinions of speakers to the statements. O/C feedback on the answers.

Highlighting, Presenting Vocabulary in TL (2-5 minutes) • To draw students' attention to the -ed/-ing adjectives.

Ss look at the adjectives. Draw Ss attention to how the same adjs have two different forms: sometimes ending in -ed and sometimes in -ing. Give SS handouts of tapescript. Ss find which adjective form did speakers use. Ss compare answers in pairs. Show answer key on the projector.

Clarification (8-15 minutes) • To clarify the main rule about -ed/ing adj, then the meaning, form and pronunciation of each adjective.

Ask who feels (adj)? What is (adj)? based on the text, group -ed/ing adjs accordingly on the board. Show definitions of -ed/ing adjectives on the projector. Elicit meanings for each adjective and explain by using examples, gestures, miming, antonyms and definition and ask CCQs to ensure full comprehension. Does .. make you excited? When do you feel..? What makes you..? Explain form of these adjectives and their suitable dependant prepositions that follows. Drill adjectives by backchaining sentences such as I am bored by this boring lesson. Show syllables and stress on the board and phonetic transcription of some problematic words.

Controlled Practice (4-5 minutes) • To concept check ss understanding and prepare them for free-practicing the adjs.

Ask Ss to choose the right adj in Practice, Ex1. Ss compare answers. Show answer key on the projector.

Semi-Controlled Practice (3-4 minutes) • To concept check further and prompt students to use different adjs.

Show question and different adjs on the projector and explain the task. Give slips of paper to students and assign pairs. Ss discuss in pairs how they would feel in case of a certain situation by using the adjs. O/C feedback about most interesting reactions.

Free Practice /Error Correction (4-5 minutes) • To provide students with free practice of -ed/ing adjectives.

Change grouping of students. Ask students to describe today's news, and how do they feel about it? For Ex. when they watch TV, listen to the radio or check Facebook. Ss in groups discuss in groups. Write errors on the board for correction. Wrap up the lesson.

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