Souhayel Weslety Souhayel Weslety

Adj -ed/-ing
Intermediate level


In this lesson, students will learn the difference between adjectives ending in -ed and -ing and use them confidently in relevant topics.


Abc Word file of the rule
Abc Sound file from Cutting Edge Intermediate SB, Cunnigham and Moor, CUP (p.61)
Abc White board
Abc Word file of possible news
Abc Word file of the listening statements
Abc Pictures of 2 news men
Abc A right form exercise
Abc List of positive and negative verbs
Abc Mini flashcards

Main Aims

  • To provide clarification of adjectives ending in -ing/-ed in the context of media

Subsidiary Aims

  • To provide fluency speaking practice


Lead in (4-5 minutes) • Set the context for the lesson

Show the ss pictures of two news men and ask questions about news they could be reading in order to generate interest in the theme of media and elicit some vocabulary. 'Who is she?' 'What news she might read?' 'What news he might read?'

Listening task (8-10 minutes) • language discovery activity

Ss listen to a text and match the statements displayed with who said each one. Ss check their answers in pairs and are provided with the answer key afterwards.

Language clarification (3-4 minutes) • Clarify the difference between the use of adjectives ending in -ed/-ing

Ss are asked to discuss in groups the difference between using ed/ing adjectives. The use of each is then elicited from them. Ss write down the difference as shown either on the whiteboard or WSB.

Controlled practice (6-8 minutes) • Ensure that ss can accurately form adjectives ending in -ed/-ing with confident understanding of the difference.

Ss are explained the instructions and handed out a personalised productive task where they are asked to form adjectives of the words provided. Ss check their answers in pairs and teacher feedback is provided.

Freer practice (12-15 minutes) • Allow ss to practice fluency speaking and using adjectives ending with -ed/-ing

This speaking activity will be in the form of a 'Tell us about' game. T first performs a demo and then ss are handed mini flashcards on which written topics they need to build on and elaborate. when possible, ss will be prompted and asked questions to get them to talk more. After a few rounds, ss choose the cards themselves and reminded to use adjectives ending in -ed/-ing from a list of verbs displayed for all. Meanwhile, T takes notes of any language that needs to be mentioned when giving content feedback.

Content/Language feedback (2-3 minutes) • Help ss recognise their mistakes and correct them.

T writes on the board examples of mistakes and gets ss to suggest ways of improving them, and also examples of language worth praising.

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