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Copy of TP8: -ing & -ed Adjectives
Intermediate, B1 level


In this lesson, we will focus on -ing and -ed adjectives in the context of reading books. The Ss will read a short exposure text containing the adjectives and try to choose the correct ones. After quick FB the Ss will be lead into a guided discovery followed by controlled and freee practice.


Abc exposure text
Abc photos books
Abc HO Ex.1 & 2
Abc Guided Discovery HO
Abc HO lead-in
Abc exposure text
Abc exposure text

Main Aims

  • To provide clarification and practice of -ing & -ed adjectives in the context of reading books

Subsidiary Aims

  • To provide clarification and practice of -ing and -ed adjectives in the context of books
  • To provide scan reading practice using a text about book choices in the context of books


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

The T begins with showing a few photos of books and will elicit some adjectives how a book can be described.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

The Ss will be given a the exposure text about five people that were asked how they choose a book usually. They were all asked the same question. > work alone first > read the text and you will see two different kind of adjectives; -ing / -ed - decide which one do you think is correct and underline it > T writes marker sentences on WB > peer-check > audio check > 2.37

Highlighting (2-4 minutes) • To draw students' attention to the target language

6 adj > clarify them before the GDiscovery T highlights the 2 sentences on WB and tells Ss that the will now find out themselves what the difference is

Clarification (12-14 minutes) • To clarify the meaning, form and pronunciation of the target language

Ss will first do the meaning part: > you will receive a HO > look at the two sentences & illustrations that will help you to understand, then fanswer the questions below > work in pairs > hand out the HO > monitor carefully!! > write down possible things to adress > FB: pair-nomination; display on screen and circle the answers > possibly draw the illustration again on WB ro make it clear > summarize quickly > correct > let the do the 2nd and 3rd part in pairs (or G of three in case it seems really difficult for them) > FB: display on screen and circle the answers on WB > drill the two sentences in WC

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

The Ss will be given a HO do a gap-fill exercise and a matching exercise to practise the adjectives. > you will be given a HO > display on screen > read the text and fill in the correct adjective, one possible only; Are there two possible? No. under the pictures what do you write? an adjective that matches the picture > you work alone > peer-check > FB: nominate pairs and write the correct solutions into the text displayed > HOT ERROR CORRECTION on during FB > pronunciation, stress

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

Ss will do semi-controlled practice with won books the read. > think of books that you read pretty recently or you are reading now at home > write key words (adl) down how you would describe your books > when you're done, talk to your partner and tell him how you like them and why > you can do it on your HO, ex 2

Free Practice (5-7 minutes) • To provide students with free practice of the target language

> build Groups of three Ss will get around the room in groups of three and do thegallery around the room > go to a picture and tell each other what kind of book it might be and tell each other how you would describe, is it...or I am... > might do 2-4 rounds, depending on time > summary and error correction to round up

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