Dalila Miramontes Dalila Miramontes

B1 level


In this lesson, students learn about -ed and -ing ending adjectives through test-teach-test. The lesson starts with a discussion about feelings and what causes those feelings. This will be followed by a task where students fill in the gaps on a few sentences. Then there will be a guidance on how to recognize which verbs-turned-adjectives are used, and why. After that there will be another task where the students will transform sentences. Finally, if there is time there will be a freer task, where students will practice the language while asking each other questions.


Main Aims

  • To provide fluency speaking practice in a conversation using adjectives ending with -ed and -ing

Subsidiary Aims

  • To provide clarification of adjectives in a conversation in the context of feelings or emotions


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

The teacher will greet the students and then ask them the next question: "Today I want to talk about feelings and what causes them. How are you feeling right now? I am still feeling a bit tired, how about you?" T will let a couple of students answer while The T will show the Ss a Google Slide that contains a few images that portray an emotion that a person is feeling. And then T will go ahead and ask "How do you think they all are feeling? And what made them feel like that?"

Test #1 (5-8 minutes) • To gauge students' prior knowledge of the target language

After the lead-in the students will be tested to know what is the knowledge they have about -ed/-ing adjectives. The teacher will hand out a Google Form, where Ss have to fill in the gap according to the correct form of the verb. According to the Ss answers, the T will know what to clarify.

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T will clarify how to use adjectives ending with -ed and -ing with a Jamboard presentation. Showing first an example with the words Bore, Bored and Boring. Then a little explanation will be shown on how to differentiate -ed adjectives from -ing adjectives.

Test #2 (5-8 minutes) • Check students' use of the target language again and compare with the first test

The T will hand out a different test where the Ss have to transform the sentences choosing the correct adjective. It is expected that after what they learned they will be able to come up with a better result than Test #1. FB will be provided after they finish the task.

Free practice (10-13 minutes) • To provide students with free practice of the target language

T will send Ss into breakrooms dividing them in two teams. T will hand out to each team a card with questions to ast each other. Team A will get -ed adjective questions. Team B will get -ing. Each Ss will ask one or two questions (depending on how many students there are and how much time is left). T will ask Ss to keep the answers as short and direct as possible (5 to 10 seconds) so everyone has an opportunity to speak. After 5 minutes, Ss will be asked to come back to the main room to OCFB and discuss the answers given as time allows.

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