Cengiz Tanik Cengiz Tanik

TP 4
Intermediate level


In this lesson students practise writing skills personalising a past experience and adjectives ending in '-ed /-ing' .


Main Aims

  • To enable students to develop their writing skills in the context of their experiences in the past

Subsidiary Aims

  • To enable students to better understand and use the items of adjectives ending in '-ed' and '-ing'


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Show the pictures. Ask ss: 'Do you think these films are boring or amazing?' 'Which film is more amazing?' 'Which film is more boring?' Elicit the answers. w/c FB

Exposure (8-10 minutes) • To enable students to make aware of the adjectives ending with '-ed' and '-ing'.

Tell ss you saw a boring film at the cinema. Write 'boring film' on the board. Ask: 'How did you feel' 'I was bored' and point out the adjectives endings. Say you went to see an amazing film. Write 'amazing film' on the board. Ask: How did you feel: 'I was amazed' and point out the adj. endings. Ask ss: 'Which ending do we use to desribe films?' (-ing) Ask ss: 'Which ending do we use to describe feelings?' (-ed) Practise the meaning and form and refer to the LA page. Ss work in pairs and complete the table in Vocab.&Pron ex1. Tell Ss to look up their dictionaries for the meanings of the adjectives. w/c FB

Useful Language (8-10 minutes) • To clarify the word stress and '-ed' ending of the adjectives they will use in the writing skills activity.

Refer to the LA page. Say 'fascinating' and emphasise the stressed first syllable. Ss listen to the other words in the table and underline the stressed syllable. Check that ss have heard the correct stress. Model and drill chorally and individually.

Productive Task(s) (18-20 minutes) • To give students some freer writing practice for fluency and allow them to personalise

Direct ss attention to the example in ex.3. Ss write four similar sentences about their experiences using the adjectives in ex1. Give ss three min. to write. Ss swap sentences with his/her partner and read their partner's work. Ss pick one event of the partner's sentences to learn more about it. Ss write more about the event the partner's picked what happened (where, when, why, how). Give them five min. to write.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' writing task and the language point

Peer-checking. Ss swap their works and try to correct the errors if there are any. (If time) Delayed error correction on w/b

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