To break the ice and warm up my class, I will tell them a personal story (using ED ING adjectives -- I will ask Ss the following question: "How much TV do you watch every day?", and elicit the average time they spend watching TV. Next, I will ask them the following--- When was the last time you felt really disappointed? terrified? bored?

Give Ss a gist reading ++ Students will be sent in pairs to breakout rooms and will be given 2 minutes to quickly read the text and find out the answers. Once back to the main session I will elicit their answers and we will confirm in which parts of the text they could find the Ed or ING adjectives! Ss will also make a gap-fill exercise ..Ss will work in pairs and check their answers They will all work using FORMS

HIGHLIGHTING AND MEANING CLARIFICATION ** I will show students the following sentence from the text: We Use Adjectives Ending In ED : When describing how people feel we use those adjectives ending in -ed.**** The boy was interested in reading. – CORRECT? The boy was interesting in reading. – WRONG? We Use Adjectives Ending In ING When referring to a thing or a situation we use the -ing ending.

This is my favorite part. Ss get to understand the concept "Meaning, Form, and pronunciation " I will be elicitng the meaning, form and pronunciation of -ed and -ing adjectives by asking CCQs, first with Y/N questions, Next, I will ask Ss if those words are verbs or adjectives. If they say "verbs" I will ask them if they are sure and elicit examples with those words to help them see that in spite of ending either in -ed or -ing they are all adjectives. PRONUNCIATION: Students will be shown 3 SENTENCES Sally was confused by the confusing street signs in the city. sæli wɒz kənˈfjuːzd baɪ ðə kənˈfjuːzɪŋ striːt saɪnz ɪn ðə ˈsɪti. I am tired right now. My flight was tiring  aɪ æm ˈtaɪəd raɪt naʊ. maɪ flaɪt wɒz ˈtaɪərɪŋ  I am confused now, this article in Japanese is very confusing aɪ æm kənˈfjuːzd naʊ, ðɪs ˈɑːtɪkl ɪn ˌʤæpəˈniːz ɪz ˈvɛri kənˈfjuːzɪŋ I will promote the drilling of each pair chorally (twice) and individually (once, naming one student at a time).

I will rovide controlled practice of the main aim ED ING adjectives Ss will be given a gap-filling activity to work individually through Google Forms (HO2). There will be 6 sentences with gaps to be filled with either -ed or -ing adjectives. Ss will be asked to choose the correct option for each sentence. First, I will give Ss 1 minute to read the sentences and confirm if they understand them (google forms available) SS can do this individually and then check in pairs (via private messages). OCFB

Through a communicative task, Ss will use the language fluently. (using breakout rooms) Ss will work in breakout rooms for 6 minutes for a speaking practice activity in which they will have to discuss 5 open questions. The 5 questions for discussion are: YOU CAN´T UNDERSTAND THE INSTRUCTIONS FOR YOUR NEW PHONE YOU ARE WALKING ALONE IN THE JUNGLE AT NIGHT YOU HEAR SOME VERY BAD NEWS THAT YOU CANT BELIEVE IS TRUE YOU HAVE JUST BROKEN A BOX OF EGGS IN THE SUPERMARKET YOUR BOSS HAS FORGOTTEN TO TELL YOU WHERE THE MEETING IS. I will also send those 5 questions by chat to help students during their discussions in pairs. As we all return to the main session, Ss will share their answers (OCFB). After that, I will give students some language feedback (DEC), based on their discussions in the breakout rooms. Delayed Error Correction (DEC).