ING and ED Adjectives

Overview

This 45-minute lesson is designed for an elementary International Baccalaureate (IB) student learning English as a foreign language (EFL). It is tailored to the IB Primary Years Programme (PYP) framework, specifically targeting language acquisition through recognising and using adjectives ending in -ing and -ed to describe feelings and characteristics, supporting the IB Learner Profile attributes of Communicator and Thinker.

Learning Objectives

By the end of this lesson, the student will be able to:

Distinguish between -ing and -ed adjectives and understand their different uses (e.g., "boring" describes a thing, "bored" describes a person)
Apply -ing and -ed adjectives correctly in speaking and writing
Reflect on their own feelings using appropriate adjectives, connecting language learning to self-awareness (IB PYP ATLs: Self-management and Communication skills)

IB Curriculum Connections

Language Scope and Sequence (Language Strands):
- Learners develop skills in communicating ideas, feelings, and experiences through descriptive language.
- Understanding grammar and sentence structure in context.
PYP Transdisciplinary Theme:
- Who We Are – exploring feelings and self-expression.
Approaches to Learning (ATL):
- Communication: Expressing ideas clearly orally and in writing.
- Social: Listening and responding appropriately.
- Self-management: Using language to reflect on emotions.

Materials Needed

Whiteboard and coloured markers
Flashcards with -ing and -ed adjectives and corresponding images
Worksheets with gap-fill and matching exercises
Emotion cards (illustrated faces showing feelings)
A short story or a simple text with -ing / -ed adjectives
Notebook or digital device for recording answers

Lesson Structure

1. Engage & Connect (5 minutes)

Begin by showing two pictures: one person looking bored and one activity that is boring.
Ask the student: "Why do we say 'bored' for the person and 'boring' for the activity?"
Elicit ideas about feelings vs. things that cause feelings.
Link to IB Learner Profile: "Today, you will be a Thinker and a Communicator by understanding these new adjectives."

2. Explore & Explain (10 minutes)

Present a clear explanation:
- -ing adjectives describe things or experiences that cause feelings.
- -ed adjectives describe people’s feelings.
Provide examples on the board:
- The movie is exciting. (thing)
- I am excited. (feeling)
Use colour coding: blue for -ing, green for -ed.
Show flashcards with other pairs (e.g., tired/tiring, interesting/interested, confused/confusing).
Check comprehension with quick oral questions: "Is the story interesting or interested?"

3. Apply & Practice (15 minutes)

Activity 1: Matching Game
- Student matches flashcards of -ing adjectives with appropriate -ed adjectives and corresponding images.
Activity 2: Fill-in-the-Blanks
- Worksheet sentences missing -ing or -ed adjectives. Example:
  - "This game is ___ (exciting/excited)."
  - "She feels ___ (tiring/tired) after running."
Encourage the student to say full sentences aloud, focusing on pronunciation and grammar.

4. Create & Reflect (10 minutes)

Invite the student to think about something that makes them feel a certain way.
Prompt: "Tell me about something that makes you feel happy, tired, bored, excited..."
Support the student to create 3-4 simple sentences using -ing and -ed adjectives, for example:
- "The puzzle is confusing."
- "I am confused."
Record these sentences together in the notebook or digital device.
Reflect on the activity: "How did knowing these adjectives help you explain your feelings and thoughts?"

5. Review & Assess (5 minutes)

Quick oral quiz: Show pictures and ask the student to describe using -ing or -ed adjectives.
Ask the student to correct any intentional mistakes you make, e.g., "I am exciting," and see if they can identify and correct it to "I am excited."
Provide positive feedback based on effort and progress.

Assessment

Observational assessment during matching and fill-in-the-blank activities to check understanding.
Oral responses to picture prompts to monitor practical application.
Written sentences from the create & reflect section as formative assessment of grammar usage.
Reflect on student’s ability to self-correct, indicating metacognitive progress in IB ATL.

Differentiation & Extension

For additional support, use more visuals and simplified sentences.
To challenge the student, introduce compound sentences using because to explain feelings: "I am bored because the movie is boring."
Connect with other language skills: write a short diary entry using -ing and -ed adjectives.

Reflection for Teacher

After the lesson, reflect on:

Did the student grasp the difference between -ing and -ed adjectives?
How well did the student connect language use to personal expression?
What strategies worked best to engage and clarify?
How can this lesson be adapted for continued language development in IB contexts?

This lesson plan combines explicit grammar instruction with personal, real-world application aligned with the IB philosophy of learner-centred, inquiry-based education. It encourages the student to become a confident communicator who can express inner states clearly, meeting both language and interdisciplinary learning goals.