Ali Farzadian Ali Farzadian

Grammar, Participle clauses
upper-intermediate level


In this lesson students learn about relative participle clauses as an economic way of giving information about nouns through guided discovery based on a text about imagined ugly syndrome. The lesson starts with a review focused on some marker sentences. This is followed by 3 controlled practices. Finally, there is a freer practice in which students first read about a Turkish celebrity and then go to their friends to give information and ask the name of the celebrity, Also listen and find the name other celebrities.


Main Aims

  • To provide clarification and practice of participle clauses in the context of celebrities

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of celebrities


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

Pair work: tell your friends: What interesting things did you learn from the text? Do you know anyone suffering from this syndrome? If yes, why do you think they are suffering from this syndrome?

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

put 2 incomplete sentences from the text on the board; pair work: Answer from memory please. 1) This syndrome causes people normally --------------of as being extremely attractive to look in the mirror and see faults in their faces and figures that no one else can see.(thought) 2) People---------------from the syndrome become obsessed with these imaginary physical defects.(suffering) Now look at the text and check your answers. Look at the text and check answers. Answers are put on the board.

Highlighting (4-6 minutes) • To draw students' attention to the target language

Teacher: Highlight principle clauses in marker sentences on the board. Students: What is the usage of these clauses? (give information) Students(PW): Can you find 2 more examples of these clauses in the text? Teacher: Monitor and ask two students to write 2 more clauses on the board. Teacher: Highlight participle clauses in new sentences.

Clarification (15-17 minutes) • To clarify the meaning, form and pronunciation of the target language

Do you remember relative clauses with who, which, that... Teacher: Change one participle clause into a relative clause as an example. Students: (PW) Do the same to 3 other sentences on the board. early finishers put answers on the board. Teacher: Feedback correct possible mistakes. CCQs clarifying meaning: 1) Is the meaning the same in both sentences?(yes)which clause is shorter and more economic to use? (the first, participle clause) 3) Can we use both forms to give information about a noun? (yes) Clarifying form:(HO given out) Now look at the relative clauses on the board and answer the questions individually. PW: check answers. Feedback: The complete rule on the board, students fill in the blanks. Repeat example sentences to practice pronunciation and pauses.

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

HO: Rewrite the sentences. Pair check. Students put answers on the board. feedback.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Pair work, change pairs because pairs and maybe 1 group of 3 students must be from different genders to have different opinions to talk about. Question: Which magazines/ celebrities/ TV stars/ pop idols have the most powerful influence on our lives and ideas of beauty these days? Teacher: Monitor and prepare for the feedback both on task and language.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Give information cards to students. Mingle activity- first students with the same cards are near each other then they find another student with a different card to make a pair. Cards are printed on different colored papers. 1) Don't show your card to your friend 2) Read the information in 1 minute. 3) Give information from the card or other extra information about the celebrity to your friend. Try not to look at your card. and your friend listens and guesses the celebrity. Then 4) the other student does the same. ICQs: * Do you show your card to your friend? (No) * Do you say the name of the celebrity? (No) * Do you read the information your friend or say your own sentences? (say our own sentences) Then, Teacher: put this question on the board for early finishers to have further conversations. "How do you like these celebrities? Do these celebrities have a powerful influence on your life and your ideas of beauty?"

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