Carina Middlebrooks Carina Middlebrooks

TP 3 mirror Images
Upper Intermediate B2 level

Description

in this lesson STS will learn about particle clauses in the context of body dysmorphia. The lesson will start with a gap fill activity to idenifty the TL that will be used for the session. Using an example sentence on WB, I will elicit answers from STS on the previous days lesson on relative clauses. I will then run through participle clauses highlighting the differences between -ing and -ed form. In a controlled practice, STS will then complete sentences using the correct participle clause. Followed by a further controlled practice where STS re-write the phrases using participle clause. STS will then complete a semi controlled practice and answer questions from the previous activity and compare and discuss with a partner. The lesson will end with a freer practice speaking activity where STS discuss a before and after images of a person who has had a makeover.

Materials

Abc EX 1, participle selection
Abc Ex 3, group discussion activity
Abc Ex 2, re-write phrases
Abc ex 4 freer practice
Dslw5y1nsuk7iqlyirb0 screen shot 2016 08 15 at 18.41.27 Image 1 - pre makeover
Vzwxozmspe3vflikzwsj screen shot 2016 08 15 at 18.41.27 Image 2 after makeover
Abc Guided discovery

Main Aims

  • To provide clarification of participle clauses and practice using -ing and -ed to form sentences in the context of body dysmorphia

Subsidiary Aims

  • To provide speaking practice for accuracy using -ing and -ed sentences

Procedure

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

PW - ask STS to turn over their texts from previous lesson STS to answer T/F questions from the previous text without looking in pairs, STS then check the text and self correct 1. true 2. not true

Focus on language (10-12 minutes) • To gauge students' prior knowledge of the target language through guided discovery

PW - using guided discovery sheet, STS answer Q to statement 1-2 T elicits from STS and notes answers on WB answer: difference 1. who 2. suffering - elicit the pronoun from STS on WB answer: Is the meaning the same in both sentences? yes PW - STS then discuss the differences in the sentence. Teacher elects answers and writes on WB Answer: 1. Active verb 2. passive verb. T introduces TL - participle clauses STS to complete gap fill sentences 1-4 using form on sheet STS to check answers in pairs T to put answers on WB 1. wearing (active) 2. called (passive) 3. earning (active) 4. made (passive)

Controlled practice (optional) (5-7 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Ex1 PW STS circle participle clauses to complete sentences 1-6 in pairs T to give instructions and practice Q1 on WB with STS T to put answers on WB answers: 1, associated 2. driving. 3. suffering 4. seen 5 thinking 6 asking

Controlled practice (8-10 minutes) • Check students' use of the target language again and compare with the first test

Ex 2 STS re-write phrases 1-6 in italics using participle clauses check answers in pairs T puts answers on WB 1. featuring top models on their cover pages 2. always dressed in designer clothes 3. starring skinny young blondes 4. dropped for putting weight on 5. chosen for their looks and not their talent 6. selling images of youth and happiness

Semi-controlled practice (5-7 minutes) • Check students' use of the target language again and compare with the first test

Ex 3 group work STS to look back at exercise 2 and think about specific examples for each sentence in a group STS then discuss in groups

Freer practice (10-12 minutes) • To provide students with free practice of the target language

Speaking ex 1 and 2 - group work image and Q's 1 on WB - STS discuss Q's in groups What do you think he will want change? image 2 and Q 2 on WB - STS compare photos and discuss the changes and answer below; Discuss changes he has made. Are they an improvement? why or why not? Lesson ends with T asking below; does anyone think that the makeover is an improvement?

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