Rashell Lisowski Rashell Lisowski

Participle Clauses
Upper-Intermediate Level level

Description

In this lesson, students learn about participle clauses through guided discovery based on a reading text about famous people and Imagined Ugly Syndrome (Body Dysmorphic Disorder). The lesson starts with some photos of celebrities who have (or had) BDD, and a discussion about altering oneself due to BDD. As a lead-in, Ss will complete a "fill in the gaps" HO with text taken from the readings in the previous lesson. Ss will also be introduced to the different types (-ing, -ed) of participle clauses in this HO. Next, the teacher will highlight the difference between the -ing and -ed form of participle clauses on the board with Google Slides. Then, in the form of controlled practice, Ss will circle the correct participles to complete the text from the reading, and compare answers in PW. After this, Ss will rewrite the relative clauses given to them by the teacher, changing them to participle clauses. Ss will then come up with a specific celebrity to fit each of the phrases they completed in the previous activity, and then compare in GW, and discuss a broader question in GW. Lastly, to focus on speaking and using the TL in freer-practice, Ss will view and discuss a photo or two of celebrities who get a "makeover" and changed the features of their face.

Materials

Abc Ex. 3
Abc Ex. 2
Abc Ex. 1
Abc Projector
Abc Gap-fill HO 2
Abc Gap-fill HO 1

Main Aims

  • Grammar: to introduce and explain participle clauses

Subsidiary Aims

  • Speaking using participle clauses in the context of famous people and BDD

Procedure

Warmer/Lead-in and Light Exposure (4-9 minutes) • To reinforce lesson context, engage students, and introduce -ing and -ed participle clauses

Photos of three well-known celebrities with BDD are presented to the class with Google Slides. Following the context of the previous lesson, Ss complete a short fill in the gap HO derived from the reading in the previous lesson in order to highlight the TL in the reading. This handout also introduces students to the -ing and -ed participle clauses within the reading.

Exposure (5-10 minutes) • To provide context for the target language through a text or situation

The teacher highlights the difference between the -ing and -ed form of participle clauses on the board with Google Slides, providing meaning, form, and pronunciation with a couple of short examples. Students then complete the second fill in the gap HO and compare in PW.

Highlighting and Controlled Practice (4-6 minutes) • To draw students' attention to the target language within the reading

In the form of controlled practice, students will choose/underline the correct participles to complete the text derived from the readings in ex. 1 pg 31 of the Straight Forward Student's book. Students will then compare answers in PW. After allowing time for this, the teacher will display the correct answers on the board for FB.

Clarification and Controlled Practice (8-10 minutes) • To clarify the MFP of the TL, concept check, and prepare students for more meaningful practice

Students will do Ex. 2 from the SB and rewrite phrases using participle clauses to confirm their understanding of the TL and prepare for more meaningful and semi-controlled practice. Answers will be displayed on Google Slides as an answer key for FB.

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

Ss will look at ex. 3 from the SB pg. 31, and assign a specific celebrity to the phrases the rewrote in ex. 2. Ss will then compare in GW and discuss the question in ex. 3 with one another.

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

Students will focus on the TL and speaking (receptive skills) by viewing two photos of well known celebrities (Michael Jackson and Kylie Jenner) and discussing their makeover and changes in PW. Some example sentences discussing the celebrities containing participle clauses will be displayed with Google Slides for students on the WB to provide examples and FB using the TL.

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