Copy of TP3 Grammar: Participle Clauses
Upper-Intermediate level


In this lesson students will be introduced to the participle clauses.The teacher will elicit the form and the meaning. They will also focus on the difference between active and passive forms of participle clauses. They will go on with a sentence order activity which is prepared by the teacher. The students will underline the participle clauses which are in the reading text they read in the previous lesson. This will be followed by 2 different activities from the coursebook and finally a writing activity where students will be producing the target language.


Abc Lead-in, Introducing the grammar PPT
Abc Scrambled sentences - word order (teacher-made)
Abc Grammar activity in TL -Page 31
Abc Writing - Google Images
Abc Underlining the TL in the text - Page 30-31
Abc Choose the correct answer- Page 31
Abc Grammar activity in TL -Page 31
Abc Lead-in, Introducing the grammar PPT
Abc Lead-in, Introducing the grammar PPT

Main Aims

  • To introduce the target language (participle clauses)

Subsidiary Aims

  • To provide writing practice using the target language


Lead-in (2-3 minutes) • To set the lesson context and engage the students

The teacher shows a picture of models and ask the students tell the words that comes into their minds when they hear the word " model". She brainstorms and writes some words, especially the ones that she is looking for like shopping, clothes, dresses, rich, expensive etc..

Introducing the grammar (10-12 minutes) • To introduce the grammar, to make the meaning and form clear

The teacher elicits the sentences "the models are rich" and "the models buy expensive clothes". And models the sentence "the models who buy expensive clothes are rich." as an active example of participle clauses. And as a passive example the teacher elicits the sentences "the clothes are expensive" and "the models buy them." And then she introduces the sentences "the clothes (which are) bought by moldes are expensive. The teacher asks CCQs to make the meaning clear and focuses on the form. Then she shows two more pictures and asks the students to make sentences by using participle clauses.

Preparation through controlled practice (5-7 minutes) • To introduce the grammar again and to test the students

The teacher gives the students cards in different colours and asks the students who have the same colour to come to the board. The students make a sentence with the words on the cards, they show the cards and read the sentence to the class. And the teacher asks which words they can leave out, when the students say the word, the student who has that word sits down. To show where we can place the adverbs (mostly frequencies) a student holds the cards with adverbs.

Controlled Practice through the text (5-7 minutes) • To provide the students with more exercise

The teachers asks them to find the similar examples in the text they read in the previous class. She asks them ICQs to help them understand what exactly they are looking for.

Controlled Practice through the grammar exercises in the coursebook (5-7 minutes) • To provide students with different types of examples

The students do the exercises in grammar 1, page 31. They check their answers with their partners and the teachers asks various students to tell the class the answers.

Grammar Practice (5-6 minutes) • To provide the students with more exercise

The teacher asks the students to do the grammar exercise 2 on page 31. They are supposed to change the sentences by using participle clauses. After they finish, they check the answers with their partners and tell the class.

Writing Exercise (5-7 minutes) • To help the students to practice the target language by producing.

The teacher shows a picture where people do different activities. She asks them to describe a person in the picture by using TL. She models a sentencese and then asks them to write more sentences. They check their sentences with their partners first; then they readn in the class.

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