Speaking:
The Chain Story
Grouping:
Time:
Small groups
15 minutes
Aim
Students will practice using participle clauses to create a collaborative story.
Materials
• A list of story prompts (e.g., A tourist gets lost in a foreign city).
• A whiteboard with participle clause structures.
Preparation
• Write these example structures on the board:
• Walking home, I heard a strange noise.
• Having finished my homework, I watched TV.
Activity Breakdown
1. The first student starts a story using a participle clause.
2. The next student adds to the story, continuing with a participle clause.
3. The story continues around the group.
Instructions
1. Choose a story prompt.
2. The first student starts with a participle clause.
3. Take turns adding to the story.
4. Use participle clauses in every sentence.
5. Finish the story and share it with the class.
Concept Checking Questions
• “Does a participle clause show two actions happening at the same time?” (Yes).
• “Does a participle clause use a full verb or a participle?” (Participle).
Examples
• Looking out the window, she noticed a cat on the roof.
• Having lost his passport, he panicked at the airport.
Extensions/Varations
• Harder: Use two participle clauses in one sentence.
• Easier: Provide sentence starters for support.
Error Correction
• Teacher notes common errors in participle clause structure for group discussion.
Writing:
Summarizing the News
Grouping:
Time:
Individual → Peer review
20 minutes
Aim
Students will write a news summary using participle clauses for conciseness.
Materials
• News article extracts.
• A worksheet with sentence starters.
Preparation
• Provide a sample news summary with participle clauses.
Activity Breakdown
1. Students read a short news article.
2. They write a summary, replacing full sentences with participle clauses.
3. They swap summaries and give feedback.
4. They revise their writing.
Instructions
1. Read a short news article.
2. Identify sentences that can use participle clauses.
3. Write a shorter summary using participle clauses.
4. Swap with a partner and give feedback.
5. Revise your summary.
Concept Checking Questions
• “Why do journalists use participle clauses?” (To be concise).
• “Can participle clauses replace relative clauses?” (Yes, sometimes).
Examples
• Before: The government introduced new laws. They were aiming to reduce crime.
• After: Aiming to reduce crime, the government introduced new laws.
Extensions/Varations
• Harder: Write a full news article using participle clauses.
• Easier: Use fill-in-the-blank structures.
Error Correction
• Teacher provides model summaries for comparison.
Listening:
What Happened Next?
Grouping:
Time:
Pairs → Whole class discussion
15 minutes
Aim
Students will listen to a story and identify participle clauses.
Materials
• An audio clip of a story using participle clauses (e.g., Having left his phone at home, Tom couldn’t call for help.).
• A worksheet with gap-fill and comprehension questions.
Preparation
• Choose a narrative with participle clauses.
Activity Breakdown
1. Students listen to the story twice.
2. They fill in missing participle clauses on a worksheet.
3. They discuss their answers in pairs.
4. They summarize the key points using participle clauses.
Instructions
1. Listen to the story.
2. Fill in the missing participle clauses.
3. Compare your answers with a partner.
4. Summarize the story using participle clauses.
5. Discuss the key events with the class.
Concept Checking Questions
• “Do participle clauses make sentences longer or shorter?” (Shorter).
• “Can participle clauses describe cause and effect?” (Yes).
Examples
• Having missed the bus, she decided to walk home.
• Feeling exhausted, he went straight to bed.
Extensions/Varations
• Harder: Students write their own story endings using participle clauses.
• Easier: Provide multiple-choice answers for comprehension.
Error Correction
• Teacher reviews common structural errors in participle clauses.
Reading:
Rewrite & Reduce
Grouping:
Time:
Pairs → Small groups
15 minutes
Aim
Students will identify participle clauses in a text and rewrite sentences to be more concise.
Materials
• A short story or article with underlined participle clauses.
• A worksheet where students rewrite full sentences using participle clauses.
Preparation
• Select a text where participle clauses occur naturally.
Activity Breakdown
1. Students read the passage and underline participle clauses.
2. They rewrite full sentences to use participle clauses.
3. They compare their revisions in groups.
Instructions
1. Read the passage carefully.
2. Underline the participle clauses.
3. Rewrite long sentences using participle clauses.
4. Compare your changes with your partner.
5. Discuss how participle clauses make sentences more concise.
Concept Checking Questions
• “Does a participle clause have a full subject?” (No).
• “Why do writers use participle clauses?” (To avoid repetition).
Examples
• Before: She walked into the room. She was holding a cup of coffee.
• After: Walking into the room, she held a cup of coffee.
Extensions/Varations
• Harder: Students write their own paragraph using participle clauses.
• Easier: Provide sentence starters for guidance.
Error Correction
• Teacher provides example rewrites for discussion.