AI lesson on Participle Clauses

• Engels
• Middelbare school
• vmbo lwoo, havo, vwo
• Leerjaar 3

Mastering Participle Clauses

Learning Objective

At the end of the lesson, you will be able to explain the concept of participle clauses, including the present and past participle.

Introduce the learning objective to the students and explain why they need to learn about participle clauses.

What do you already know about participle clauses?

What are Participle Clauses?

You can make the participle clauses by joining two clauses (sentences) together using fewer words and to shorten relative clauses.

The participle clause is formed with the present or past participle.

Explain the definition of participle clauses to the students.

Present Participle

A present participle ends in -ing and is used to describe an action that is happening at the same time as the action in the main clause.

The man, driving his car, caused the accident.

The girl, laughing at the joke, spilled her drink.

Explain the function of the present participle and give examples to the students.

Past Participle

A past participle ends in -ed or -en and is used to describe an action that happened before the action in the main clause.

The book, written by Shakespeare, is a classic.

The food, eaten by the guests, was delicious.

Explain the function of the past participle and give examples to the students.

Forming Participle Clauses

To form a participle clause, use the present or past participle and combine it with the auxiliary verb 'be' or 'having'.

I brushed my teeth. After that, I went to bed.

Having brushed my teeth, I went to bed.

Explain the process of forming a participle clause and give examples to the students.

Present participle

The present participle:

verb+ing

- I am working at the moment.

- I have been working

- She came running towards me.

Past participle

The past participle: mostly 

verb + -ed or 3rd row irr. verbs

- I played the ball to my friend.

- The injured cyclist was helped by a passerby.

- Encouraged by his friends, Reynold signed up for the race.

Explain the process of forming a participle clause and give examples to the students.

Which is an example of a present participle clause?

1. Smiling, she walked into the room.
2. The flowers, picked from the garden, smelled lovely.
3. The book, read by many, was popular.
4. The car, driven by my dad, was fast.

Which is an example of a past participle clause?

1. The cake, baked by my sister, was delicious.
2. The teacher, grading papers, was tired.
3. The dog, barking loudly, ran down the street.
4. The children, playing outside, were happy.

Use participle clauses

In the present

- to give result of an action

         The bomb exploded, destroying the building.

- to give the reason for an action

          Knowing she loved reading, Richard bought her a book.

- to talk about an action that happened at the same time as another action

          Standing in the queue, I realised I didn't have any money.

- to add information about the subject of the main clause

           Starting in the new year, the new policy bans cars in the city centre.

Explain the process of forming a participle clause and give examples to the students.

Use participle clauses

In the past

- write with a similar meaning to an if condition

          Used in this way, participles can make your writing more concise. (If you            use participles in this way, …)

- to give the reason for an action

          Worried by the news, she called the hospital.

- to add information about the subject of the main clause 

           Filled with pride, he walked towards the stage.

Explain the process of forming a participle clause and give examples to the students.

What is the one of the functions of a participle clause?

1. To indicate the tense of a verb
2. To show the order of events in a story
3. To introduce a new topic
4. To provide additional information about the subject or object of a sentence

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.