New lesson plan: Adverbs of manners

Fatin Alraei

Adverbs of manners - A1 level

Adverbs of manners
A1 level

Description

In this lesson, students will learn about the adverbs of manners in the context of student's habits before and after the test. They would listen to a video, discuss in pairs and in groups the habits. They would then practice through gap-fill HOs, speaking, reading activities, and a post on their Instagram/facebook account.

Materials

Gap-fill handout, face to face student's book, projector

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handouts, colored papers, video, and pictures.

Gap-fill handout, face to face student's book, projector

handouts, colored papers, video, and pictures.

Main Aims

To provide clarification of adverbs of manners in the context of speaking about students' habits before and after tests

Subsidiary Aims

listening and speaking to provide opportunity for Ss to practice listening for specific information to speak about it and use the TL

Procedure (36-51 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

-Start by asking: Do you like tests? -In pairs, discuss what do you usually do when you have a difficult test. -Model: I always study hard. -Nominate 1 or 2 to give answers. -Tell them that Fatin is a very good student; let's see what does she do before her test? -Give them a HO to read some T/F sentences before playing the video -Play the video -Peer-check -Project the answers -

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

I want to know if you have anything similar to Fatin's habits when you study for a test: -Give a HO -Demo: Do you sleep late Farouq? No, Find someone who sleeps late before the day od the test. Write their names. -Ss stand up and mingle around to find the answers -Ss use the TL in context -Draw a table on the WB to elicit answers from them and list it under (how) and (when)

Highlighting (2-4 minutes) • To draw students' attention to the target language

-Ask Questions based on the previous task: -How does Gizem eat? quickly -Give them a chance to tell about partner -Circling the word HOW in the table and when as well

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

-Use the video to help in clarifying the meaning -Elicit Sentences and write them on the board -Refer back to adjectives -Ask CCQs to confirm their understanding as written in my LA. -Try to elicit -ly as they were exposed to it -Use their examples and the T/F sentences to elicit the form -Focus on stress on the verb and adverb

Controlled Practice (3-6 minutes) • To concept check and prepare students for more meaningful practice

-Refer them back to find someone who activity. -In groups, read and underline the adverbs that do not follow the -ly form -List them on the board -Elicit Examples

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

-Would you like to know what happened with Fatin after 1 week of the test? -Fatin was talking to herself and said -Give instructions using the HO. -Give them a gap-fill HO as a reading text, provided with the adverbs in a box. -Ask them to do it individually in 2 minutes -Exchange and check -The ones who finish come and write their answers on the WB. -w/c Feedback to prepare them for the next activity

Free Practice (8-10 minutes) • To provide students with free practice of the adverbs pulling through the same context

-Give students some adverbs on a paper -Discuss in pairs what you can see, (Fatin after 2 weeks of the test) -Play a video of 2 minutes -Monitors and take notes -Change pairs to extend the practice -Delayed correction -Give them a sheet for the most common adverbs of manners.