mahdigolbon mahdigolbon

Elementary level


In this lesson Ss are exposed to adverbs in a direct way. they have been exposed to this matter before maybe without knowing thee actual grammar or with minor explanation but this is a very clear pure grammar lesson.


Abc Matching
Abc SB exercise

Main Aims

  • grammar-adverbs

Subsidiary Aims

  • writing-ways to write a short story


Lead-in/setting the context (2-4 minutes) • To set the context that the lesson is a grammar lesson and is related to their reading session.

I use the previous session and use one or two sentences from the reading they read to tell them that they are going to listen to have a lesson on grammar.

Target language-Meaning (7-10 minutes) • To give them the meaning of target language

I use the some sentences and differentiate between parts of speech in each sentence after that I ask them to just focus on the adverbs. After this I ask them to give me the meaning of the adverbs. I try to elicit the meaning while helping them because they may know the meaning but they will definitely have problems expressing it. after this I explain the meaning of each one. Then give them some other examples to complete with their partner. ICQs -Are you doing it in a group or with a partner -Are we going to write the meaning or pronunciation?

Target language-Form (7-12 minutes) • To give them the form of target language

I put the grammar spot on the board if I can or I can give each a copy of it. I start with writing the adjectives on the board and then adding ly to give them a general view of the regular adverbs. Then I do the same thing for the irregular adverbs. I give them some adjectives and ask them to write down the adverbs on them. I do it on separate papers so they are not confused. ICQs -Do you do it with a partner? -Do you write verbs?

Target language-pronounciation (2-3 minutes) • To give them the pronounciation of target language

I try to help them understand the correct pronunciation of teach adverbs. I do a lot of drilling and coral repetition .

Controlled practice (6-12 minutes) • To make sure that students are aware of the difference between the adj and adv

I give them an exercise to help them understand the difference between adj and adv and I model the activity myself. I monitor them to check their answers. They will continue it as a group activity until everybody gets the answers. I have individuals read their answers again as a WCA

controlled practice #2 (5-8 minutes) • To give them a controlled practice but at the same time they can be a bit creative and feel they can do more.

The handout they are given is the same to the exercise 5 on page 60. They are given some incomplete sentences so they can complete them in their own way. After wards i ask them to check their answers in the groups of 3.

Free practice (7-12 minutes) • To give the students the chance to use the adverbs on their own

I produce a story of my own and give them an idea about how to make one they write their stories in a group of 3 and after that I ask them to stick it on the board then they come and choose the best the story. After that they read it for the class aloud. I also try to highlight the adverbs that are covered. ICQs: -Do we use adj or adv? -Do we right the word in pairs or groups? -Are we going to write a sentence or story?

IF-Time activity (4-7 minutes)

I give them a handout , it is a matching activity to match some verbs and adverbs this helps them to be aware of real usage of adverbs. after this they can check it within pairs.

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