Amirali Monfared Amirali Monfared

TP#4 Vocabulary
B2 level


In this lesson, students learn about "adverbs" and "adverbial" phrases starting with a short reading. The lesson also focuses on pronunciation as they proceed and finally they are going to practice utilizing the vocabulary they have picked up, through a productive activity (writing).


Abc adverbs and adverbial phrases
Abc words and glue pads
Abc 50-word reading

Main Aims

  • To provide clarification of adverbs and adverbial phrases in the context of special days

Subsidiary Aims

  • To provide students with an opportunity to write an anecdote about a special day


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

T starts the class by asking a question: INS.: "What kind of a day was it?" T plays the clip for the class and then takes a WCFB.

Building Context / Presentation (2-3 minutes) • To provide context for the target language through a text or situation

T passes H/O1 to Ss and INS.: "Read the text and tell each other what happened next?"

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

T writes the following on the board: -hard / hardly -near / nearly "What's the difference? Use it in a sentence." T elicits the meaning and clarifies the concept through CCQs: -are they both adverbs? -are the meanings different? -where in a sentence can we use them? T writes on the board: -are you near?... I'm nearly there! -working hard?... -hardly working! After eliciting the meaning and clarifying the difference, T elicits the form of "hard", "hardly", "near" and "nearly".

Practice (6-8 minutes) • To clarify meaning and form of the target language for the learners

T distributes H/O.2 and asks Ss to find the answers with their partners. INS.:"I want you to choose a pair of adverbs and then decide which one is which one." T models the first one for the Ss.

Practice (5-7 minutes) • To provide students with a pronunciation task focused on the target language

T puts the Ss into three groups; red, yellow and green. T divides the board in half and: INS.: "This is a game... you need correct answers. I want each group to pronounce the words one by one and decide where the stress is, and mark the syllable. MAKE SURE YOU AGREE FIRST." ICQ.: "when are you done?" o T models an example: | hard | ly T monitors as Ss are pronouncing the words and discussing. INS.: "Now, each group's captain comes to the board and sticks the word under the correct part of the board." T elicits the correct answers for the possible mistakes, plays the audio and drills the correct pronunciation.

Less Controlled Practice (5-7 minutes) • To concept check further and prepare students for freer practice

T changes the groups and, models the first sentence of ex 3b for the whole class by marking the sentence stress (by eliciting with the WC) on the board. T then passes H/O.3 and INS.: "I want you to read the sentences loudly in your groups, and mark the words in the sentences now." T then plays the audio and asks the Ss to check their answers.

Free Practice (4-6 minutes) • To provide students with free practice of the target language

T asks the Ss to start: INS.:"I want you to write a short, 50-word story about a very special day in your life. Either a day to remember, or a day to forget." T asks Ss to swap writings and edit stories: INS.:"Everyone, pass your writing to the left, and edit your friends writing if necessary."|

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