Nada Osama Fouad Nada Osama Fouad

Year 4 level


Abc Cards
Abc Glue
Abc Scissors
Abc Twinkle resources
Abc Handouts
Abc PowerPoint
Abc Song
Abc White Board

Main Aims

  • To provide clarification and writing practice of fronted adverbials in different contexts.

Subsidiary Aims

  • To provide specific information listening practice using a song about fronted adverbials.


Warmer/Exposure (5-7 minutes) • To set lesson context and provide a text (song) for the target language.

- I will start the lesson by letting the students listening to a song about fronted adverbials and sing with song for the first time. - I will tell them that they will listen again but without seeing information and they have to listen and write underline the correct answer in the task. - I will hold the listening task handout and tell them: "Now you'll listen to a song and underline the correct answer individually" You have 5 minutes. - ICQs: Are we going read or listen? listen Are we going to write or underline the correct answer? underline How many minutes do we have? 5 Are we going to finish this task individually or in groups? individually - T distributes on Ss the handouts - Ss finish the task and T monitors. - T ask Ss to check their answers with their pairs - T shows Ss the answer key on the PowerPoint.

Clarification (5-6 minutes) • To clarify the meaning, form and pronunciation of the target language

- T shows Ss few examples and starts to elicit the answers from Ss. - T uses CCQs to check students' understanding. - T models pronunciation and let Ss drill the difficult words.

Controlled Practice (10-12 minutes) • To concept check and prepare students for more meaningful practice.

1st activity: - I will ask Ss to cut out the adverbial phrases on the following page and then glue them in the correct column. I will tell them that they can use this sheet for ideas when the writing task comes. (3 minutes) (group work) - Ss finish the activity and T monitors very will and micro-teach weak students. - T show Ss the answer key on PowerPoint after finishing. 2nd activity: (3 sheets of where/when/how) - I will distribute on Ss a bundle of 3 sheets and I will distribute this activity into 3 steps. - ICQs: Are we going to finish the 3 sheets now or just the first one? first one Are we going to the activity individually or in pairs? individually (T let students change the person who will correct for the student the task) Ex: Let the S in front of you/beside you correct your paper. or by saying "Bingo" students should stand and sit next to a different person. - T monitors very well all activities and micro-teach weak students. - T show Ss the answer key on PowerPoint after finishing each task.

Semi-Controlled Practice (6-7 minutes) • To concept check further and prepare students for free practice

- T asks Ss to finish the task of the missing commas and writing own sentences by using fronted adverbials (6 minutes) (individual). - T monitors very well and micro-teach weak students. - T asks Ss to check their answer with their pairs. - T nominates Ss by their names for O/C feedback.

Free Practice (10-12 minutes) • To provide students with free writing practice of the target language.

- T asks Ss to whether re-write the story of tropical rainforest by using their own fronted adverbials, or to write a description for a picture taken of the London Marathon b y using fronted adverbials. (10 minutes) (individual) - T monitors very well and provide assistance to weak students.

Language Feedback (3-5 minutes) • To provide Ss with language clarification.

- After finishing, either to show Ss a model answer and let the self-correct their writing, or to take the handouts and correct them for also other diagnostic analysis. - T writes on board few correct and incorrect sentences and elicit from Ss correct answers as also a final recap.

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