adverbslessonplan67533.docx

adverbslessonplan67533.docx

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adverbslessonplan67533

ENGLISHLESSONPLAN

TOPIC-ADVERBS

LEARNINGOBJECTIVES:

1.Tounderstandwhentouseadverbsratherthanadjectives.

2.TounderstandhowtouseadverbsinstandardEnglish.

3.Toextendchoicesinwheretoplacetheadverbinasentence.

SPECIFICLEARNINGOBJECTIVES:

1.Toidentify,defineanddemonstratetheusageofadverbs.

2.Torecognizehowadverbsareusedbeforeandafterthewordstheymodify.

3.Torecognizehowadverbsmodifyadjectivesandverbs.

4.Toextendtherangeofwaysyouuseadverbsinyourownwriting.

5.

THENEEDOFSPECIFICOBJECTIVES

Specificobjectivesarerequiredtosetatargetforeachpartofourlesson（forex.reading,writing,listeningetc）.Attheendofthelesson,wecheckwhethertheparticularobjectivehasbeenachievedornotandadjustaccordingly.

RESOURCES:

Grammartextbook,videoclip,powerpointpresentation,handoutsandworksheets.

GOAL:

Tousedescriptivelanguagewhilewritingandtouseadverbstoenrichaswellasenhancethemeaningofthesentence.

SEWA:

Varyingtheuseofadverbsandusingthemcorrectlyinasentence.

CROSSCURRICULUM:

Asapartofintegrallearning,acrosscurriculumwiththerelativetopic,canbeevolvedandreferredintothestudentsnotice.Sincethethemeis‘adverbs’thefollowingexamplecanbeconsidered.

EVS–WecandescribetheuseofMEANSOFMODERNCOMMUNICATIONsuchasmobilephone,internetusingadverbsaswell.

1）Wecanquicklybrowsepageswithahighspeedinternetservice.

2）WecanregularlymakeSkypecallswithaSamsungGalaxyNote.

.

INTRODUCTION–Mostadverbsendin‘LY’!

•Hurriedly

•Jokingly

•Hastily

•Quietly

Considerthefollowingsentence

‘Jameswalkedintotheroom’

Theteachersasksthestudenttowritethissentenceinthenotebook.Atthemomenttheabovesentenceisalittledull!

Thereisverylittledetailinthesentence.

Anadverbcanprovidemuchmoredetail.

YourchoiceofadverbcanalsochangetheSTYLEofyourwriting.

‘Happily,Jameswalkedintotheroom’.

Thechoiceofadverbcanhaveapivotaleffectonthesentence.

‘Lazily,Jameswalkedintotheroom.’

STARTERACTIVITY:

Choosedifferentadverbstoalterthemeaningofthesentence.Butrememberadverbscanbemovedaroundthesentence.Sowriteoutthesentenceagainputtingtheadverbindifferentplaces!

Inafewminutesyoucanshareyourideaswiththeclass!

GoodLuck!

DAY1:

MAINTEACHINGACTIVITY:

SPECIFICOBJECTIVE:

Bytheendofthislearningsession,thestudentswillbeabletodefinethetermadverbandwillunderstanditsappropriateplacementinasentence.

MAINACTIVITY:

quicklyquietlyslowlygentlyangrilyloudlygreedilysadlysweetlyanxiouslyaccuratelynoisilyfirmlybadlyhappilycarefullytiredlynastilytightlysilentlyaggressivelydelicatelypointlessly

Theteachertellsthestudentstocopyoutthefollowingsentencesintotheirnotebooksaddinginanadverbtodescribetheverb,underlinetheverbinredandtheadverbinblue.Thestudentscanpickoutanyadverbfromtheadverbwordbankabove.

1）Davekickedtheball.

2）Susanwassingingintheshower.

3）Michellewaitedoutsidetheheadteacher’soffice.

4）Thechoirsanginassembly.

5）Therugbyteamranintothechangingrooms.

6）Theclasssmiledattheirnewteacher.

7）Thepassengersfastenedtheirseatbelts.

8）Tomwrotethesentencesinhisbook.

9）Mrs.Smithplacedthebookonthetable.

10）Mr.Harryatetheentirecake.

CLOSURE:

Thelearningsessioncanbeconcludedwiththeassessmentofeachstudent’sknowledgegainedsofarbyaskingthemtoreadtheirsentencesaloudstartingoffwiththeslowlearners.

RECAPITULATION:

Aquickrecapoftoday’ssessionisachievedthroughaskingthestudentstherulesandimportantpointsofusingadverbs.Recollectafewanswersrelatedtothetopicthattheyattainedthroughactivity.Studentsshouldgiveaquickyetsteadyresponse.

PLENARY:

Theteachernamesafewcommonverbsonarandombasisandasksthestudentstoassociateatleastoneadverbtoit.

ASSESSMENT:

Wecanassessthestudentsbasedontheirconcentration,thinking,graspingandimaginativeskills.

ASSESSMENTRUBRICS:

Studentsneedtoparticipateduringtheactivity.Studentswillbegradedonparticipation,concentrationandanalyzationduringtheactivity.Theteacherwillobserveifthestudentsgrasptheknowledgeneeded.Gradingtobedonebasedonthefollowingcriteria.

Concentration

Participation

Analyzation

DAY2

ACTIVITYIt’ssomethingIdo…

Dividetheclassintopairs.Placetheadverbcardsfacedowninapile.Giveeachpairpiecesofpapertowriteon.Studentstakeitinturntoplay.Thefirstplayertakesthetopcard.Theplayerhastowritedownanactivity,theydothatmatchestheadverb.

Makesureaslowlearner（LEVEL1）ispairedwithahighflyer/averagelearner（LEVEL3/LEVEL2）inordertoboostuptheirconfidence,tofacilitatebrainstormingandtowitnesspeersupport.

Example:

Adverbcard–badly

Thestudentmightwrite-Isingbadly.

Thestudentthensays,“It’ssomethingIdobadly.”

Theotherplayerthenhasfivetriesatguessingwhattheactivityis.Iftheplayerguessescorrectlythefirsttime,he/shegets5points.Thenextequals4points.Thethirdguessequals3pointsandsoon.Theplayerwiththehighestscoreattheendisthewinner.

Hence,throughthisguessinggame,adialogueisalsocreatedbetweenthestudentsthatdecidesthelevelofresponse（spontaneous/non-spontaneous）.

carefully

attractively

directly

dangerously

correctly

calmly

eagerly

easily

happily

quickly

quietly

naturally

loudly

patiently

perfectly

badly

kindly

slowly

RECAPITULATION:

Thestudentscanquicklytelloutthevariousideastheypenneddownandrecallafewnewadverbstheyusedduringtheactivity.

PLENARY:

Studentsshouldbeabletoorallyassociateafewadverbstoaverbgiventothembytheteacher.

ASSESSMENT:

Hereweassessthestudentsbasedontheirabilitytorecallnewinformation,understandingandcreativeskills.

ASSESSMENTRUBRICS:

Understanding

Remembering

Creation

DAY3–CLASSWORK

UNDERSTANDINGTHEMAINIDEAOFADVERBS

>Anadverbdescribesorgivesmoreinformationaboutaverb,adjectiveoranotheradverb.Adverbsaretraditionallyregardedasoneofthepartsofspeech.

>Itcanappearinanumberofdifferentpositionsinasentence.

>Adverbstypicallyanswerquestionssuchashow?

inwhatway?

when?

where?

andtowhatextent?

.Thisfunctioniscalledtheadverbialfunction.

Examples:

1.Shewaswalkingslowly（Slowly istheadverb.）

2.Thekidsareskatingtogether.（Here,theadverb together providesinformationabouthowthekidsareskating.）

>Adverbscanalsomodifyadjectivesandotheradverbs.

1.Youarequiteright.（Here,theadverb quite modifiestheadjective right.）

2.Shespokeveryloudly.（Here,theadverb very modifiesanotheradverb– loudly.）

>Adverbsareoftencreatedfromadjectives.Somewordschangewhentheybecomeadverbs.Ifanadjectiveendsina‘y’,youneedtochangethe‘y’toan‘i’beforeadding‘ily’.Forexample:

happybecomeshappily

heavybecomesheavily

IMPORTANTPOINTSTOREMEMBER

1）Anadverbtellsusmoreaboutaverb.

2）Anadverbdescribesormodifiestheverbinsomeway.

3）Manyadverbsendwithasuffix‘ly’butnotall.

4）Adverbsoftentellushowsomethinghappened.

THEADVERBCELL‘MINDMAP’

PRACTICEEXERCISE:

UNDERLINETHEADVERBSINTHESENTENCESGIVENBELOW.

1）Didshetypecorrectly?

2）Wewillgottothemoviesdirectly.

3）Timalmostfinishedhishomework.

4）Shelefttheroomsilently.

5）Heworkedhardandwonthecontest.

6）Healwaysdrivesfasterthanher.

7）Johnquicklyleftforschool.

8）Samwastalkingloudlyintheclass.

DAY4:

GROUPACTIVITY

AdVeRbSInAcTiOn!

!

!

SPECIFICOBJECTIVES:

1）Tounderstandandanalyzedifferentadverbsandhowadverbschangeintoadjectives.

2）Tounderstandthedifferencebetweenadjectivesandadverbs.

ADVERB-ADJECTIVECOMBO!

!

Thisactivityisagreatwaytointroducetheideaofhowadverbsaffectthewayaverbactionisdone.Dividetheblackboardintwoandwriteasmanyverbsononesideandasmanyadverbsontheotherasyoucan（gettheclasstocomeupwiththem）.Atthisstageyoucanalsoteachhowadjectives'turninto'adverbsbywritingdownadjectivese.g.angry,happy,andaddingthe'ily'.Thendividetheclassintotwoteamsandperhapsgivethemgoofyteamnames.Thengetoneteamtochooseaverbandadverbcombinationandtheotherteamhastoactitout,e.g.talkcrazily.

Itcanbealotoffunwithboththeactorsandthe'directors'enjoyingmakingfoolsoutofthemselvesorwatchingothersmakefoolsofthemselves. 

PLENARY:

Afterthisfungame,thestudentsshouldbeabletocomeupwithvariousideasoftheadverb-adjectivecombo.

ASSESSMENT:

Thestudentsarejudgedbasedontheirconcentration,alertnessanddemonstration.

ASSESSMENTRUBRICS:

Concentration

Demonstration

SUMMARIZING“ADVERBS”ACCORDINGTOBLOOM’STAXONOMY

A.

REMEMBERING

Theteacherstartsoffbyaskingthestudentsbasicquestionsregardingtheirday’sroutine.

Forexample:

Howdidyouwakeupthismorning?

Howdidugetreadyforschool?

Howdidueatyoubreakfast?

Thechildrenareexpectedtocomeupwithdifferentanswerslikeslowly,lazilyetc.

Onevolunteercanquicklynotedowntheiranswersontheinteractiveboard.

B.

UNDERSTANDING

Oncethestudentsgetacquaintedwiththeday’stopic（ADVERBS）,theteachergrabsthestudent’sattentionbyaskingthefollowingquestion.

Cansomebodytellmewhatdifferenceexistsbetweenanadverbandanadjective?

Workinpairs.Discussan