New lesson plan: adverbs(certainly, probably, perhaps)

sema babacan

adverbs(certainly, probably, perhaps) - Pre Intermediate level

adverbs(certainly, probably, perhaps)
Pre Intermediate level

Description

In this lesson students will learn adverbs((certainly, probably, perhaps) through guided discovery. the lesson starts with an exercise in which students can practise the future form (will, might, may) for prediction. Then they will discover the meaning of the adverbs in pairs. After the clarification of MFPA students will be given a controlled practise and finally they will practise orally in groups in the context of getting answers for a survey. There will be delayed error correction at the end of the lesson.

Materials

five star hotel

cline adverb

survey

five star hotel

cline adverb

survey

Main Aims

To provide clarication of adverbs(certainly, probably, possibly) and controlled and freer practise of them in the context of asking and answering questions for a survey

Subsidiary Aims

To provide fluency speaking practice in a group discussion in the context of asking and answering questions for a survey

Procedure (38-45 minutes)

Warmer (5-6 minutes) • To set lesson context and engage students

The hotel pictures will be posted on the board and the word five-star hotel will be elicited. Students will be put in pairs and discuss if they will/may stay in a five-star hotel and the reasons of it. Then teacher will get feedback and highlight the meaning of will/won't/may/might through a cline.

Guided Discovery (8-9 minutes) • To guide students to discover the meaning of the target language

Students will be shown the HO and given the instructions to read the sentences and put the adverbs in the correct place in the cline. Students are put in pairs and given the HOs. Teacher will monitor the students and will give each pair an adverb paper to put it on the board in the correct place on the cline. (If there are early finishers, they will be set a task to discuss how likely is it to stay in a five-star hotel, giving reasons) If there are any wrong answers, they will be discussed and corrected. With the help of the visual, students will be asked the negative meaning and "I definitely won't stay in a five-star hotel." will be elicited from the students.

Focus on Pronunciation (3-4 minutes) • To highlight the phonological features and word stress of the target language

Teacher models the target language and highlights the stress on the WB. Then s/he will make students drill the TL. The connected speech in “Perhaps I will stay in....” will also be highlighted.

Guided Discovery (Focus on Form) (4-5 minutes) • To guide students to discover the form of the target language

Students will be asked where they put the adverbs in a sentence. They will be told to look at the HOs and tell where it is. (before the verb, after will) Where "perhaps, maybe and definitely won't" will go in the sentence will be highlighted on the board.

Controlled Practice (6-7 minutes) • To concept check the form and prepare students for more meaningful practice

Students will be shown the HO and told that the adverbs are missing in the sentences. They will be given the instructions to put the adverbs in brackets in the correct place. They will work individually and do peer check when they finish. If there are early finishers, they will be instructed to discuss whether they agree with the statements. The answer key will be posted on the board.

Freer Practice (8-9 minutes) • To provide students with free oral practice of the target language in the context of completing a survey in groups.

Students will be put into groups of five and shown the material. They will be instructed to ask their question to the people in their group and tick the answer they give in the survey paper. They will be given their survey paper and 7 minutes to discuss. At the end of the task students will be given a sub-task to write one sentence about their group. "Our group definitely won't have more than five children"

Delayed Error Correction (4-5 minutes) • To reformulate and correct the errors students students make in freer practise

Some examples from the good language and some common errors that students make while practising the language will written on the board. The good language will be praised and students will be asked what is wrong in the incorrect language. The sentences will be reformulated with their answers.