LESSON PLAN 4 Suha Hadidy
Class level
Classroom
Upper Intermediate
302
Lesson date
Lesson duration
29/12/2012
1 hr
Progress expectation
Students should be able to use adverb clauses of time to talk about daily
occurrences.
Subject
Adverb Clauses of Time
Topic
How to use the adverb clauses of time to talk about daily occurrences.
Aim
Assist the students in using adverb clauses of time to talk about daily occurrences.
Objective
How to use the adverb clauses of time to talk about daily occurrences.
Knowledge assumed They should have an intermediate level vocabulary and can converse about most
basic subjects with relative ease.
Material & equipment - White board
- Visuals aids
- Vocabulary flashcards
- Markers
- Handouts
Learning assessment Students will be able to use the adverb clauses of time to talk about daily
occurrences.
Post lesson notes
I started the class by presenting the adverbial clauses of time and was surprised to
find that the students struggled with the knowledge of the more advanced adverbs
and displayed a shaky grasp of the past and present progressive. Therefore, the
introduction took longer than I had planned. I found the students would have
benefited more had I only drilled four of the adverbial clauses as opposed to ten of
them. They needed constant encouragement and by the end of the class they had
grasped the concept.
Tasks
P
h
Dura
a
Topic
tion
s
e
1 10
Introduction to
Lesson –
Presentation
Visual
Aural
2 5
ApplicationVARK
3 5
VARK
Teacher activity
Student activity
The teacher starts by introducing herself to
the class and goes on to state the theme of
the lesson followed by the objective.
The teacher introduces the various adverbial
clauses and the meaning each of them are
set to convey: when, as soon as, after, while,
by the time, before, until, whenever, since,
as, every time, the first, second, third, fourth
etc., next, last time.
Vocabulary Flashcards- The students were
instructed to come up to the board in pairs,
one would identify the adverbial clause of
time and the other would explain and graph
the timeline to the class.
Students listen and White board,
repeat.
visual aids.
The students come
up to the board,
identify the
adverbial clause
and explain the
timeline to the
class.
Describing Images-The teacher divided the Students work in
students into three teams. Each team was
groups to create
given an image and was asked to devise four sentences depicting
sentences describing the series of events
the order of events
that happened to people related to the
from an image.
images (A severed finger, a house on fire, a Then they stand up
woman throwing up and a girl struck by
and share the
lightning.)
image and their
Each team was then asked to share their
sentences with the
image by standing and sharing two
class.
Resources
White board,
Vocabulary
Flashcards,
pens.
Visual Aids,
pencils.
4 10
Visual, Aural,
Kinesthetic
5 10
PracticeReading and
writing exercise.
6 5
ApplicationVARK
sentences depicting the order of events.
Verbal description of images- The students
come up to the middle of the class and take
turns describing a girl’s day by placing
events on a timeline using adverbial clauses
of time.
The handout activity is explained, the
teacher explains that the students should
combine sentences by using the adverbial
clauses of time. The teacher models two
sentences and then gives the students a few
minutes to complete. The students are then
encouraged to stand up and read their
answers.
Students were given an image and were
instructed to work in groups to write a funny
story using adverbial clauses of time. The
image was a lady brushing her teeth
alongside a monkey. The group then stood
up and shared their story with class.
Students take turns
describing visual
images in correct
sentences using
adverbial clauses of
time.
Students work
individually to fill out
the remainder of
the handout.
Visual
images
Students create a
story by
incorporating the
correct adverbial
clauses of time.
Visual
images,
pencils
Handouts,
pencils.
Students who attended
Name
Reham
Age Level
25 Upper
Intermediate
Chaharazad
24
Upper
Intermediate
Sumaya
25
Upper
Intermediate
Hasan
16
Upper
Intermediate
Rakan
22
Upper
Intermediate
Ghadeer
26
Upper
Intermediate
Hadeel
26
Upper
Intermediate
Notes
Reham likes to have grammatical structure because she
clearly feels like she needs the guidance to formulate the
language. She did very well on the writing activities, but needs
to be encouraged to use English while speaking. She enjoyed
participating in the activities.
Chahrazad has difficulty forming the tenses and needs to read
more books. She was happy to take part in the activities but
didn’t have enough vocabulary to express herself.
Sumaya understood the concept with ease however she
needs to work further on her writing skills and sentence
formations.
When Hasan walked into the classroom he looked tired. I think
due to his shy nature he would rather not partake in the
speaking activities, but when he did, he showed that he
understood the concept. I suggest he gets a language partner
to strengthen his speaking.
Rakan was able to understand the concepts but struggled
when he spoke. He is a clever student and showed it by
displaying critical thinking when he did activities.
Ghadeer is a strong student who can become a fluent speaker
if she works hard. She understood the concept but would only
participate once encouraged to do so.
Hadeel was clearly trying hard in class but had some trouble
with language. When her mistakes were pointed out, she
corrected them with pleasure.