Adverbial Clauses of Time
- Siyi Zhang
- Dec 9, 2020
- 3 min read
Level: _____LI 2________________ Date/Time: ___11/02___________
Goal: Ss know what are adverbial clauses of time and how to use them properly in speaking and sharing information on wedding traditions.
Objectives (SWBAT):
Students Will Be Able To…
1. learn the grammatical structure of adverbial clauses of time and how to use them in speaking
Materials & Technology:
Textbook: Interchange 2, page 54
Other materials:
Google slide: https://docs.google.com/presentation/d/1N4W9hHQGSctwMaspGNgTV7bgr4CcXJ15/edit#slide=id.p1
Review or Preview (if applicable)
Interaction: T-Ss, S-S
“Did you guys still remember the conversation about a traditional wedding that we learned last class with Yurui? Now, I would like to invite two volunteers to read this conversation for us as a review. Please remember to read with emotions (modeling).
For the rest of the class, please listen to them carefully and try to take down four examples of adverbial clauses with before, when, or after from the conversation.
For the two speakers, while you read the conversation, if you think the sentences include adverbial clauses, please try to give your classmates some hints by using stress on adverbs like before, when, or after. ”
Linking & Transitioning to rest of lesson:
“Let’s give them a big round of applause. So today, we are going to learn the adverbial clauses of time and how to use them in speaking.”
Activity 1: Grammar focus (Adverbial clauses of time)
1.1 Pre-Stage: Interaction: S-S, T-Ss
Put Ss into breakout rooms and discuss the adverbial clauses that they’ve taken down. Ss need to share and gather the final answers and type them in the google doc. If they have some problems with the listening, they could open their books as a referral.
T send the link in the chat box.
“For groups who finish early, please try to discuss the grammatical structure of the adverbial clauses. For example, two part verbs include a verb plus a preposition. What abou adverbial clauses?”
Provide some feedback to Ss’s works and elicit the answers.
Ask if someone could tell the structure of adverbial clauses.
1.2. During Stage: Interaction: T-Ss, S-S
T elicit the answer that an adverbial clause includes adverb + subject + verb.
Play the audio and ask Ss to focus on the complete sentences and read silently.
Explain to Ss that an adverbial clause cannot occur on its own and is always attached to a main clause. In this case, an adverbial clause is also called the subordinate clause. Give them some examples like: Before two people get married, (= the subordinate clause) they plan the wedding. (= the main clause)
Explain to Ss that adverbial clauses of time can appear either before or after the main clause. We use a comma if the adverbial clause comes first. For example, Before they marry, couples send invitations. /Couples send invitations before they marry.
Ask Ss to change the order of the four sentences from the conversation so that the adverbial clause follows the main clause.
“Now, we’ll do some practice and see what you know about wedding customs in North America. You need to work in pairs and choose the correct information to complete the sentences.” Give some detailed instructions on how to finish this.
For students who finish early, please take a look at the following new vocabulary and try to use English to explain the meaning.
Put Ss into breakout rooms and finish the matching.
Explain the new vocabulary first and ask Ss to read their answers. Show the completed sentences on the board.
1.3 Post-Stage: Interaction: S-S, S-Ss
“Are you familiar with these customs in North America? If so, please share your opinions with your partners. If not, what happens when people get married in your country? You could share the information with your partners by completing the statements in part A with your own stories.”
Put Ss into breakout rooms and ask them to share their information. T provide feedback if needed.
Ask volunteers to share in the main session.
Post-Lesson Reflections:
We don’t have enough time to finish the last discussion so I made it as a presentation assignment. This happened because students got some understanding problems with changing order of adverbial clauses. I spent some time explaining and giving feedback. However, I was wondering if this activity or process was necessary. It seemed to make it more complicated. Or, I should use more prepared language to explain the instructions and the rules. Moreover, I would give them more practice to see if they understand it or not.
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