Gazi University Gazi Faculty of Education School of Foreign

Languages Department of English Language Teaching

TUBITAK PROJECT

LESSON PLAN & MATERIALS: ADVERBS

Prepared by
Mustafa Hakan YANAR
mustafahakan.yanar@gazi.edu.tr

Ankara, 2023
Theme

Adverbs

Student Profile

YLs who are in 6th grade. In this class, the participants of the study, who are disadvantaged young learners identified, and rest of the class are
being taught this special lesson.
They love predicting the content, categorization, and critical thinking activities. Moreover, they are very active. They like to act out things
they have learned

Language Objectives

● Vocabulary: Adverbs : slowly, angrily, desperately, heavily, fast, and quietly.

Target function & useful language
Expressing information about manner: She talks slowly; he waits quietly.

Duration

80 minutes

Critical Thinking

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 Sequencing
Learning Strategy Activities

Social and affective strategies: They are addressed via the teacher providing positive reinforcements such as “well done! Great! You are
going well!” while monitoring the class and after a YL gives a true answer.

Aims

● By the end of the lesson, disadvantaged young learners will have been able to identify target vocabulary items within the context of
“Adverbs” based on the sequencing vocabulary activity and listening activity which learners actively repeat target vocabulary items
and being engaged actively,
● By the end of the lesson, disadvantaged young learners will have been able to associate target vocabulary for “Adverbs” with the help
of guided writing activity,
● By the end of the lesson, disadvantaged young learners will have been able to discriminate target words with aid of missing flashcards
activity in which learners close their eyes and find out the missing flashcard after they open their eyes.

Materials

● Worksheet
● Visuals

Anticipated Problems Solutions

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• Some of the learners may forget to bring their materials
to the class.
• Some learners can give a wrong answer.
• Early finishers may appear, or an activity may not go as planned.
• Some of the learners may persist in switching to L1.
• The teacher has extra materials to give learners.
• The teacher turns the class and asks if other learners agree with their
friend. After that, the teacher gives two options, one of which is the
wrong answer that learners have said, the other one is the true one.
• The teacher applies an extra activity.
• The teacher gives the instruction in L2 to imply that English is used
for communication, not a topic of study. Furthermore, he uses body
gestures and mimics to make his speech comprehensible.

Advance Procedure & Steps Interaction

Organizer The teacher greets learners and starts lessons, as a starter, one of the instructional techniques suggested for Patterns
the start of lesson as an advance organizer, creating a table from what learners know to activate their
eliciting &
schemata. Hence, he asks some adjectives examples from learners and creates a mindmap on the board
mindmap.
● “Tell me some adjectives”
If there is no answer from the target group, the teacher scaffolds learners via writing an example of an
adjective and elicits an adjective in the first place and get answers. Then he demonstrates how an T-Ss
adjective turns into an adverb with another example.
The teacher writes them to the mindmap on the board and adds the adverbs forms of adjectives and
states that they will focus on adverbs in this lesson.

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Presentation of Explicit Teaching of Vocabulary
Information With target vocabulary items simplified for the target group, the teacher starts pre-teach vocabulary. In
this context, the teacher provides visuals of the Adverbs and their use in a sentence. Besides, he T-Ss
-Explicit teaching
encourages learners to repeat the target sentences. For the adverb angrily;
of vocabulary
● “Angry! Repeat after me, Angry”
● “Everyone be angry!”
-Discrimination
● “Repeat after me! He speaks angrily.”
via missing
This process applies to all target words.
flashcards
Color Coding as a visual support for disadvantaged young learners
Delaney (2017) highlights disadvantaged learners should overtly see the spelling of a word with different
-Color Coding as a
colors to ease the process of repeating. Hence, as a visual support, target vocabulary items for
visual support for
disadvantaged young learners are given words in color coded manner (to see the product please visit
disadvantaged
flashcards in the worksheet part)
young learners
Discrimination Opportunity for Disadvantaged Young Learners
Delaney (2017)
After the teacher finishes vocabulary teaching, the teacher asks which words they studied and gets words
from learners. Later he asks from the class to repeat the words studied altogether.
● “Which Adverbs did we learn?”
● “Come to the board and write about the Adverbs we learned.”
● “Tell me the Adverbs we learned. Altogether!”
Missing Flashcards
This game is prepared to cater for discrimination opportunities. In this game, the teacher firstly shows all

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 the six cards and encourages learners to look at them, then he wants learners to close their eyes, and he
removes a flashcard. After he removes a flashcard, he asks learners to open their eyes and ask which
flashcard is missing.

Guided Practice In this section, learners are asked to do the following guided activities:
Critical Thinking: Sequencing
-Critical thinking
Learners are asked to unscramble sentences.
-Guided language
● “Unscramble sentences.”
activities
Reading Activity:
-Differentiating
Learners are asked to read the text about festivals with specific Adverbs and do the multiple choice
through content
questions. T-Ss
● “Read the following text. Then, circle the correct option.”
-Sequencing in Ss-Ss
Writing Activity:
tasks
Learners are required to turn adjectives into Adverbs.
-Drill-repetition-
● “Turn Adjectives into Adverbs”
practice.
Speaking Activity (Information-gap)
-Checking for
In this activity, learners are asked to ask questions by usşng target vocabulary items and report their
understanding
conversation on the board in pairs.
(CFU)
1. “Ask your friend about adverbs.”
2. “Share your answers.”

Independent As Independent Practice, homework is prepared via taking into account differentiating through product. Hence, learners

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 Practice are asked to choose their homework from the menu below. Then, do it according to the instructions given.
(Homework)

Pedagogical Reasoning for Research Project

Disadvantaged Young Learners (Special Educational Needs) Dimension

The Type of Instruction:
Bryant and Smith (2019) notes two main instruction types for teaching students with Special Needs (SEN): Direct Instruction and Strategy
Instruction. Simply, Direct Instruction refers to a teacher directed instruction with explicit teaching of skills while Strategy Instruction refers to a
self-regulatory type of instruction in which disadvantaged learners’ schemata is activated in the first place (Bryant & Smith, 2019). In this
lesson, an eclectic approach is considered, as suggested by Bryant and Smith (2019), and instructional techniques from both of the instructions
for special educational needs are utilized. For instance, both explicit teaching of vocabulary in addition to activation of schemata in the first
place is utilized.
The Sequence:
To maximize disadvantaged learners’ learning, while planning and delivering instruction for disadvantaged students, Bryant and Smith (2019)
highlight a lesson sequence which cultivates principles from Direct and Strategy Instruction. These procedure is as follows:
I. advance organizer
II. presentation of subject matter
III. guided practice
IV. independent practice (either assigned as homework or applied in the class with support)

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Since the research project aims to synthesize the two educational fields, the suggested sequence is applied from SEN perspective at the same
time considering the stages’ relevance and proximity to the sequence commonly applied within the field of Teaching English to Young Learners
(TEYL). Briefly, while preparing this lesson the question of “what could be the equivalent, or at least related, techniques and methods suggested
for SEN dimension to the TEYL? is asked and the two fields are synthesized.
Checking for Understanding (CFU):
Bryant and Smith (2019) suggests that disadvantaged learners’ understanding should be checked with several activities. In this sense, the notion
of concept checking is aimed at with guided language activities rather than isolated concept checking questions as an adaptation.
Instructional Techniques:
As both of the fields favor fostering learners’ critical thinking skills, a critical thinking activity is included.
Instructional Components:
As an instructional component, Bryant and Smith (2019) notes several components such as drill-repetition-practice and sequencing. In SEN
contexts, sequencing means breaking down a task into its parts with step-by-step prompts. In addition, drill-repetition-practice means repeated
practice Bryant and Smith (2019). While planning this lesson, the two aforementioned components are included to foster disadvantaged young
learners language learning. To this end, activities in this lesson have steps each of them leading forward to the final task completion or product.
For instance, in the speaking activity, steps are provided one by one.
Data from Descriptive Needs Analysis
Shin et al. (2021) highlights the significance of knowing our learners in several ways. From this perspective, in order to know our learners, at the
beginning of the research project, a descriptive needs analysis in several areas such as exam analysis, learners observation, parental and learner
surveys are applied and the preliminary findings unravel that the target disadvantaged young learners group is successful at multiple choice and
short simple answers. To cater for this need, activities in this lesson are prepared requiring short and simple answers. Besides, presentation and
guided activities are simplified at a word and text level.

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 References
Artiles, Alfredo J., Ed.; Ortiz, Alba A., Ed. (2002) English language learners with special education needs.
Bryant, D. P., Bryant, B. R., & Smith, D. D. (2019). Teaching students with special needs in inclusive classrooms. Sage Publications.
Ortega, D. P., Cabrera, J. M., & Benalcázar, J. V. (2018). Differentiating instruction in the language learning classroom: Theoretical
considerations and practical applications. Journal of Language Teaching and Research, 9(6), 1220-1228.
Shin, J.K., Savić, V., & Machida, T. (2021). The 6 Principles for exemplary teaching of English learners: Young learners in a multilingual
world. TESOL International Association.

Worksheet

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READ the following text. Then, circle the correct option. 📖
The Scary Noise and the Furry Friend
Samantha was working on her project slowly, and she felt disappointed. Suddenly, someone angrily
banged on the door. The noise continued desperately, getting louder and heavier. Samantha felt
scared and wondered who it could be. The noise stopped, but heavy footsteps approached her door
fast. As the door slowly opened, Samantha held her breath. But to her relief, it was only her cat
meowing quietly to be let in. Samantha hugged her furry friend tightly, feeling grateful to have such a
loyal friend.
1. How was Samantha typing on her keyboard?
A) Quickly
B) Slowly
C) Haphazardly
2. How did the loud noise outside Samantha's window sound?
A) Angrily
B) Quietly
C) Excitedly
3. How did Samantha feel when she heard the loud noise?
A) Scared
B) Happy

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 C) Excited
4. What did Samantha hear approaching her door?
A) Soft footsteps
B) Heavy footsteps
C) No footsteps
5. How did Samantha's cat meow when it scratched at the door?
A) Loudly
B) Quietly
C) Desperately

Vocabulary Activity

This is Jack. Jack confused adverbs. Can you help him?

● Educaplay Link: https://www.educaplay.com/learning-resources/14120425-adverbs_of_manner.html

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Writing Activity

Turn Adjectives into Adverbs.

1. Slow Slowly 2. Fast

3. Desperate 4. Heavy

5. Quiet 6. Angry

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Speaking Activity
1. Ask your friend about adverbs.
2. Share your answers.

Adverbs: walk slowly; speak angrily; wait quietly; cry desperately; walk fast;

“How do you walk?” “I walk slowly?”

Homework
Choose your homework from the menu below. Then, do it according to the instructions given.
Homework Menu

Sentence Writing Creating a Comic Strip Story Reading

Choose one of the six adverbs and write a Create a comic strip that shows a character Read a short story and identify all the adverbs
sentence using it. doing something slowly, another doing used. Write them down in a list.
something quickly, and a third doing
something quietly.

SUMMARY

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He walks slowly. She waits quietly.
It is raining heavily.
He speaks angrily.
He cries desperately. he walks fast.

“How does he walk?”

“He walks fast.”

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Slowly

15
Fast
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Desperately
17
Heavily
18
Angrily
19
Fast
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