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 ve Se
ti tti
r ra ng
Na

Adverbial Phrases
 VE t e ach
AT I t eo r
R a
NAR o tiv st
i n m te re
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lls a st s to get tation, nse wit
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a t u re ys in
• Fe ot alw a
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sually
• U
 ve Se
ti tti
r ra ng
Na

Adverbial Phrases
 In fic
ti SETT
othe on, setti ING
r a sp n
initia ects g inclu
d
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 ve Se
ti tti
r ra ng
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Adverbial Phrases
 ADVERBIAL PHRASES
An adverbial (or adverbial phrase) is a
linguistic term for a group of more than
one word operating adverbially, when
viewed in terms of their syntactic
function.
 ve Se
ti tti
r ra ng
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Adverbial Phrases
Once upon a time, but not very long ago, deep in the Australian bush
lived two possums.
They all live
together
in a little blue
house.
Dark clouds were
gathering in the sky
above the bushland
where Bilby and his
friends lived.
One night, far away,
in the dessert, a
little bilby left his
burrow for the very
first time.
In the light of the moon a little egg lay on a leaf.
 Suggested Teaching Strategies for ESL
Learners
• More opportunities to practise the target language
• The smaller steps of learning to be made explicit (this includes all aspects of
reading, writing in a new language and sometimes a new script, speaking
including word choices and pronunciation, pitch and pacing)
• Any taken-for-granted underpinnings are articulated and not automatically
assumed to be a shared starting point
• New knowledge to be linked to their background knowledge and experiences
• Safe opportunities for them to make links with prior learning
• Acknowledgement that their ideas matter
• Support nearby for them to check back, review, and refer to previous learning
• Tasks that provide ways of them showing what they know without relying on
a purely language-based demonstration of understanding
(Bremner, 2010)
 Suggested Teaching Strategies for ESL
Learners Cont.
• Reading, writing, listening, speaking, and thinking develop in an
integrated manner (Au, 1998);
• Language and thought are socially constructed(Vygotsky, 1987);
• Language learning proceeds best when children use language for
meaningful purposes (Au, 1998);
• What constitutes meaningful language use is influenced by an
individual’s prior experience, culture, motivation, and goals (Delpit,
1995);
• Language learning proceeds best when children are encouraged to take
risks, experiment, and make mistakes (Wells, 1986); and
• Modelling and scaffolding are critical to successful language learning
(Roehler & Cantlon, 1997; Wood, Bruner, & Ross, 1976).
(Watts-Taffe & Truscott, 2000)
 Rationale for Activity 1

Book Reading, Movement, Singing and

Vocabulary Acquisition.
• Roberts (2007) suggests that music can stimulate active
student learning of pronunciation, grammar, or even culture
 Prepositions
Over Under

In Behind Through
Next to
Near Around
By
On Past
 Rationale for Activity 2

Comparison
• Watts-Taffe & Truscott,(2000) State that scaffolding students by using a
specially designed, graphic organizer during a cooperative learning
exercise is beneficial for both ESL and ‘mainstream’ students.
 Rationale for Activity 3

Felt boarding and/or Drawing in pairs

• Watts-Taffe & Truscott (2000) state that using
visual expression and peer modelling assist
ESL students in their learning.
 Prepositions
Over Under

In Behind Through
Next to
Near Around
By
On Past
• Do I provide opportunities for students to work together in mixed
groups?
• Do I encourage joint or cooperative student responses during
instruction?
• Do I activate/build what students know on the topic they are
learning?
• Do I use oral reading?
• Do I avoid idioms and other figurative language during teaching?
• Are classroom patterns and routines structured so that they are
predictable?
• Do I teach comprehension strategies?

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