Douglas Adams
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Editor: Douglas Adams |
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I often divide the lessons on adverb clause subordinators over the course of two days [longer if needed], covering the reason and time clauses first followed by a practice in which I ask students to write an adverb clause sentence of their own for each of the subordinators we covered thus far. The next class begins with a review in which students are asked to share example sentences from their homework. [This includes ones they are sure of as well as ones they have questions about.] The lesson continues with the remaining subordinators [contrast through condition] and another set of practice sentences for each of these subordinators. Day three begins with a review of the previous night's homework followed by a brief lesson on subordinators vs. prepositions at which point they are ready for some pairwork. There are a couple different options that I like to use, but both involve writing a story in which examples of each category of adverb clause are used.
Option One
Directions: Finish the story that I started below. Use at least 1 reason, 5 time, 1 contrast, 2 unexpected, and 1 condition adverbial clauses in your story. Remember, this is a story so don't just write the ten adverb clauses. Work them into your story. When Tom went out with his friends last weekend, something really surprising happened...
Option Two
Use a variation on option one in which you provide the beginning and the end of a few different story lines and ask students to fill in the missing middle of the story. Start: Tom agreed to go on a blind date Finish: He ended up in the parking lot behind McBurgers screaming that aliens were trying to steal his brain. Back to... the beginning. |
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http://www.tesltimes.org |
