Teaching Too and enough implementation, Imperatives, and Adverbs of

Manner in English through mini-micro teaching

Juana Valentina Onatra Cañaveral

Monica Alejandra Lopez Farfan
Victor Jose Cristobal Gomez Vargas

University of Tolima
0521 B.A Foreign Languages

Jeny Paola Hernández

M.S. in Special Education

24 De Enero del 2024

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Summary
This article provides three mini-micro teaching lessons on the topics of too and
enough, imperatives, and adverbs of manners in English. Each lesson includes a
warm-up activity, a presentation of the topic, a check for understanding, exercises to
develop the skill, and a free or semi-controlled speaking or writing production stage.

The warm-up activities are designed to engage students and activate their prior
knowledge of the topic. The presentations use a variety of media, such as songs,
readings, videos, audio recordings, and images, to make the material interesting and
memorable. The check for understanding activities help students to identify any
areas where they may need additional support. The exercises are designed to
provide students with opportunities to practice the skill in a variety of contexts. The
free or semi-controlled speaking or writing production stages allow students to apply
their skills in a meaningful way.

The lessons in this article are a valuable resource for teachers of English. They
provide a clear and concise overview of three important grammar concepts. The
lessons are also easy to follow and adaptable to a variety of teaching settings.

Keywords: mini-micro teaching, too and enough, imperatives, adverbs of manner,

English instruction
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Content Table

1. Introduction…………………………………………………………………………3
2. Imperatives ……………………………………………………………………… 4,5
2.1 Warm-up
2.2 Topic´s presentation
2.3 Checking understanding
2.4 Semi-controlled speaking stage
3. Adverbs of Manner………………………………………………………………6,7
3.1 Warm-up
3.2 Topic’s presentation
3.3 Checking understanding
3.4 Semi-controlled activity
3.5 Wrap-up
4. Too and
Enough………………………………………………………………….8,9
4.1 Warm Up
4.2 Topic’s Presentation
4.3 Checking understanding
4.4 Semi-controlled activity
5. Annexes: Tables, videos, illustrations and
links………………………..10,11
6. Reference List and Bibliography………………………………………………12
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Introduction

Effective English Language instruction requires engaging and accessible methods

that bring diverse learning styles and levels of proficiency. This article presents three
mini-micro teaching lessons that offer a valuable resource for English language
educators seeking to enhance their students' grammar skills. By employing a clear,
engaging, and adaptable approach, these lessons provide a practical and effective
means to address common grammar challenges and foster effective communication
in the English language. These lessons target three crucial areas: Too and Enough,
Imperatives, and Adverbs of Manner.

Objectives

The primary objective of this article is to equip English Language educators with
practical and adaptable mini-micro teaching lessons that effectively address common
grammar challenges faced by students. Secondary objectives include:

● Promoting active learning: The lessons incorporate engaging warm-up

activities and diverse presentation methods to stimulate student participation
and knowledge retention.
● Developing grammatical accuracy: Each lesson focuses on a specific
grammar concept, providing clear explanations and ample practice
opportunities to solidify understanding and application.
● Enhancing communication skills: The lessons culminate in free or semi-
controlled speaking and writing production stages, allowing students to apply
their newly acquired skills in a meaningful context.

One of the primary challenges in English language acquisition lies in mastering

often-confusing grammar rules. Traditional methods may not always cater to
individual learning needs or provide sufficient practice opportunities. These mini-
micro teaching lessons address this issue by offering clear and concise
explanations; each lesson breaks down complex grammar concepts into
manageable chunks, facilitating comprehension and retention. Also provides a
variety of activities like warm-ups, comprehension checks, and different learning
styles that can help students to adapt to the language.
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Imperatives

The imperative is mainly used to give commands, orders, instructions, warnings, etc.
They are often used in spoken language, but they can also be found in written
language, especially in instructions or directions. For example, the imperative form of
the verb "to go" is "go." Building upon our newly acquired understanding of
imperatives, we now proceed to their active implementation through these engaging
mini-micro teaching activities.

Warm-up

So, the warm-up activity for this topic will be a Symon Says… But, Ta-Da!,
imperative edition! A modified version of Symons Says will be played, where all
instructions must be given in the imperative form (e.g.; “Stand up!”, “Clap your
hands!”). Gradually incorporating variations in sentence structure and verb tenses.
The objective of this exercise is to engage students and activate prior knowledge of
verbs and commands, introducing the concept of imperatives in a fun and interactive
way.

Presentation (Appendix 1, p. 10)

● A presentation will be used to introduce students to the use of imperatives,

environments that would be used, exceptions, etc. All this using formal and
simple language for greater understanding more shortly and solidly. At the
same time, it will consist of brief examples between each explanation of the
branches of the topic, and a space will also be given to students to resolve
and reinforce concepts and concerns.

● The song “Hit the Road Jack” by Ray Charles (Appendix 2, p. 10) will be
played (or the lyrics will be presented if singing is not feasible) focusing on
lines like “Go on, move on”, “Don’t you come back no more”, etc. Then
we’ll ask students to identify examples of imperatives used in the song. Also
discuss the emotions and purpose conveyed through the imperative form, to
introduce imperatives through a familiar and engaging context, demonstrating
their use in a real-world scenario and highlighting their emotional impact.
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Checking understanding

- Activity: A mini-quiz (Appendix 3, p. 10) with short sentences: “Fill in the blank
with an imperative!” (e.g; “______ your homework!; Don’t ______ late.”;
“Please ______ me the salt.”) where students must write down their
answers individually or in pairs.

The objective of it is to assess students’ comprehension of imperative forms and

sentence structure. Remember to, as the teacher, provide immediate feedback and
address any questions or confusion.

Developing skills

Imperative roleplay: Divide students into pairs. One student pretends to be a parent
giving instructions to their child (e.g.; “Brush your teeth!”, “Make your bed!”); the
other students may respond appropriately. Roles can be switched.

Imperative writing: Students write short creative paragraphs or dialogues using

only imperatives. Encourage them to focus on different sentence structures and
emotions they want to convey (e.g.; excitement, urgency, humor).

Wrap-up

- Quick review: Briefly revisit the warm-up, presentation, and main activities,
highlighting key takeaways (e.g; “Remember how we moved and grooved
with Simon Says?”, “Who can recall an imperative line from the song?”,
“What are some different ways we used imperatives today?”).

- “I can…” Statements: Students individually or in pairs write down one or two

“I can…” statements summarizing their learning (e.g.; “I can write clear
instructions using imperatives.”, “I can understand and follow
imperatives in spoken language.”). Encourage students to share and
celebrate their achievements.

- Lastly, play a quick “Imperative Chain” game. One student starts a sentence
with an imperative (e.g; “Jump!”), next student continues with another
imperative to build a story (e.g.; “Touch your nose!”), and so on. This
provides a playful final burst of practice and promotes collaborative
storytelling.
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Adverbs of Manner

Adverbs of manner are employed in sentences to provide the reader or listener with
more information about the action being done by the subject in a sentence. It is
usually identified by asking the question ‘how’. For example, the adverb “Quickly”
modifies the verb “walk” in the sentence “She walked quickly to the store.”
They can be placed in different positions in a sentence but they typically follow the
verb they modify. In the sentence “She quickly walked to the store” the adverb
quickly follows the verb walked. With an understanding of the topic established, we
move on to the practical application through mini-micro teaching lessons.

Warm-up

The warm-up for this topic will be a brainstorming where we will ask students to think
of as many actions as they can. As they share, we will write the actions on the board;
after that, we’ll ask the students to complement these actions with whatever they
think the adverb of manner should be.
(e.g; “Andrew walks lazily.”; “Marti speaks fastly.”)

Presentation (Appendix 4, p. 10)

● Firstly, we’re going to take a look at these slides, which will work to give a
quick introduction to the main topic, “Adverbs of manner”.

● It will be presented looking forward to grabbing the attention of the students

by telling a catchy anecdote that highlights the importance of adverbs of
manner in everyday language.

● Then a clear and concise definition of the adverbs of manner will be provided,
emphasizing their role in describing how actions are done. This explains how
adverbs of manner are typically formed from adjectives by adding “-ly” (e.g.;
happy -> happily; slow -> slowly). Also, mention exceptions like good (well)
and fast (fast). Thus, mentioning common questions they answer (“how?”) or
guiding them on where to place adverbs of manner in a sentence, can include
after the verb, after the object, or within verb phrases.

● And lastly, we will showcase a variety of adverbs of manners illustrating their

impact on the meaning of sentences.
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Checking understanding

At this point, we will play a short video clip (Appendix 5, p. 10) describing someone’s
daily routine (e.g.; getting up, eating breakfast, going to work). Then, pause after
each action and ask the students to guess how the action is being done (e.g.; What
adverb describes how she woke up?). After each selection, students will have the
right to debate which one would fit best, by raising their hand and defending each
one's decision. In the same way, it will be decided which one is correct and the
respective explanation will be given as to why, using basic materials such as the
whiteboard and markers.

Developing skills

Sentence completion: The students will be given a list of sentence prompts

(Appendix 6, p. 11) with incomplete verbs and actions(e.g.; I _____ opened the door
_____ after…). Then, using the contents already provided, they must complete the
sentences using adverbs of manner and descriptive language.

This also reinforces grammatical accuracy, sentence structure, critical thinking, and
problem-solving, by analyzing the provided prompts and choosing appropriate
adverbs and descriptions, requiring students to think critically and make informed
decisions about their writing.

Wrap-up

It will emphasize how students explored a diverse range of adverbs, from common
ones like “quickly” and “carefully” to more evocative choices like “hesitantly” and
“exuberantly”.
Finally, there will be a showcase of how these adverbs not only described the
actions but also shaped the reader’s perception of the characters and their
motivations. For example, “sneaked silently” creates a sense of suspense, while
“laughed uproariously” conveys lightheartedness.
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Too and enough

Too and enough are two words that are often confused by English learners. Both are
used to express quantities. We can find them quantifying adverbs, adjectives, and
also nouns. Too is used to express an excess or a surplus. It can be used with
adjectives, adverbs, or nouns. However, enough is used to express sufficiency or
satisfaction. It can also be used with adjectives, adverbs, or nouns. Now that we've
grasped the key concepts, let's implement them with these mini-micro teaching.

Warm-up

Would You Rather...?

1. Choose sides:

Line up in two rows, facing each other. We'll call them Right (red) and Left (blue).
Don't worry, you won't be stuck on one side the whole time! We'll switch up
depending on the question.

2. Choose your fate:

Listen carefully to each question. When you hear something you'd prefer, take a big
step to the corresponding stage:
Right (red) if you pick the first option in the question.
Left (blue) if you choose the second option.

● "Would you rather have too much homework or not enough time to do it?"
● "Would you rather have too many friends or not enough money?"
● "Would you rather eat too much or not get enough sleep?"

3. Defend your choice:

Once everyone's on the stage, it's time to explain your answer! Share why you'd
rather have that option, even if it sounds crazy. The more convincing you are, the
better!

Presentation (Appendix 7, p.11)

● This PowerPoint introduces "too" and "enough" concepts using clear and
concise explanations.
● Present examples of sentences using these concepts in different contexts.
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● It highlights grammar structures of "too/enough" with comparatives and

adjectives.
● This presentation also uses charts and diagrams to make it easier for
students to understand.

Understanding Check

Matching: It involves giving students sentences with "too" or "enough" and asking
them to relate them to images, situations, or definitions.

● Groups of 3 people will be formed. The number of people available will

determine the number of groups, but it is preferable to have 3 people per
group for a more dynamic experience.
● We are going to give you two things. You'll see a bunch of pictures. These
pictures show different situations or things. Also, you’ll see a list of sentences
using "too" or "enough."
● They need to match each sentence with the image that best describes it.
Does the image have "too" of something or "enough"? They have to use their
detective skills to connect the dots!
● We'll watch who guesses the best. The team that connects the most words
and pictures happily wins a surprise.

Semi-controlled activity

Guess the sentence.

We need to prepare cards with sentences similar to those in (Appendix 8, p. 11), that
describe situations that involve "too" or "enough" of something.

● The students will be divided into two teams.

● On each turn, one player from each team comes forward and a card will be
put on the player's forehead.
● The team must act out the sentence the card says without using words. And
the person with the card needs to guess the sentence. We need to continue
playing until all players have had a turn.
● The team with the most points wins.
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Annexes: Tables, videos, illustrations and links

Appendix 1
IMPERATIVES PRESENTATION
[Link]
utm_content=DAF6KQ2dTz8&utm_campaign=designshare&utm_medium=link
&utm_source=editor
Appendix 2

Ray Charles (2021, June 4). Hit The Road Jack (Official Lyrics Video) YouTube.
([Link]

Appendix 3
Adapted from Live worksheets, by Alejandro Villegas, 2021, May 24.
[Link]

Appendix 4
ADVERBS OF MANNER PRESENTATION
[Link]
view?
utm_content=DAF6Kc2ye7c&utm_campaign=designshare&utm_medium=link&
utm_source=editor

Appendix 5
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Ellii (formerly ESL Library) (2021, April 1). Adverbs of Manner – English Grammar
Lessons YouTube. ([Link]

Appendix 6
Adapted from Live worksheets, by Diana Maliarchuk, 2022, April 5.
([Link]
Appendix 7
TOO AND ENOUGH PRESENTATION
[Link]
view?
utm_content=DAF5yU2Bhcg&utm_campaign=designshare&utm_medium=link
&utm_source=editor
Appendix 8

[Fotografía], por 2020 Affordable Montessori Material Inc. All Rights Reserved.
([Link]
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Reference List and Bibliography

Imperatives, Lewolang, Website

[Link]

Michela Romoli (2017, September 15). Imperatives

YouTube [Link]

Adverbs of Manner - Explore Meaning, Definition and Examples, Website,

[Link]

Top English (2016, September 3). Adverbs of Manner

YouTube.[Link]

Too and enough: explanation, examples and exercises, Website

[Link]

Sparkle English (2022, June 23). Using Too or Enough | English Grammar for
Beginners
YouTube [Link]

Normas APA – 7ma (séptima) edición, Website, (2019, February 8) By Carlos

Sanchez
[Link]