Nisha Nisha

Adverbs of manner and modifiers
Elementary level


In this lesson, ss practice adverbs of manner in the context of first impressions of a new city.The lesson starts with a lead in to introduce the difference between adjectives and adverbs by showing some pictures to the ss. The T will elicit sentences describing the pictures and then elicit adjectives and adverbs to describe the sentence. The T will then highlight the general rules of using adjectives and adverbs. The ss will read 2 blogs based on interviews with people who went to new cities and practice based on these blogs. The controlled practice activity( gap fill) and free practice(miming game) will give the ss practice in accuracy and some fluency.


Abc Board cards
Abc Hand written sentence cards
Abc Pictures
Abc Projector
Abc Speakers
Abc Whiteboard

Main Aims

  • To provide clarification, review and practice of adverbs of manner and modifiers in the context of first impressions formed by people visiting new cities

Subsidiary Aims

  • To give ss semi controlled and free practice in the use of adverbs of manner.
  • To provide gist and scan reading practice using a text about people's first impressions in the context of travel blogs about first visit to cities.


Warmer/Lead in (15-20 minutes) • To creat interest inthe topic

Collect HW to check at the end of class. Tell ss the gap fill hw and corrections will be done at the end of class. Show pictures of a dangerous road,Elicit driving dangerously. Show green turtle. Elicit walking slowly. Ask the ss to describe the pictures. This is a dangerous road. He drives dangerously. The green turtle walks/moves slowly. Highlight the difference between adjectives and adverbs briefly to ss. Adjectives are placed before nouns and adverbs after verbs. Use the examples above to demonstrate.

Exposure through reading (15-20 minutes) • To provide students with less challenging gist and specific information reading tasks

Focus on pictures on pg 84.Ask ss if they have been to any of these places. Do they know which countries these cities are in? Ask ss if they recollect what a blog is. ( covered in the last lesson) Pair students. Instruct them to answer questions in 1c after reading the blogs . Time for task- 10-12 minutes. Check answers as an open group. Focus on 1d. Ss will work in pairs. Instruct clearly: Read the blogs. Then look around to find the right word match for the exercise.The answers are displayed around the classroom. Will you be working alone or with your partner? What is a para? Elicit from class. Short for paragraph. Where would I find the answer to fill the first gap? In the 1st para? Demonstrate the first one. Now where would you find the answer for the second gap fill? in the second para. Look for the answers around the class. You don't have to think if the word is a noun/verb/adverb/adjective. Just concentrate on finding the right word. Mark all difficult words and write them on the post it given to you. All doubts will be cleared at the end of the class. Ask again : Are you working alone? Allot 5-7 minutes for this exercise. Elicit answers as an open group. Now focus on exercise 2. Elicit answers from the class, referring to the gap fill exercise completed earlier for clarification.

Controlled practice (10-15 minutes) • SS learn when to use adjectives and adverbs

Refer rules of adverbs on pg 144. Highlight again the main difference between adverbs and adjectives- ADJECTIVES COME BEFORE NOUNS AND ADVERBS OF MANNER AFTER VERBS, generally. Explain to the ss that we use the adverbs of manner to say how we do something. Adverbs of manner usually go at the end of the sentence . To make an adverb of manner, you usually add ly to the adjective quiet-quietly slow-slowly bad-badly For adjective that end in -y, change the y to ily. easy-easily noisy-noisily There are some adverbs that don't change. Late-late fast-fast hard-hard early-early The adverb for good is well. Example: Messi is a good player. He plays well. Practice exercises on pg 145. Instruct ss to complete exercise 11A a , individually. Check answers as an open group. Elicit answers to 11A b from the class. Feedback, correct and clarify doubts/ mistakes.

Pronunciation (15-20 minutes) • To focus on word stress.

Focus on ex 3,pg 85. Demonstrate the first set. dangerous/ dangerously Which part of the word do you hear the stress on? (dan) Play the audio. Modal drill and choral drill each set. Does the stress change when the word is an adverb? No. Ask ss to try and use each word in a sentence. Nominate ss for this exercise. Clarify any doubts. Feedback and correction. Focus on the stressed syllables in the Ss' examples at this stage.

Free practice (25-30 minutes) • To practice accuracy and fluency

Introduce miming game. Ss come up to the front of the class and pick a piece of paper. Each piece of paper has one of the following written on it. Ss has to act out the action for the class to guess.( obviously no speaking allowed) He is/ She is/ Name of the student is ……. Open the door slowly. Drink a cup of tea nervously. Clean the window happily. Speak quietly on the phone. Read the instructions carefully. Eat quickly. Drive dangerously. Laugh loudly. Cough hard. Read sleepily. Sing loudly. Instructions The person miming should not speak at all. The sentence has to start with He is/ She is/ Name of the student is ……. Demonstrate with a strong ss. ICQs- Did I speak? No. Did he/she understand what I was trying to show? ( yes.....hopefully!!) Help weaker ss with the game. Write the sentences on a Flipchart after ss have guessed. Feedback and corrections. Check previous week's HW and set hw for next week.Pg 69 1A- Students Workbook.

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