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TP 5 Short stories
Upper Intermediate level


In this lesson, students focus on commonly confused adverbs e.g. hard vs. hardly. The lesson helps them identify the differences, gives them a chance to practice the pronunciation and finally an opportunity to narrate part of a story using different adverbs.


Main Aims

  • To provide review and practice of commonly confused adverbs in the context of narrating short stories.

Subsidiary Aims

  • To provide practice in pronunciation of adverbs and adverb sentence stress.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students, to expose them to TL

Students work to identify the contents of a 50 word story and to differentiate between confusing adverbs - near vs nearly and hard vs. hardly 1) Narrate the story to the class 2) Show them the handout and instruct them to answer the questions in pairs 3) Monitor to check students are on task 4) Elicit answers 5) Clarify if required

Language Clarification (9-11 minutes) • To expose students to the meaning of the target language through sentence analysis

Students work through a practice exercise to help highlight different contexts of pairs of confusing adverbs. 1) OHP - show the exercise 2) Model one question - hard vs hardly - concept check for clarity 3) W/C does next question as Instruction check 4) Students work in pairs to find correct answers 5) Check with another pair 6) Feedback - listen to the sentences to check

Controlled Practice - Pronunciation of adverbs (7-8 minutes) • To identify and correct errors in stress in adverbs

Students work to identify stress in adverbs. 1) It's time for pronunciation 2) You will have a list of words 3) I will read them and you will underline the stressed syllable 4) Model one adverb as an instruction check 5) work alone to underline the words - you have two minutes 6) Now I need a volunteer (v) to write the answers on the board 7) Whole class guides student V to underline stress sylablles 8) Let them complete 9) Error correct and drill

Controlled Practice - Pronunciation of adverbs 2 (7-8 minutes) • To further check pronunciation - sentence stress patterns

Students listen to sentences and copy 1) I will play the soundtrack once - just listen 2) Drill once 3) Highlight errors and re-drill 4) Nominate students

Freer practice (12-15 minutes) • To provide students with free practice of the target language

Students work to assemble a mixed up story and then to narrate parts thereof. 1) We're going to tell a story! 2) But there is a problem - my story is in the wrong order 3) work in pairs to put the story in the correct order (handout pieces of story) 4) I need a volunteer - can you arrange the pieces in order? Rest of class - help them! 5) OK, now we have a story - good work! Now we need some words 6) You will write parts of the story - check which part you need to write. Write one sentence 7) Hand out yellow sheets. 8) Ok, write your sentence 9) Monitor - help with language if needed 10) Ok - mow I want to hear your story 11) Error correction and feedback

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