Onur Anamur Onur Anamur

Adverbs of Manner Lesson
Guided Discovery, Elementary: A1/A2 level


In this lesson, students learn about adverbs of manner--Their use, formation, and pronunciation. To provoke interest and contextualize the lesson, a discussion is held on the text the students have just read in the previous lesson. Just after that, example sentences from the text are analyzed grammatically, and the role and meaning of adverbs in those sentences are elicited and clarified through examples. Forms of adverbs are elicited, and then the pronunciations of seven adverbs are demonstrated and practiced. After that, students do controlled practice in the form of written exercises on form and meaning. followed by a listening-based semi-controlled practice where they match adverbs to dialogues. The lesson is concluded with freer practice consisting of a game where students mime activities modified by adverbs.


Abc Text and Excercises of Adverbs of Manner.

Main Aims

  • To provide clarification of adverbs of manner in the context of, mainly, social norms and interaction.

Subsidiary Aims

  • To provide fluency speaking practice in the context of social norms in a discussion, group practice in the context of of social norms and in controlled, semi-controlled, and freer practice activities.


Lead-in (10-12 minutes) • To provide continuity from the text and the previous lesson in to the next, and to refocus and reorient the students to the lesson.

The discussion is to be student-led, but prompted, in order, by these questions: 1. Do you think men crying is a good thing? 2. Do you think society, people, think men crying is a good thing? 3. Why or why not? 4. Do you think men cry often in Turkey? 5. Do you think women cry often in Turkey? 6. Do you think men in Turkey will cry more in the future? 7. Do you want men to cry more in the future? 8. Do you think it's OK for people in high positions, CEOs, diplomats to cry? 9. Do you think it's OK for presidents to cry?

Meaning, form, pronunciation (10-15 minutes) • To clarify how adverbs of manner ought to be used and what adverbs of manner are used for, to show their forms as relating to the adjective forms of words, and to clarify their pronunciation

T shows two incomplete example sentences from the text. Has students go back to the text and fill in the missing words by asking the students how the activities shown in the sentences are done. Example sentences: "Two US presidents cried quietly on live television.", "The football players played well." Example questions: "How did the two U.S. presidents cry? Softly or loudly or wailingly. (quietly)."Did the football players play badly? (no)--(to clarify the meaning of well)" After the words are found, the sentences are analyzed grammatically by the students, with the teacher eliciting adverb. The role of the adverb is clarified through elicitation. Then through example and elicitation, the conversion of 'good' to 'well' is highlighted. The students then underline all adverbs of manner in the article. The following questions are then asked to elicit and clarify meaning. Do adverbs change the noun or the verb? What is the adjective form of (given adverb from the text) How do we make an adverb? To elicit the rules for '-ly', '-ily', and irregular endings questions such as: The adjective is happy. Is the adverb ‘happily or happyly’? The adjective is angry. Is the adverb ‘angryly or angrily’ ? are asked. Finally irregular adverbs like 'hard' are dealt with, again through questions where students are given two choices and then must guess the right one. After that, there is pronunciation practice where I say the words. the students initially practice as a whole class, then in partners, and then individually in front of the teacher.

Controlled practice (7-10 minutes) • To provide written practice and to check students knowledge as to which form of a word ought to be used and convering between adjective and adverb of manner forms.

The students are put in partners, weaker ones with stronger ones to help weaker students and have the whole class engaged--the students are quite keen so they should be engaged once they gain the ability to by getting help from other students. Students, in pairs, complete sentences with the correct form of a given word in brackets in one exercise and underline the correct form of a given word in the other.

Semi-controlled excercise (3-5 minutes) • To improve skim listening and inference. They must infer the mood of a speaker through his speech. Would also show attention to stress.

The students listen to recordings and match a given list of adverbs to them in pairs. Whole class check is done afterward.

Freer Practice (10-12 minutes) • To gain a practical understanding of how adverbs work, to provide speaking fluency practice in English (they must call out an activity), to affirm their understanding of adverbs (they must know what at least some of them mean to do the miming) and to get the students up and moving--sitting by this point may bore them and render them inattentive.)

Split class into 2 groups of 2 teams--modify according to class number. Write a series of adverbs of manner on the wall. Give the students activities to mime, but they must mime the activity according to an adjective of their choosing. The two games are to be simultaneous, and keep score. If one student's team understands and says what the student is miming--in English--before the other team, that student's team gets a point.

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