Pre-intermediate level


Having done a lot of reading and speaking activities in the second lesson, SS will be ready to practise speaking during this class. they will be given enough chance to practise speaking for accuracy and fluency. Writing task will also help them distinguish adverbs from adjectives.


Abc Whiteboard
Abc Handout 2
Abc Handout
Abc Overhead Projector
Abc Cards
Abc Handout

Main Aims

  • To provide fluency speaking practice in a conversation and roleplay in the context of airport
  • To revise and practice the use of adverbs, including a focus on word order in a sentence.

Subsidiary Aims

  • To raise awareness of adverbs of manner, adverbs of degree and sequencers.


Warmer/Lead-in (5-7 minutes) • To set a warm up activity to build on

-I will mime the verbs jump, think, eat, sleep, drink, Ask SS what you have just done. What am I doing? (jumping) What am I doing? (thinking) What am I doing? (eating) What am I doing? (sleeping) What am I doing? (drinking) After having the answer I will give each table a word bag. One of the SS will be chosen to mime the verbs in the bag, the other will try to guess what it is. -Draw an aerodrome for the second stage.

Reminding the context (5-7 minutes) • To gauge students' prior knowledge of the target language

point at the airbus what is this? (an airbus) what is it doing? (taxiing) write 1km/h on WB is it fast? (no) is it slow? (yes) How is the airbus taxiing? (slowly) Is it about the airbus or taxiing? (taxiing) -write ''He spoke furiously'' on WB ask SS about what flight attendant did. (he spoke furiously) Was he smiling? (no) Was he crying? (no) Was he angry? (yes) I would dearly like to quit my job. T makes gestures and facial expressions to hint at ''dearly''. Pointing at his heart, T asks; is ''dearly'' from the heart? (yes) is ''dearly'' very less or very much? (much)

Matching exercise (3-6 minutes) • to provide some pronunciation practice and exposure to word order

Do a choral drill of the verbs in the column B. Project Column A and B on WB. add speak to column A and furiously to Column B. add taxi to column A and slowly to column B. Give SS two minutes to do the matching As SS are busy doing the matching; write '' Adjective + LY = Adverb '' on WB Nominate students to make it more interactive. Indicate mistakes by questioning intonation. How do you drive? ( I drive carefully ) How do you love? ( I love passionately ) How do you speak? ( I speak fluently ) How does it rain? ( it rains heavily ) How do you wait? ( I wait patienty ) How do you fight? ( I fight bravely ) Concept check between adjective and adverb. If you add ''ly'', is it adjective or adverb? (adverb) Is adverb about noun or verb? (verb)

Irregular adverbs (5-7 minutes) • To highlight some irregular adverbs that could be mistaken for their adjective forms.

Model examples once for each and ask CCQs. Is this a fast train to London? What kind of train? (fast train) is it about the train? Slow down! You drive too fast! Drive how? (Drive fast) I work hard and play hard. work how? (work hard) play how? (play hard) is ''hard'' about me? (no) is it ''hard'' about work and play? (yes) She's a very hard worker. What kind of worker? (hard worker) I got up late this morning. Got up how? (got up late) We had a late breakfast. What kind of breakfast? (late breakfast) are these regular or irregular? (irregular) Draw a box on WB. Write fast, hard and late in it. Mark them as '' irregular ''

Writing exercise (6-10 minutes) • To provide students with free practice of the target language

I tell SS that there is one irregular adverb. SS complete the lines in three minutes and then mingle to find a partner. SS tell each other how they do things. As they have gone back to their tables, T asks SS what they learned about their partners.

Narrative writing (10-10 minutes) • To raise awareness of adverbs of manner, adverbs of degree and sequencers.

HO is handed away. T asks SS about the story to elicit. where is he? (he is in Paris) Is it in the morning or in the evening? (in the evening) What is he doing? (he is stealing) Where is he now? ( in the living room) What is he doing? ( drinking champagne and eating cheese) Where is he now? ( in the bed room) how does he feel? (he feels sleepy/tired) what happened? ( he fell asleep and the policemen caught him ) what is the story about? (The burglar who fell asleep) Do ex 2 Write first example on WB and underline the verbs you put in a suitable position. Tell students to SS will be told to put the words SS will be given 3 minutes to be engaged in the task.

Illustrating story (6-6 minutes) • To raise awareness of sequency of events using previously learnt grammar

if the stages have been completed and there is time left, I will try to elicit the story from SS using the pictures on page 107. T gives SS HO. Where is he? (at the seaside/beach/..) What did he do? ( he dropped/left his mobile phone) Who is he? (a fisherman/Glen Kerley) What did the fisherman do? ( He found the mobile phone) What is he doing? (he is calling the owner of the phone) What did the fisherman do? ( He gave the phone back ) T tells SS to work in groups to match notes 1-6 with the pictures. T will deal with any vocabulary queries.

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