Frazer Worthington Frazer Worthington

Solutions pages 20-21
Elementary level


In this lesson, the students read a text about cheerleading and give their opinion about the sport. In the second part of the lesson the students practice using adverbs to describe how well they can do an activity.


Abc Speaking table
Abc Agree / Disagree grid

Main Aims

  • To provide practice of using adverbs within the context of talking about how often they do something

Subsidiary Aims

  • To provide gist and detailed reading of a text about cheerleading.


Warmer. (6-8 minutes) • To review last lessons homework

- Ask the students to take out their homework from the last lesson. - Re-cap the different adverbs of frequency on the board. - Have the class think about the questions they are going to ask. - Elicit from the class question one, ' How often do you cook dinner ?' - Demonstrate an example with the student and write the answer in the column your partner on page 19. - Have the students mingle around the classroom and collect the information from different people. Students write their answers into their textbook. - Bring the class back together to share their answers with the class.

Lead in. (2-3 minutes) • Lead in and set the context

- After the students have finished collecting the information set the context. - Ask the class, ' What things can you do? '. - Brainstorm with the class things they can do.

Pre-task (5-6 minutes) • To brainstorm a list of activities

- Write on the board a list of five talents you can do. For example; I can juggle two balls, I can paint with my eyes closed etc. - Ask the class to think of five things they can do and make a list in their notebooks. - Clarify the task with the students, ' You are going to find out what your partner can do very well'. - Check the task with the students.

Task (6-8 minutes) • To provide an opportunity to exchange information

- Next, have the students find out from their partner the things they can do. - Students work in pairs exchange answers and write in their notebooks. - After the students have finished have pairs make groups of four.

Planning (4-6 minutes) • To provide an opportunity to plan students' reports

- Students move into groups of four. - Groups of students decide on which person in the group has the most impressive talent. - Groups have to tell the class one special thing each person can do. - Have the T.A help translate this stage. - Write on the board; ( Name ) can ( activity ) / We think......has the most impressive talent. - Have groups spend time preparing to share with the class.

Report (5-6 minutes) • To allow students to report on how they did the task and how it went

- Have the spokesperson from each group share their answers to the class. - Have each group stand up and share the information. - Make note of any useful or inaccurate language.

Language Analysis (8-10 minutes) • To clarify the meaning, form and pronunciation of the task language

- Focus on the text on page 21. - Open the text on the board. Highlight Edward can do amazing things. Ask the class, ' Can you find all of the amazing things in the text? - Pairs work together to find all of the things he can do. - Isolate the following sentence, ' For example, he can run very fast and he can read people's thoughts'. - Concept check, ' Does he run slow? ( No ), How does he run? ( He runs fast ), What can he do? ( Read people's minds ). Ask, How does he play the piano? ( Beautifully ) - Focus on activity 4 in the textbook. Have the students find the three adverbs in the text. - Focus on activity 5. Have students work individually to complete the sentences. Check the answers together as a class.

Language Practice (8-10 minutes) • To provide students with practice of the task language

- Prepare the students for the activity. - Hand each student a speaking table. - Students complete the table with their own information. Afterwards, they find out from a partner the information. - Their partner can make one bluff during the exchange. Partners have to try and detect the bluff during the answers. - Have students answer their own information first in the table. - Bring the class together and practice an example with the class. ( Use the textbook speech bubbles from activity 8 ) - Have pairs exchange and find out the information.

Break • Students take a break
Energiser game (4-5 minutes) • To energise the class

- Review the adverbs learnt with the class. - Write an adjective on the board e.g slow then elicit the adverb - slowly. - Work through the adverbs from page 21. - Have students make pairs. One student turns away from the board and the other faces the board. - The student facing the board will act out the word to their partner. When their partner knows the answers they put their hand up to answer.

Pre-Reading (5-6 minutes) • To activate the students background knowledge on the topic.

- Have the students look at the picture on page 20 above the text for 10 seconds. - Students close their book. - Ask the class, ' What do you know about the picture? '. - Have pairs share their answers together. - Show slide one of the presentation and pre-teach the words. - Check the meaning, form and pronunciation with the class.

While reading (6-8 minutes) • To provide reading for overall gist of the text

- Have the students read the text. - Students answer the questions for activity 1. - Pairs check answers together. - Check the answers with the class. - Students read again and answer activity 3. Show slide 5 to help with the student answers. - Pairs check answers. - check the answers with the class.

Vocabulary focus (5-7 minutes) • Students focus and study the vocabulary from the text.

- Have the class focus on activity 2 page 20. - Students match the highlighted words to the answers. - Pairs check the answers together. - Check with the class. Answers - 1 - never, 2 - hardly ever, 3 - sometimes, 4 - often, 5 - usually, 6 - always. Have the class complete activity 6 individually. Check the answers as a class.

Speaking practice (6-7 minutes) • Students practice giving opinions

- Hand the students the agree and disagree grid with the comments. - Students read and decide with an A or a D if they agree or disagree with the statement. - Students circle three statements they want to talk about. - Show an example on the board how to express opinions i.e I think skateboarding is a sport because you have to be strong. Write the following; I think / I believe / In my opinion..... - Have the students prepare sentences to share with the class. - Students mingle and share their opinions on the three topics with the class. - Students must remember one opinion of someone else in the group. - Bring the class back together. - End the lesson by asking; What have you learned today? What can you do now? Elicit the learning points; I can understand and use adverbs of frequency to say how often I do something.

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