Kate Demirtaş Kate Demirtaş

Elementary level


In this lessons, students will learn and practise adverbs of manner through the context of an adventure centre and indoor and outdoor activities. The lesson starts with going back to the letter from the previous lesson and identifying adjectives and adverbs in its context, then students do the controlled practice of form and spelling.At the end of the lesson, there will be a mime game which will focus on meaning of the adverbs.


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Main Aims

  • To introduce and give practice in adverbs of manner through the context of an adventure centre and indoor and outdoor activities.

Subsidiary Aims

  • To review adjectives and contrast them with adverbs. To give controlled and freer speaking practice.


GTKY (4-6 minutes) • To get to know the Ss and to help them get to know me better

Introduce myself to the ss. Ask ss to tell their names and a sentences about their occupation. Ask ss to work in pairs-each pair must prepare one question they would like to ask me.

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Remind Ss about Melanie. Ask questions from the job advert – “Is she good at languages?” “Does she have a driving licence?” - Get Ss to tell the sentence from the reference letter that shows this – elicit and write the target sentence (She speaks French fluently and is an excellent driver) on the white-board. Elicit that “excellent” is an adjective and that “fluently” is an adverb and highlight.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

Show Ss ex4 and ask them to work in pairs to complete the rules for adverbs in exercises a), b) and c). Ss work in pairs to complete exercises a), b) and c). Monitor and help where needed. Take whole-class feedback (FB) – going through each exercise and checking Ss are clear about the difference between adjectives and adverbs.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

put some further examples on the board from the reading text to illustrate their answers. For c) ask which other adverbs are irregular to get them to notice “fast” and “hard”. Drill some of the adverbs for pronunciation – including drilling some of the sentences.

Controlled Practice (5-8 minutes) • To concept check and prepare students for more meaningful practice

Show Ss ex5 and ask them to write the adverbs. Ss work in pairs to complete ex5. Get some Ss to the w/b to write the answers on the w/b for FB( peer check).

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

Show Ss ex6a. Ask them to choose the correct word. Ss work in pairs to complete ex6a, then check their answers with the answer keys on the walls. Tell Ss to change the sentences so they are true for them (give an example for yourself). Ss work alone to do this (ex6b), then compare their sentences and see how many are the same (ex6c). Take some general FB.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Organise the class into 2 teams. Using the adverb and activity cards model the game. Take 1 activity card and 1 adverb card randomly (e.g. play tennis / slowly). Mime the activity in the manner described by the adverb. Ss guess. Then 1 S from each team comes to front, takes 2 cards and mime for their team, who guess. The first team to guess correctly gets the point. Ss take it in turns to pick cards and mime.

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