T starts the lesson by emphasizing the concept of 'language'. Why do we need it? Why do we use language? To express ourselves? To transfer meaning? (Stories are one of the ways that prove the point). These questions will pave the way for the ss comprehension on the reason why adverbs are needed. They modify sentences by adding further layers of emotion, depth, and frequency onto verbs and adjectives. T will use the visuals from PPT to a humorous effect. At the end, ss will take a look at the following vocabulary on WB: hooded, confrontation, frantic, bitterly.

T will provide the following instructions before handing out the reading text (incl. ex1a): "You are going to read four -very short- stories. These samples are taken from a website, where people submit their own stories. But there's a catch: they all write these texts within a word limit. All stories should be written in fifty words or under. I want you to match each text to its title while reading." When ss are finished, they will check their answers with their partners. FB: Oral feedback (a small number of items to be answered)

T will provide the following instructions before handing out the second sheet (incl. ex1b-c): "For exercise b, I want you to look at the adverbs in the stories that you've read. Which type do these adverbs belong to? You can complete it by thinking on which question they answer when they are used within the sentence." For exercise c: "Use your instincts while placing them in the following sentences and if possible, read them aloud to your partner: Does it make sense? Discuss them in pairs and come up with the correct sentences." FB: Answer Key for both exercises (time limitation)

Ss will get HO3, with the following instructions (A): "Before you, there are some examples of how adverbs and adverbial phrases are used within sentences. Take a look at each, and correct them by ordering." For the second exercise (B): "Now, I want you to put the adverbs in their normal position in each sentence." FB: Answer Key (again, time limit) Ss will be required to check their answers in pairs before the end of the stage.

The ss will do the last activity, in which they will complete a one-paragraph short story by using the included adverbs on their HO. The story is a suitable option for GW, T will explain that when they are finished with the task, each group will pick a representative, and these individuals will change their groups and mingle with the crowd in order to hear what they have to say about the same chain of events. T will monitor while taking notes of common mistakes and provide FB on the WB accordingly, for a minute or two at the very end of the stage.