- 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.

- 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.

- 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.

- 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.

- 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.

- 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.

- 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.

- 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.

- 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.

- 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.

- 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.

- 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.

- 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.