Tonight with me, we will work on how to use them and to tell a better story. The stories have two topics. Play hangman to figure out the story subjects: Earthquake and Volcano.

1 a-b T focuses the students on the sentences on the board. Students receive all the adverbs on individual strips. In pairs, students decide where to put the strips. Ss come up to the board and put them in the correct column on the board. T then gives students (still in pairs) the coursebook questions and asks them to finish section 2, 3, 4. T asks for the answer to 3 and has the students get up and change some adverbs to the correct new spots. If there is any discrepancy, T provides answer and feedback. Teacher then elicits where the stress is on most difficult adverbs and drills for pronunciation. T points out that the adverbs can be in different places. Elicit from students where else the adverb could be in the sentence. Teacher writes some examples of correct and incorrect places for the adverbs in sentences. (see Analysis sheet)

2 a-b Let's see how some of these adverbs sound in a natural context. T plays audio 1.37 T shows the sentences on the board. Models the sentences for the students. T focuses Ss attention on the // breaks in the sentences. Teacher tells students to listen again for these sentences and notice how they are said. T then drills the sentences with the students electing some individuals to say it aloud.

ex. 3 Ok now, we will practice incorporating these adverbs into a story you will tell trying to make it more dramatic. Teacher says apples and bananas to make two equal groups. Apples work on text A individually to read then as a group to answer the questions. T tells students to look at the written passage and to read and answer the questions that go along with it. You may want to take notes as you read as you will later re-tell this story to your partner without looking at the story. T elicits the instructions from the students to correct if they understand instructions. Ss read the story, answer the questions. then Ss will think of how they can incorporate the newly learned adverbs. Teacher will be monitoring to make sure they are on task since it is a long task and be available if they need any help. Teacher puts students in pairs, 1A and 1B work together. Ss cover their stories and tell the stories to eachother using their notes if they choose.

T will provide some overall feedback on what is heard during the story-telling phase. T will/could also write a sample sentence on the board of putting the adverb in the right or wrong sentence for an open class FB. T asks students, 'How do you think you'd feel in these situations?'