■Studentsworkindividuallyfindingtheadverbsinthetext.■Inpairs,studentsdiscusshowtogroupthem.■Checkstudents’answersandbuildupthegroupsofadverbsontheboard.Answers1seriously/fast/naturally/hard2always/later/usually3very/reallyExercise7■Studentsdotheexerciseindividually.■Theythencomparetheiranswersinpairsbeforecheckinganswersasaclass.■Checkstudents’answersbyhavingstudentsreadtheirsentencesaloud.Answers1I’mveryinterestedinreading.2IthinkcarefullybeforeIchooseanewbook.3Iusuallyreadabouttwobooksamonth.4PeoplesayIreadfast.5ThelastoneIreadwasreallygood.6IalwaysreadbeforeIgotosleep.QUOTE…UNQUOTEReadthequoteandaskstudentsiftheyagreewithit.OptionsPracticeAskstudentstoaddmoreadverbstothethreegroupsinExercise6.Writesomesentencesontheboardandaskstudentstoinsertappropriateadverbs.e.g.Ireviewmylesson.Ialways/seldomreviewmylesson./Ireviewmylessonquickly(carefully).Objectives■Topractiseusinglinkingandreferencewordstohelpunderstandatext.■Topractiseusingadverbs.Possibleproblem■Somestudentsmaystillfeeltheyneedtounderstandeverywordinareadingtextinordertodotheexercises.BackgroundSophie’sWorld,byNorwegianwriterJosteinGaader,waspublishedin1994andhasbecomeaninternationalbest-sellingbook.BobDylan(1941-)isanAmericansingerandsongwriter.RoutesthroughthematerialIfyouareshortoftime,setExercise4forhomeworkandomitExercise5.Ifyouhavetime,dotheOptionactivity.Ifyouhavetwoperiodsforthislesson,asuitablenaturalbreakisafterExercise3.LanguagePower:pages84?C85.ReadingBeforeyoustartExercise1■Inpairs,studentsdiscusswhichofthesixthingshelpthemtounderstandbetter.■Thepairsthenreportbacktotheclass.Theclasscanfindoutwhichofthesixthingsisthemostusefulandifthereareanythingstheyhaveneverused.ReadtolearnExercise2■GivestudentstimetoreadthroughtheextractsandfindoutwhichstrategythephilosopherusestohelpSophieunderstandwhatphilosophyisabout.■Whencheckingstudents’answers,havethemrefertothepartsofthetextwhichshowtheuseofthestrategy.AnswerStrategy6:havingaclearvisualexplanation.(Heusestheimageofarabbitcomingoutofamagician’shat).Exercise3■Readthestrategieswiththeclassandcheckcomprehensionoflinkingandreferencewordsbyaskingstudentstogivespecificexamplesofeach,e.g.“and”(linkingword),“it”(referenceword).■Inpairs,studentsreadthroughthegivenwordsandthenfindunderlinedwordsinthetextwhichmeanthesame.■Checkanswerstothisstageoftheexercisebeforemovingon.Answersafterward/laterhowever/butinfact/acturallysince/becausesotheycan/inordertotherefore/sotosartwith/atfirstwhen/aswhile/as■Studentscontinueworkinginpairs,findingthewordsreferredtobythewordsinitalics.■Checkanswersasaclass.Answers2these/thesequestions3it/theenvelope4it/themagictrick5it/theletter6they/many(older)peopleExercise4■Studentsworkindividuallyreadingthetextagainandansweringthequestions.■Studentscompareanswersworkinginpairsbeforecheckinganswersasaclass.Answers1Yes,becauseshehopedtofindaletterfromhiminthemailbox.2animageofarabbitcomingoutofamagician’shat3Shethoughtalotaboutwhathehadsaid.4Shestartedtoaskherquestions.5Hermotherwassurprisedandthoughtherquestionswerestrange.Exercise5■Studentsworkinpairsmatchingtheimagesfromthetextwiththingsintherealworld.■Whencheckingstudents’answers,havestudentsreadoutthesectionfromthetextwhichgivestheanswer.Answers1c2a3d4b■Askstudentsiftheyhaveeverthoughtaboutthequestionsthephilosopherasks.Askthemiftheimageoftherabbithelpsthemunderstandthequestions.Vocabulary:AdverbsExercise6KeyWordsvery,seriously,fast,naturally,always,later,really,hard,usually■Drawstudents’attentiontotheregularformationofadverbsendingin“ly”,andtoexceptionsinthisexercise(e.g.fast).
