1、 Students work individually finding the adverbs in the text. In pairs, students discuss how to group them. Check students answers and build up the groups of adverbs on the board.Answers1 seriously/fast/naturally/hard2 always/later/usually3 very/reallyExercise 7 Students do the exercise individually.
2、 They then compare their answers in pairs before checking answers as a class. Check students answers by having students read their sentences aloud.Answers1 Im very interested in reading.2 I think carefully before I choose a new book.3 I usually read about two books a month.4 People say I read fast.5
3、 The last one I read was really good.6 I always read before I go to sleep.QUOTE UNQUOTERead the quote and ask students if they agree with it.OptionsPracticeAsk students to add more adverbs to the three groups inExercise 6.Write some sentences on the board and ask students to insert appropriate adver
4、bs. e.g. I review my lesson. I always/seldom review my lesson./ I review my lesson quickly (carefully).Objectives To practise using linking and reference words to helpunderstand a text. To practise using adverbs.Possible problem Some students may still feel they need to understandevery word in a rea
5、ding text in order to do the exercises.BackgroundSophies World, by Norwegian writer Jostein Gaader, was published in 1994 and has become an international best-selling book.Bob Dylan (1941- ) is an American singer and songwriter.Routes through the materialIf you are short of time, set Exercise 4 for
6、homework and omit Exercise 5.If you have time, do the Option activity.If you have two periods for this lesson, a suitable naturalbreak is after Exercise 3.Language Power: pages 84?C85.ReadingBefore you startExercise 1 In pairs, students discuss which of the six things help them to understand better.
7、 The pairs then report back to the class. The class can find out which of the six things is the most useful and if there are any things they have never used.Read to learnExercise 2 Give students time to read through the extracts and find out which strategy the philosopher uses to help Sophie underst
8、and what philosophy is about. When checking students answers, have them refer to theparts of the text which show the use of the strategy.AnswerStrategy 6 : having a clear visual explanation. (He uses the image of a rabbit coming out of a magicians hat).Exercise 3 Read the strategies with the class a
9、nd check comprehension of linking and reference words by asking students to give specific examples of each, e.g. “and” (linking word), “it” (reference word). In pairs, students read through the given words and then find underlined words in the text which mean the same. Check answers to this stage of
10、 the exercise before moving on.Answersafterward/later however/but in fact/acturally since/becauseso they can/in order to therefore/so to sart with/at firstwhen/as while/as Students continue working in pairs, finding the words referred to by the words in italics. Check answers as a class.Answers2 the
11、se/these questions 3 it/the envelope 4 it/the magic trick5 it/the letter 6 they/many (older) peopleExercise 4 Students work individually reading the text again and answering the questions. Students compare answers working in pairs before checking answers as a class.Answers1 Yes, because she hoped to
12、 find a letter from him in the mailbox.2 an image of a rabbit coming out of a magicians hat3 She thought a lot about what he had said.4 She started to ask her questions.5 Her mother was surprised and thought her questions were strange.Exercise 5 Students work in pairs matching the images from the te
13、xt with things in the real world. When checking students answers, have students read out the section from the text which gives the answer.Answers1 c 2 a 3 d 4 b Ask students if they have ever thought about the questions the philosopher asks. Ask them if the image of the rabbit helps them understand the questions.Vocabulary: AdverbsExercise 6Key Wordsvery, seriously, fast, naturally, always, later, really, hard,usually Draw students attention to the regular formation of adverbs ending in “ly”, and to exceptions in this exercise (e.g. fast).
