MEH p 1. Draw Your Hand

Draw your hand

Number each finger

Inside each finger write the answers to the following questions

1. Interests, passion, vocation, leisure activities...
2. Why are you studying English?
3. Strengths and weaknesses learning English. What do you enjoy in an English class?
4. A useful piece of advice for improving one's English. 
5. Course expectations. Goals for this academic year.

Instructions:
1. Give the drawing of your hand with the answers to your teacher.
2. The teacher will give you another student's answers.
3. All students stand up
4. Try to find who the hand belongs to. Move around the class asking questions.
E.g. I was wondering if you were interested in art?
5. When you find the student you have been looking for try to continue the conversation further.
Ask your classmate to explain a bit more. You may take some notes next to his answers. 
6. Write a profile of your classmate.

Open World p 11. Learning English. Speaking

1. What speech or scenery have you drunk in recently?
2. What would you like to have a flair for?
3. What could help us to persevere more enthusiastically in learning English?
4. What activity do you avidly do?
5. What can put people off learning English?
6. What strategies do you have to improve your accuracy?
7. What do you think the future holds in store for the English language?
8. What item do you have high on your bucket list? Do you have learning a language on your bucket list?
9. What do you have only a rudimentary knowledge of?
10. What was undoubtedly the most interesting language item you learnt in our last session?
Add two more to ask a partner:
11. __________
12. __________

Open World p 11. Learning Languages. Speaking

1. What do you think is the best way of acquiring language?

2. What part of English learning do you struggle with?
3. Can you identify the best ways of attaining your English learning objectives?
4. What kind of things do you find difficult to get accustomed to?
5. What skills are you planning to brush up on?
6. Do you have an ear for languages or music?
7. How vital is it for you to put a new piece of language into practice immediately?
8. How do you get the inspiration to keep at a challenging goal?
9. What are the most important social issues of our time that our governments have so far failed to get to grips with?
10. Which of your skills have grown rusty from disuse?
11. Have we failed to grasp the scale of certain problems in our society?
Add two more to ask a partner:
12. __________
13. __________

Empower 9. Adverbs and Adverbial Phrases

 Empower p 138.  Adverbs and Adverbial Phrases. Important points to remember

1. Place the adverb in brackets in the mid position 

a. The government has been forced to change its mind.(occasionally)

 

 

 

KEY

a. The government has occasionally been forced to change its mind. (in mid position: after the first auxiliary verb)  

 

 

b. You can never predict what will happen.(definitely)

 

 

KEY

b. You can definitely never predict what will happen. (in mid position: after a modal verb) 

 

 

 

c. We mightn’t have met. (ever)

 

 

 

KEY

c. We mightn’t ever have met. (after the modal verb and before the auxiliary verb)

 

 

d. Do you think about living there? (ever)

 

 

KEY

d. Do you ever think about living there? (In questions, mid position is between the subject and the main verb:)

 

 

e. She’s late for everything. (always)

 

 

KEY

e. She’s always late for everything.(Adverbs usually come after the main verb be)

 

 

2. Put the adverbial phrases in brackets in the correct order

a. James played (on Saturday/ in the match/ brilliantly)

 

 

KEY

a. James played brilliantly in the match on Saturday

Order of adverbial phrases: manner+ place+ time

 

b. We didn't sleep (last night/ well/ on those airbeds)

 

 

KEY

b. We didn't sleep well on those airbeds last night.

 

3. Put the adverbs in brackets in the right position

a. I’ll see you soon. (probably)

 

 

KEY

a. I’ll probably see you soon. (Adverbs of certainty usually go after auxiliaries NOT I probably will )

 

 

b. She can’t hear you.(probably)

 

 

 

KEY

b. She probably can’t hear you.

Although adverbs of certainty usually go after auxiliaries, they go before
contracted negative auxiliaries: NOT She can’t probably …

 

 

 

c. He won't be re-elected (definitely)

 

 

KEY

c. He definitely won't be re-elected

Although adverbs of certainty usually go after auxiliaries, they go before
contracted negative auxiliaries.
 

4. Put the following evaluative and viewpoint adverbs in right position. 

a. I think the meeting is on Wednesday, not Thursday. (actually)

 

 

KEY

a. Actually, I think the meeting is on Wednesday, not Thursday. 

Adverbs indicating the attitude and point of view of the speaker or writer usually go at the beginning. These adverbs are called sentence adverbs because they refer to the whole sentence or utterance 

 

 

 b. We can’t tell you the result but we can give you an indication.(obviously)

 

 

 

KEY

 b. Obviously, we can’t tell you the result but we can give you an indication.

 

5. Put the words in brackets in the correct order

a. Here _________. (she/ is)

 

 

KEY

a. Here she is. 

If the subject is a pronoun (it/he/she/you etc.), it comes directly after the adverbs here and there. Not: Here is she.

 

 

b. There _________. ( it/ goes).

 

 

KEY

b. There it goes. 

Not: There goes it. 

 

 

 

c.  Here ___________. (the bus/ comes).

 

 

KEY

c. Here comes the bus.

If the subject is a noun, it comes directly after the verb:
Not: Here the bus comes.

7. Different meaning depending on position. Put the adverbs in brackets in the right position.

a.  Kate speaks Chinese. (strangely = surprisingly)

 

 

KEY

a. Strangely, Kate speaks Chinese. 

 

 

b.  Kate speaks Chinese (strangely = badly) 

KEY

b. Kate speaks Chinese strangely.

Some adverbs have different meanings in different positions: amazingly, strangely; naturally, clearly, fairly, reasonably …

More information here