CEFR C1 · 60 minutes · Teenagers and adults
Procedure: Stance Adverbs and Collocations, step by step
Warm-up5 minutes · Pairs, whole class
Aim: To raise awareness of stance.
Board: The new bus lane is a failure. Then: Frankly, the new bus lane is a failure. and The new bus lane is arguably a failure. Ask: "How does the writer's attitude change?"
Pairs discuss (2 minutes). Elicit: frankly = strong and direct; arguably = more cautious.
Presentation20 minutes · Individual, groups, whole class
Aim: To present stance adverbs and collocations in an opinion column and clarify meaning, position and use.
Part A: Reading (6 minutes)
Give out Handout 1. Say: "Read the opinion column about car-free Sundays in Colombo. What is the writer's opinion? Which counter-argument does she accept?"
Pairs compare. Check as a class.
Part B: Analysis (6 minutes)
Give out Handout 2. Say: "In groups, find the stance adverbs and classify them by function. Then find six adverb + adjective collocations."
ICQs: "How many functions?" (Five.)
Monitor and help.
Part C: Clarification (8 minutes)
Feedback. Build the board.
Focus on admittedly and arguably. Ask the CCQs.
Position. Board front, mid and end examples. Highlight the comma.
Collocations. Board deeply concerned ✓ / highly concerned ✗.
Return to the warm-up sentence and write two more versions.
Controlled practice10 minutes · Individual, then pairs, then whole class
Aim: To practise meaning, position and collocation accurately.
Give out Handout 3. Say: "Exercise A: choose the best stance adverb. Exercise B: choose the natural collocation. Exercise C: rewrite with the adverb in mid-position. Seven minutes."
Pairs check. Check as a class.
Freer practice18 minutes · Individual or pairs, then pairs, then whole class
Aim: To use the language in persuasive writing.
Give out Handout 4. Students choose a topic and write an opinion paragraph (150 words) that includes a concession (Admittedly ... However ...), at least four stance adverbs and three strong collocations. I think and very are banned (11 minutes).
ICQs: "Which words can't you use?" (I think and very.) "What must you include?" (A concession, four stance adverbs, three collocations.)
Peer review (4 minutes). Partners use the checklist to give feedback.
Two students read their paragraphs to the class (3 minutes).
Monitor and note language use.
Feedback and wrap-up7 minutes · Whole class
Aim: To give feedback and consolidate.
Board sentences from Stage 4 (effective and incorrect). Students improve them.
Ask: "What's the difference between 'admittedly' and 'arguably'?"
Set the homework.
Homework Write a full opinion column (300 words) on a local issue. Use at least six stance adverbs from different functions and five strong collocations. Underline them.
PPP (presentation, practice, production). Stage times add up to 60 minutes.