Keivan Teimoorian Keivan Teimoorian

Adverbs of Frequency
Beginner, A1 level


In this lesson, Ss will be able to learn adverbs of frequency and utilize them to talk about what they do regarding their routines or occasional activities. Students will also learn how to pronounce five different vowels.


Abc Pronunciation Practice, vowels

Main Aims

  • Ss will be introduced to adverbs of frequency, their location in the sentence including the negative form.

Subsidiary Aims

  • Scan reading a text to highlight the examples of the TL (adverbs of frequency) in two people's lives and learning how to pronounce the vowels in words "early", "late", "tired", "busy", "together".


warm-up (3-4 minutes) • To engage students' attention to the context of the lesson in which case it is weekend and Sundays plus reviewing the days of the week.

The teacher greets the class and writes the days of the week on the whiteboard, highlighting Saturdays and Sundays being the weekend and the rest of the days being the weekdays. The teacher then elicits some activities that the students do at the weekend and writes them on the board.

Lead-in 1 (5-6 minutes) • Introducing Ss to the most common adverbs of frequency

The teacher gives students the labelling hand-ot and they are asked to put the adverb of frequency where it belongs. The teacher then writes them on the WB and drills them to make sure students can pronounce them correctly. always /ˈɔːlweɪz/ usually /ˈjuːʒuəli/ sometimes /ˈsʌmtaɪmz/ never /ˈnevə(r)/ don't usually /'dəʊnt ˈjuːʒuəli/ Anticipated problems: 1. Ss might pronounce "usually" /ju;ʒuʌli/ s: T drills and listens for the pronunciation of the schwa 2. Ss might stress "usually' in "don't usually" s: Teacher drills, emphasising that the stress is on "don't"

Pronunciation Practice (4-5 minutes) • To ensure that Ss can pronounce some of the words which are to appear in the upcoming text

T provides Ss with a pronunciation hand-out with one word in 5 vowel categories. earlyˈ/ɜːli/ late /leɪt/ tired /ˈtaɪəd/ together /təˈɡeðə(r)/ busy /ˈbɪzi/ Anticipated problems: 1. Ss might pronounce busy as /bju;zi/ s: Teacher drills and makes sure they do not pronounce "u" like /ju:/ 2. Ss may pronounce "tired" as /taɪred/ s: Teacher drills and emphasises on the way the vowels are pronounced.

Reading (scanning) (7-8 minutes) • To scan two texts and underline sentences with adverbs of frequency

T shows ss Pete and Maggie's pictures. He then elicits what they do on Sundays based on the pictures they see. T then hands out two texts about Pete and Maggie and asks ss to read them individually and underline the examples of adverbs of frequency in the texts. (I am not going to ask each to read one text as explaining it in pairs is too difficult at this level). T then gets class feedback and asks students to shout out examples of the adverbs of frequency they have highlighted.

Grammar Presentation (7-9 minutes) • To learn and practice adverbs of frequency and where they appear in sentences

T ask students to give examples of adverbs of frequency in the text they have just read. He then draws a table on the WB and shows sentence constructions with it. I always get up late on Sundays. CCQs: Do I get up late every Sunday? yes Is it my routine on Sundays? yes I never have breakfast. CCQs: Do I have breakfast on Sundays? no Is breakfast my routine on Sundays? no I don't usually go out in the afternoon. CCQs: Do I go out every Sunday afternoon? no Do I go out a lot every Sunday afternoon? no subject+freq adv+verb+adv of time I'm always tired on Sundays. CCQs: Am I tired every Sunday? yes It isn't usually very busy. CCQs: Is it normally a busy place? no subject+to be verb+freq adv+adv of time

Controlled Practice (2-3 minutes) • To scan read and to form a better understanding of the adverbs of frequency

Students are given hand-outs for which they have to scan the text again and are then asked to mark them True or False. They are then given the answers by the teacher.

Controlled practice 2 (3-4 minutes) • To have a better understanding of the TL by correcting the sentences according to their own preference

T gives ss handouts and asks them to correct them in accordance with their own preference. They are then asked to check their answers with their partners.

Activation (freer practice) (5-6 minutes) • To practice talking about their own Sundays using the prompts given by the teacher.

Students are finally asked to look at the sheet of paper given to them, use the information and talk in pairs about their own weekends or Sundays. T monitors them vigilantly and jots down errors and then notifies them afterwards.

Web site designed by: Nikue