Adverbs of Frequency
Beginner, A1 level
Ss will be introduced to adverbs of frequency, their location in the sentence including the negative form.
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".
Procedure (36-45 minutes)
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.
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"
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.
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.
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
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.
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.
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.