Ольга Сорочан Ольга Сорочан

Daily routines and likes
Elementary level


In this lesson students will review usage of frequency adverbs and phrases and will be given practice in controlled and semi-controlled speaking exercises.


Main Aims

  • To enable Ss to review and give them practice in the usage of frequency adverbs in the context of daily routines and culinary likes and dislikes

Subsidiary Aims

  • To provide fluency speaking practice in a To give Ss practice in speaking for fluency using frequency adverbs in the context of daily routines/culinary likes


Lead-in (6-6 minutes) • To set lesson context and engage students

T shows a picture of a cook and a foodie. Elicits the words from them. T asks one student if he is a good cook/a foodie. Writes the model on the board. Model: Are you a good cook/foodie? Yes, I am/No, I am not. T gets Ss to ask each other the same questions using the model, collects feedback at the end Instruction: In pairs, ask each other. Use the model. T asks Ss to guess if she is a good cook/a foodie, Ss discuss in pairs, report to the class. Instruction: What do you think? Am I a good cook? Am I a foodie? Discuss it.

Reading for gist (4-4 minutes) • To practive reading for gist and provide a model of production expected in coming tasks

T suggests Ss read a short story about her and find out if they guessed or not, first discuss it in pairs, then T collects feedback. Instruction: This is a story about me. Read it. Check your ideas with your partner. You have 2 minutes.

Target language review (6-7 minutes) • To review frequecny adverbs and give students support for up-coming speaking practice

T asks Ss to underline all frequency adverbs in the text. T asks how many Ss underlined, draws them on a cline. T makes sure students understand the meaning of adverbs, pronounce them correctly. Support with CCQ and drilling when appropriate.

Listening to sentences (7-7 minutes) • To give more controlled speaking practice in using frequency adverbs

T gets Ss to do Ex 1, p 47. Instruction: Work in pairs, read the statements, discuss the answer. T plays the recording, Ss check their answers. Instruction: I will play the recording, check your answers.

Controlled role-play (5-5 minutes) • To provide more controlled practice in using verbs of frequency

T gets Ss to say the sentences again in a role-play. A and B talk. T assigns who is A, who is B. Instruction: You are two roommates. A is very angry, reads the sentences. Student B answers. T models it with one of the students or on the board. Ss work in pairs, T monitores, responds to mistakes where necessary.

Controlled speaking 2 (6-6 minutes) • to provide controlled practice in using frequency adverbs

Ss put frequency adverbs into sentences about themselves. Instruction: Do exercise 2 (teacher points out). Make sentences about yourself. Add frequency adverbs to the sentences. (T models the first sentence). When Ss are ready, they work in pairs and tell their stories to each other. T only monitors, jots down mistakes to address at the end of the exercise.

Doing a survey (10-10 minutes) • To give Ss semi-controlled practice in using frequency adverbs

Instruction 1: You are going to do a survey (writes down, elicicts the meaning of 'survey' from students). You will interview a famous person about his life and work. Use ideas in Ex 2. Work together and write your ideas. (T models the first one for Ss on the board). T nominates who will be the interviewer and who the interviewee. Ss ask questions, when finished, swap roles.

Web site designed by: Nikue