Zaynab Noor Mohammed Zaynab Noor Mohammed

Grammar - Adverbs of frequency
A1 level


In this lesson, students will be exposed to adverbs of frequency in the context of food eaten in different cultures. They will learn grammatical rules that govern the use of adverbs of frequency and exceptions to these rules. They will engage in fluency speaking practice using adverbs of frequency in conversations in the context of food and general habits.


Main Aims

  • To provide clarification and practice of adverbs of frequency in the context of food and general habits

Subsidiary Aims

  • To provide fluency speaking practice using adverbs of frequency in the context of food and general habits


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T displays visuals of staple foods eaten in India and Turkey along with the names of both countries ("India" pasted near the T and "Turkey" put on the desk of S in the centre of class). Ss predict the context. T then introduces a continuum of frequency to elicit specific context from Ss.

Exposure and highlighting (8-10 minutes) • To provide context for the TL through a situation and help Ss notice the TL

T indicates an imaginary separation between her and Ss and says she represents India and they are representing Turkey. T points to Turkey, one picture and the cline to elicit the adverb related to that picture. Ss supply the adverbs and T writes them on the continuum. T models a sentence about the frequency with which a food is eaten in India (e.g. In India, we sometimes eat pasta) and gestures to Ss to make the same sentence about the same food but relevant to Turkey. Ss make sentences and T responds till all foods and adverbs are covered.

Clarification (8-12 minutes) • To clarify the meaning, form and pronunciation of the TL

T draws 3 substitution tables with 4 columns each on the WB. In the 3rd table she writes 'every day' in the extreme right column. Ss help fill the last substitution table with subject, verb and object. In the 2nd table, T writes is/am/are in the 2nd column and some objects in the last column and prompts Ss to fill the rest of the columns. Ss are then prompted to help fill the first table. 1st table: Subject + adverb + verb + object 2nd table: Subject + is/am/are + adverb + object T drills and clarifies pronunciation with WC as the tables are filled. CCQs: Can we say "He is everyday at home?" [No] Can we say "He is always at home"? [Yes] Can we say "I eat rice never"? [No] Can we say "I never eat rice?" [Yes] Can we say "I everyday play football?" [No] Can we say "I play football everyday"? [Yes]

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Ss are divided into 3 or 4 groups. T distributes 5 sets of cards in stages and Ss arrange them in the right word order. (T models example on WB first) One S from each group comes to WB to put up the correct answer for each form. T corrects errors with WC. ICQs: Will you work together or by yourself? [together] Will you write anything? [No] Will you make a correct sentence with these words? [Yes]

Semi-Controlled Practice (4-6 minutes) • To concept check further and prepare students for free practice

Ss receive Practice HO 1 and fill blanks to make sentences that are true for them. Ss are grouped in pairs and have a dialogue in HO 1 in pairs. T corrects errors with WC. ICQs: Is this about you? [Yes] Can you choose anything in a sentence? [Yes] Will you write together or by yourself? [By ourselves] After writing, will you talk to your partner? [Yes]

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Ss receive survey and are instructed to mingle and ask each other questions about how often they do something. Ss will record responses with names. After activity, T nominates Ss to share answers and corrects any errors. ICQs: Will you write names with the answers? [Yes] What words will you use when you give answers? [every day, often, sometimes, never, always]

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