Yasemin Salem Yasemin Salem

Teaching Practice 8 - Frequency Adverbs
Beginners - A1 level


In this lesson, students will learn about frequency adverbs and how to ask questions corresponding to them. They will be focusing on two statement forms and two question forms: 1. When there is only one verb. (No auxiliary) S + Adverb + V + Predicate I rarely drink coffee in the mornings 2. Adverb comes after the verb ‘be’. S + be + adverb + Predicate I am often tired. Questions: How often + do/does + S + Predicate How often do you drink coffee? How often + is/are + S + Predicate How often are you tired?


Abc Flashcards

Main Aims

  • To provide clarification and practice of frequency adverbs in the context of health and life style.

Subsidiary Aims

  • To provide fluency of the target language in the context of health and lifestyle.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

On the board I will write four or five sentences that are either true or false. 1. I drink coffee in the morning. 2. I go to bed late. 3. I listen to classical music. 4. I go to the gym at the weekend. 5. I have dessert. 6. I wake up before 8 o'clock. I will put the students into pairs and they will decide which sentences are true and which are false.

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

I will have the students complete activity 1 where they will be exposed to the target language via a questinnaire where they will have to circle frequency adverbs to answer questions about their health habits. i.e. I always, usually, often, sometimes, rarely, never have breakfast. The students will tally up their scores and according to the point system provided, decide whether they are healthy or not. In pairs they will compare their results. This will be followed by whole class feedback.

Highlighting (4-5 minutes) • To highlight the target language.

I will then have the students complete activity 2 where they will, using the questioner from activity 1, fill in a diagram showing the gradient of the target language. During feedback, I will have the students place flashcards of the target language along a gradient on the board.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

I will now have the students focus on the form and meaning of the target language. S + Adverb + Verb + Predicate Using the sentences that I had written on the board during the warmer, I will elicit the target language by explaining how often I accomplish this task. ie. I don't drink coffee in the morning. I do not ever do this. or I do this everyday, all the time. I will call the students up to write the words in. Using CQ's I will clarify the meaning of the words and elicit the correct word from the students as well as the form. I will write a few incorrect model sentences and ask the students if they are correct and elicit the correct position/words. At this stage, we will also go over the pronunciation of the TL.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

The students will in pairs now complete activity 3 which is a fill in the blanks. In this activity the students will be exposed to the second form of the target language. S + be + adverb + Predicate. During the feedback stage, I will elicit the form of the target language and using CQ's clarify when this form is used.

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

The students will complete exercise 4 where they will work in pairs and write the questions to the corresponding answers from exercise 3. I will write an example for them on the board. In this exercise, they will practice the two question forms: How often +do/does+ S How often + are/is + S I will have the students work in pairs.

Free Practice (7-10 minutes) • To provide students with free practice of the target language

In pairs, the students will interview one another and complete a health questionnaire where they will be both asking questions using the target language and responding, using the TL. The results would than be posted on the wall. The students will have a few minutes to read each others questionnaires and determine who has a healthy lifestyle.

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