Cihaner Cihaner

Adverbs of frequency lesson
Elementary level


Abc W/B

Main Aims

  • To provide clarification and practice of adverbs of frequency in the context of daily life

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of daily life


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

T says ' I go to cinema every weekend' and then writes it on the board. Then say ' I often clean my flat' and write it on the board. Ask Ss to give you one example in the same context. Give whole-class feedback.

Test #1 (6-8 minutes) • To gauge students' prior knowledge of the target language

To check Ss' prior knowledge of the target languge T gives Ss HO 1. Before giving HO 1 T asks them to fold it and says: ' You will complete these gaps (pointing out) with these adverbs (pointing out). Check the first example.' Read the first example and point out the adverb. T monitors. After Ss finish make them pairs and let them do peer-check. Then give them a written-record of the answers.

Teach (10-12 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T says ' I often go to a restaurant' . CCQs: Is it in the past? -No. Is it in the future?-No. Is it every day?-Yes. T asks 'How often do you go to a restaurant?'. To let Ss comprehend the question better T asks ' always, rarely,sometimes?'. T nominates some Ss for the answers. Drill the answers. T writes the different answers on the board with colourful board markers. Then point out a student and ask ' How often does she/he go to a restaurant'? Nominate Ss and drill. Then write the answers on the board. Point out two Ss with the same habit to ask ' How often do they go to a restaurant?'. Nominate Ss and drill. Write the answers on the board. Ask ' how I can make it negative?'.Elicit. Nominate and get the answers. Drill. Write the answers on the board.

Test #2 (6-8 minutes) • Check students' use of the target language again and compare with the first test

T tells Ss to unfold the Handout 1 by demonstrating it. T says ' change these sentences(pointing out) to your own sentences and write two more sentences. T does one of the exercises. ICQ: Are we reading? No. What are we doing? T monitors. Make pairs. Peer-check first then whole-class feedback.

Extension (5-8 minutes) • To clarify the areas of target language and prepare students for a freer practice

T asks 'How often do you go to shopping mall?'. T nominates. Then says ' I go to shopping mall once a week.' Ask if there is anyone goes more(Eliciting). Find the answers twice, three times, four times and five times. Drill. Show Ss the Handout 2. Read the first exercise and ask Ss to rewrite the sentences. Do the first one together by eliciting. Make partners. Peer-check then whole-class feedback.

Free practice (6-10 minutes) • To provide students with free practice of the target language

Ask Ss to stand up and gather a circle in the class. Show them the Handout 3 and tell Ss to ask these questions(pointing out) to each other and write their names. Do a demonstration. Give Ss the Handout 3 and monitor them.

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