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Adverbs of Frequency
Elementary level

Description

In this lesson, students will learn how frequency adverbs are formed, pronounced, and used in a sentence through the text-based presentation. The lesson will start with a discussion on a pre-set context during the previous lesson about their television and movie viewing habits. This will be followed by a controlled practice activity where they need to complete a task based on their listening and a freer practice where they will (hopefully) use the target language with their own words.

Materials

Abc Question-Answer & Find someone who...
Abc Form clarification with examples
Abc Gap-fill hand-out.

Main Aims

  • By the end of this lesson, students will have a better understanding of frequency adverbs and be able to use them when they talk about their TV and movie viewing habits, and hopefully be able to apply it to different contexts

Subsidiary Aims

  • To provide practice of adverbs of frequency in the context of TV and movie viewing habbits

Procedure

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

T hands out a gap filling activity that highlights the target language that they were introduced during the previous lesson. T: Now we will listen to five people talking about their and their family member's movie and TV viewing habits. I want you to pay attention to the specific elements that are missing in the papers which I will give you right now, and fill the gaps as you listen. When you finish the sentences, check your answers in pairs. T gives the HOs and plays the audioscript.

Clarifying the target language (8-15 minutes) • To provide the correct meaning, form, and pronunciation

T draws the attention to the chart on the given HO and asks students to locate the frequency adverbs' appropriate place on it. Based on the listening exercise and gap filling activity, they will need to interpret how the meaning was dealt. Any question directed to the teacher while the learners trying to figure out the meaning will be dealt silently in person (either elicited or postponed to the feedback stage), and after completing the chart properly, T will run a short WCFB. When the meaning is accurately conveyed, T will give another HO that includes one example of each form (+) (-) (?) for the learners to refer. Possible questions about form are going to be elicited. Hints may be provided by the T. This will be followed by a variety of pronunciation drills (backchain) (whole class-men-women). "Often" and "Usually" will be spesifically practiced.

Language Practice (12-20 minutes) • To provide students with practice of the task language

T will give another HO for the learners to answer the questions with their own sentences. T will monitor as carefully as possible and note down the mistakes for delayed correction. Once the learners complete the activity, they will be instructed to find people who match the criteria written on the other side of the HO, nominate them, and tell what they have learnt about their classmates to their groups. They will have to use the target language to find out who fits into the criteria. If we still have time, a short survey written by the students (T may help for the questions but learners will be expected and encouraged to find their own questions first) may follow the activity.

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