Abdelmajid Abdelmajid

A1 level


In this lesson, Ss will will be introduced to frequency adverbs to talk about where and when they have their daily meals.


Abc Handouts- Class Cds.

Main Aims

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

Subsidiary Aims

  • To provide Ss with practice speaking for fluency in the context of food.


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

T introduces the words "meal" and "lunch" by saying: breakfast is a meal. Tell me another meal. What do I have at 1 o'clock ? T inroduces dinner in the same way.

Exposure (6 minutes) • To provide context for the target language through a text or situation

T provides the Ss with task 1 page 47 and asks them to read sentences individually. T tells Ss that they are going to listen to four people saying where they have lunch and to write the correct number 1.2.3 or 4 in front of the correct sentence. Ss check their answers in pairs before T provides answer key on the OHP. T uses ICQS to check if the Ss are on the right way.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T provides the students with Task 1b and asks them to complete sentences in pairs with the words from the box( sometimes never always usually) Students check the answers in groups T plays the recording 2.3 for students to check.

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

T provides the students with the frequency adverbs line 0%------------------100% and asks them to place the adverbs of frequency in the right position. to check understanding,T asks Ss why they did place the adverbs in such positions. If needed T shows the answers from the teachers book. T draws Ss attention to the position of the adverbs in the sentences. T write the following labels(subject/adverb/verb/object) on the board and asks them to place them under the sentences in 1b ( Peer work) T provides feedback. T writes the frequency adverbs on the whiteboard Checks if they can pronounce them well. T highlights stress T uses back chaining for students to pronounce the sentences in 1B T ICQs after every instruction given to Ss.

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

T provides Ss with task 2 a and asks them to complete the 6 sentences with (always-usually, sometimes or never) to make them true for themselves. T monitors Ss while they are working. when students finishes they tell their answers to the other person next to them. T uses ICQS.

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

T gives the students pictures of foods from coursebook p 32, and asks them to talk TO Their peers about them using the adverbs of frequency.

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