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Reading - Adverbs of Frequency
Elementary Level level


In this lesson learners will focus on reading skills in the context of hobbies and interests of different people based on the usage of adverbs of frequency. They also develop their receptive sub-skills through skimming, scanning and search for more detailed information. Furthermore the students practice their productive skill with a speaking activity by putting into use their knowledge they acquired from reading text and through schemata.


Main Aims

  • To provide the meaning of the reading text through gist, scan, detailed information and inference in the context of hobbies and interests

Subsidiary Aims

  • To practice fluency in speaking about hobbies and interests


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

1.Teacher brings hobby related realia into the classroom such as coloured pencils, coloured charchoal, music score sheets, modeling clay, chess set, film DVDs, photographs, magazine to show them to students. 2.Asks: "What's it?/ "What are they?" Elicit vocabulary and have the students tell that they are spare time activities - hobbies. 3.Teacher: "What do my friends do in their free time?" Elicit from the students the sentences : They draw pictures. Şener reads magazine. They watch film. Tülay plays tennis. They play the violin. They play chess. 4.Teacher: "What do you do in your free time? What's your hobby?" Discuss for 2 minutes with your partners. Ask 2 students to tell about their partner's hobbies.

Pre-teach vocabulary to elicit blocking unknown vocabulary (3-4 minutes) • To prepare students for the text and make it accessible

1.For unknown vocabulary students meanings will be elicited from the context. Some of the blocking vocabulary is given with its anthonym in the text. E.g. to win vs. to lose I will ask CCQs: competitive: Does Peter want to win football matches very much? (Yes) Does he hate losing games? (Yes) Does he want to be the best? (Yes) /exhibition : Is it an event or a place? (Event) Place is the art galery or museum e.g. Sabancı Museum Exhibition is an event. People attend this event: e.g.Picasso exhibition etc.

Pre-Reading (6-5 minutes) • To understand the gist of the text through skimming

1. Teacher says :"What are we going to read about?, What do you think?" Teacher chests the text."They are about four different peoples' hobbies." Teacher asks students to read the text quickly for two minutes. Teacher checks students with ICQs: "Will you read every word slowly or will you read very quickly?" (Read quickly). Teacher chests the pictures and asks them to match the texts with the pictures. "What are you going to do? Are you only reading or matching the pictures with the texts?" (Matching pictures with the text) When students are done after two or at most three minutes, they check answers with their partners. Then teacher wants one of the students to write the answer on the board. She asks if everyone agrees. In the next step, students match the given titles with the texts. They are asked to skim the text and decide for the suitable headings that go with the text. They check in pairs. One student write the answers on the board.

While-Reading #1 (5-6 minutes) • To provide students with less challenging gist and specific information reading tasks

Teacher chests a new question sheet and asks students to write down their answers for specific knowledge in the text. Before that everyone writes their name on the sheets. Teacher checks: "Are you only writing the answers or are you writing your name and answers?" They are given 3 minutes to complete the answers. After students finish their writing, teacher collects the sheets and passes through again randomly. So every student has a different answer sheet. In pairs they compare the answer sheets. Teacher asks students what they have and if everyone's answer is the same. She elicits answer from the students.

While-Reading#2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Each person who has got a different hobby is attributed with a different color. For example, Mike is attributed with pink, Angela is attributed with yellow, Daniel is blue, Peter is red. In four different colours, pieces of papers are mixed in a bag. On these papers questions are written. E.g. One student asks the other answers. On a blue paper it is written: "How often/he/write?" Other student answers: "He writes once a week." Teacher shows one example on the board. Students are arranged in groups of three. One of them checks the answers. They take turns when asking and answering.

Post-Reading/Listening (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

At this stage students play a game to practice their knowledge of adverbs of frequency by speaking about their daily routines, hobbies and interests to get to know each other. The aim of the game is to find someone with whom students can live in the same flat and enjoy similar/same interests/hobbies. Students interview with each other about their habits and hobbies until they find someone who has common interests and a similar life style. At the end, students can specify more than one or two people to live with. 1.Teacher arranges them in groups of four and every student ask and answer questionnaire. Good and bad habits are sorted in different coloumns and the frequencies of the actions are graded from always to never. So that students will be able to evaluate the result. They also ask yes-no questions: Do you smoke? Do you cook? etc. They test frequency with "how often" questions. 2. Students try to interview as many people as possible. As the time allows, game continues. Teacher monitors students and listen to them for their incorrect usages. She takes notes. If a group is done she can make the error-correction at the moment unless the correction needs to be done for the majority of the class. Few minutes before the lesson ends, students examine the results and show it to their "prospective" flatmates. Students are asked to share their results with the class and to explain the reason with examples. (Who can be their flatmate and why?)

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