Adverbs of Frequency
To review & extend the Ss’ knowledge of frequency adverbs by asking questions
To provide fluency and accuracy in speaking practice in giving details
Procedure (37-48 minutes)
T tells Ss that they are throwing a birthday party. T puts Ss into groups of three. Ss will write and send an invitation letter to their friends. They will decide how to deliver the invitations. Ss tell their answers.
T shows some pictures on the board and Ss guess how old the people in the pictures are and what kind of people they are. T elicits answers and focuses on the words in the boxes. Ss tell the meanings and T asks Ss what other type of communication styles they use. T gives H/O. Ss try to match the words with the gaps by guessing. Ss check in pairs and compare their answers. T plays the recording. Ss check their answers. In pairs, Ss talk about if the sentences are correct for them. Ss tell their answers.
Ss work on the sentences from the listening text T distributes to find adverbs of frequency. They check their answers in pairs. T hangs the adverbs of frequency flashcards next to the board facing backwards. T draws two tables on the board. T divides the class into two to have a race. Ss come to the board by taking turns and take one flashcard. Ss try to place the flashcards under the correct column. The group who finishes first wins. T checks the adverbs on the board and drills the vocabulary on the board. For exercise 3, Ss sit back to back. In pairs, they try to guess which adverbs would make the statements correct for their partner. Then, they face each other and by asking questions, Ss compare to see if their answers are true. Ss report back to the class.
There are three parts in the activity. In activity 1, Ss ask each other questions to find out how similar or different they are. In activity 2, without showing each other their texts, Ss ask each other questions to complete the gaps in their texts. In activity 3, Ss write the names of their partner and guess the answers. After they are finished Ss ask questions to their pairs to find out if their answers are true. T chooses a proficient student to do this activity as a demo. Then, T gives the H/O. When they are finished, T nominates Ss to hear some answers. While Ss are doing pair work, T monitors by walking around and noting down the errors. At the end of the lesson, T provides delayed error correction.