Frequency Adverbs
Elementary level


In this lesson students learn about frequency adverbs, how to pronounce them and where in a sentence to put them as well. They also review the days of week and routines. There is a questionnaire to be answered and scored. It can be funny though when they find out whether they are an early bird or night owl which is the title. There are some controlled and freer practice to get feedback. There is a listening part which leads to speaking and some personification as well.


Abc Copies of a queationnaire,and its answers, copies of 2 exericises, pictures of a bird and an owl

Main Aims

  • To provide clarification of Frequency Adverbs in the context of Daily Routines

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of Daily Routines


Warm-up (3-4 minutes) • Review days of week and daily routines

Warm-up: After greeting and having some friendly eye-contact to engage Ss the teacher writes the days of week on the WB, underlines Saturday and Sunday as weekend and the rest as weekdays. T tries to elicit some activities the Ss do during the week and write some on the board.

Presentation (6-7 minutes) • To elicit vocabulary in the questionnaire

The teacher shows the Ss the pictures of a bird and an owl to elicit their meanings and pronunciation. T shows the title and asks them the question" Are you an early bird or a night owl?" After some elicitation, T shows the questionnaire and asks Ss to answer the questions individually. T gives the HOs to start. After they finish T elicits some of their answers and writes them on WB.

Checking Understanding (7-8 minutes) • Speaking about scores and comparing them

T gives the instructions to help Ss find their own scores,work as groups to have fun and find the answers. T writes " How many of your answers are the same?", then gives them their HOs to check.

Clarification (5-6 minutes) • Advebs of Frequency (meaning and pronunciation)

T shows the timeline, there is already one example. T elicits the rest by helping them, then asks them to write the rest in pairs after getting their HOs. T shows the timeline with the answers and drills as many times as needed.

Controlled Practice (3-4 minutes) • To spot advers of frequency

T shows some of Ss sentences on the board, underlines frequency adverbs, then shows the the questionnaire and ask them to do the same. T asks them to check in pairs and gets some FB. T shows the correct spots by using some arrows over the sentences, asks them to do exercise 3b in pairs, gets some FB and moves to next controlled practice.

Freer Practice (7-8 minutes) • To use frequency adverbs and make sentences about themselves

T models the first sentence,gives the instructions to do this part individually and writes " How many are the same?", asks some ICQ, then asks them to compare with their partners. T gets some FB by regrouping.

Listening (7-8 minutes) • To speak more about other people's routines

T asks Ss to look back at the questionnaire, listen to Tanya and tick her answers. T tells them to do it individually first, then check the answers in pairs. T writes" What is Tanya's score?"" What kind of person is she?" Finally T asks them to check their answers with their partners and gets some FB by writing correct answers on the board.

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