Wasseem Sonbol Wasseem Sonbol

Intermediate level


Adverbs of frequency, listening for specific information.


Main Aims

  • To review adverbs of frequency – meaning & form - & give the Ss semi-controlled oral practice with them through the context of keeping in touch

Subsidiary Aims

  • To give Ss practice in listening for specific information and in speaking for accuracy and fluency.


Lead-in (4-5 minutes) • To raise students' interest in the topic and prepare them for the fill-in activity and listening.

Show Ss the picture of the thee people and ask how old they think each one is and what kind of person do the Ss think they are (e.g. outgoing, sociable, friendly, talkative, etc..): accept all answers here. Ss do the activity in pairs and then report to the class. Post the question "How do you usually contact your friends?" on the board. Tell the Ss that this question was asked to these people. Ask Ss how they think the three people answered. Ss do that in pairs and then report to the class. Accept all answers.

Pre-listening (5-6 minutes) • To prepare Ss for the following listening stage and expose them to the TL in context.

Point to the words in the box on HO, be prepared to explain any words Ss may be unsure of such as "online, and text" Point to the text below the pictures and ask Ss to complete it using words from the box. They can use the same word more than once. Put Ss in pairs, or small groups, and ask them to compare their answers and check if their guesses were right. Discuss as a class but don't confirm the answers yet.

Listening / Exposure to TL (7-8 minutes) • To give Ss practice in listening for specific information. To give Ss the opportunity to check their predictions and to respond to the listening.

Tell Ss they're going to listen to short interviews with each of the three people. They have to check their answers and see if they answered correctly or not. Play the recordings one by one. Ss check answers in pairs then report to the whole class. Ask if Ss have any questions about the listening. Ss take a minute to think about themselves and see if any of the sentences are true for them or not. They then work in small groups and talk about that. Ss report to the whole class at the end.

Focus on TL (12-13 minutes) • To focus on adverbs of frequency use and position.

Focus on the box and ask Ss what the words are. Write this sentence on the board "I -------- write letters nowadays". Ask Ss to complete it with one of the adverbs. Draw a continuum on the board with 0% & 100% on each end. Ss put one adverb of frequency on each of the ends. Ask Ss to place "rarely" on the continuum. Ss look at the table (p.7, Grammar, ex. 1) and in pairs place the words (always, often, sometimes, not often, & never) on the continuum. Focus on other adverbs of frequency already in the chart, and ask the students if they fall on the same positions as the other adverbs or not. Ss look at the text again and find more adverbs of frequency and place them below the main words on the continuum. Tell Ss the words have a similar meaning. Point out that (once a week, twice a day, etc.) can be categorized as often or not often depending on the action. Do this through examples, such as (I call my mother once a week. I check my e-mail once a month) G/W (3-4 students), give each groups strips of paper. Ss in each group arrange the strips to make sentences. The groups place their strips on the board in the correct order. Focus on the place of the adverb. Ask students to look at the sentence in part 2 and try to find the best position (A or B) for each adverb. Encourage them to read the sentence aloud to themselves to decide. Elicit the rule as a class.

Semi-controlled practice / Production (5-6 minutes) • To give a semi-controlled practice of TL and encourage fluency.

Divide the class in pairs. Focus on the sentences, and ask Ss to complete the sentences about their partners (just guess) using adverbs of frequency. Model one sentence about the teacher or one of the students. Elicit Qs Ss could ask their partners to check their guesses. Ask them to work together and check. Note how many of your guesses about your partner were correct.

Semi-controlled practice / Production (9-10 minutes) • To give Ss freer practice of the TL & encourage spoken fluency.

Put Sc in pairs and tell them who is A and who's B. Ss do the pair work exercise for unit 1 on pages 116/121 in pairs. They first look at the question parts on the left, and the complements on the right. Tell Ss they are going to make questions using these cues to interview their partners. Model one or two Q&As. Ask Ss to write down any points they have in common. Monitor and give help. Take notes of errors and good language use. As a class ask how much each pair have in common. If there's time, provide feedback on errors and good language use.

Web site designed by: Nikue