adverbs of frequency through free time activities
To provide students with clarification / review and practice of frequency adverbs and expressions in the context of free time activities.
To provide students with practice in speaking and writing.
Procedure (34-41 minutes)
Teacher shows some pictures and tells that they are her free time activites. Students tell what their teacher does in her free time by looking at the pictures. After students make a sentence about the activity, the teacher adds an adverb of frequency and writes these sentences on the board.
Teacher sticks a cardboard cline on the board/ wall and puts papers of adverbs of frequency in a place where students can see. Teacher tells Ss they will stick the correct adverb paper in the correct place on the cline and gives them 1 minute to think. Teacher nominates students and fiil in the cline. To show the form, the teacher wants them to look at the examples that they wrote in lead-in and examples in the reading text that they covered in the previous lesson. By looking at these examples, students, in pairs, try to do the exercise 4b and compare their answers with another pair. The teacher asks their answers and gives feedback. The teacher shows some clips having adverbs of frequency and drill the pronunciation.
Teacher gives a hand-out and tells that students need to match sentences on the calendars to frequency expressions and then put them into the order of frequency in pairs. Ss compare their matchings and orders with another pair. The teacher nominates students to get the answers. As students tell the correct order, the teacher shows the sentences on the calendars with a frequency expressions in the ppt that she prepared before. To show the form, the teacher asks them to look at the sentences in the ppt and the examples in the reading text that they covered in the previous lesson. By looking at these sentences, students do exercise 4d and compare with their friends and the teacher gets the answers and gives feedback. The teacher drills the pronunciation of frequency expressions and writes "once", "usually" "often" "occasionally" "generally" with phonetic script. To summarize the TL, the teacher elicits the difference between locations of frequency adverbs and frequency expressions.
In groups of 3, students do exercise 5a but not on the book. The teacher gives them cards that she prepared before. There is one word on these cards and students need to put them in the correct order to create a sentence . There are 2 sentences that each group has to do. Groups stick sentences on the board/wall in the correct order. Everybody stands up and checks other groups' sentences. The teacher monitors and if she sees a mistake in the end, she elicits the correct version from students.
Students are asked to write 2 sentences about their free time activities by using frequency adverbs or frequency expressions. Ss stand up and mingle and ask each other "What do you do in your free time?", "How often?" to find as many classmates doing the same activity in the same or very similar frequency as possible. The student that finds more classmates within the time given wins the game.