Amira Hassan Khalil Amira Hassan Khalil

Grammer lesson
Elementary- A2 level


In this lesson ss learn about adverbs of frequency through a guided discovery based on a reading text about daily routines. This lesson starts with a discussion about daily routines and how often we do will get and elicit the target language through a reading text.this is followed by some controlled ,semi and flexi practice.


Abc pictures of daily routines - small alarm
Abc SB - Photocopiable

Main Aims

  • students will be able to use adverbs of frequency correctly with be and other common verbs.

Subsidiary Aims

  • ss will be able to talk about what they do everyday and how often.


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

after greeting ss, tell ss that I'm going to tell you about my typical daily routine.Show ss a small alarm and set the time at 6.00 Am (the alarm rings). Ask ss : what do I do at 6.00 am ? elicit answers(you wake up , get up ) yes, I always wake up at 6.00 am. Then I set the time again at 7.00 am .and ask ss: What activity do I do at 7.00 am? Elicit: (you get dressed, have breakfast...) yes. I usually have breakfast with my family.Set the alarm for another time at 7.30 and ask ss/; what activity do I do at 7.30? Elicit (you drive to school, go to work ...) yes I often get to work at 7.30.Then ask ss "how often do I wake up at 6.00? ss: always).How often do I have breakfast with my family? ss: usually / how often do I get to work at 7.30? ss:often. write on Wb always / usually / often elicit that these are" adverbs of frequency" and we are going to study them today. praise ss and tell them that they did great .

Pre - teach • to teach blocking words that hinder understanding the text

Now , ask ss to open their books on P.30.and look at the picture for 1M.and try to predict what is the text about?.elicit answers (daily life of a family/the life of a farmer,....).Before ss read the text. I will introduce the blocking vocab.e.g.(series / continue/ culture/ field); 1- elicit these words by giving their meaning ,then check ss understanding through CCQS.: (series:(noun) a set of several articles about the same subject or topic) : Is it about one article or several? / Is it about different subjects? etc. (continue: (verb) to keep or go on doing sth. without stopping ) e.g.She continues telling the story until the kid sleeps: Does she stop telling the story? (No)/ What does she go on? (Telling a story). (culture: way of life or beliefs of people in a particular place or a country) Ask ss: Is it a way of life in a country? Who express or reflect the beliefs of a place or a country?(people in particular place …). 2- give a correct pronunciation of each word .get ss repeat. 3- Write the form of each word on WB.

Gist Task (3-5 minutes) • To provide students with less challenging gist and general information about the text.

Hand out worksheets to ss then tell ss: In your worksheets,work in pairs and read the text quickly to answer these questions within 3M .- ask ss ICQS to make sure they understand : - Are you going to work alone or in pairs? *In pairs - Are you going to read the text first or the questions? * the questions. - how much time do you have? 3m 1- where do Garjan and Anjan work? 2- where do they work - in the city or the countryside? 3- what job do they do? 4- When do they get up every morning? - check answers as a whole class. Answers 1 in the countryside 2 they're farmers 3 it's hard 4 At 4 am.

Clarification (10-15 minutes) • To provide an opportunity to highlight and clarify the target language through examples from the text.

in this stage , ask ss some questions to get them pick out examples of the target language e.g.:1- What do the family always do at 9.00 am? ss : They always stop work for breakfast. 2- What activity does the family never do together? ss:The family never eats together. Write these examples on WB and underline the adverbs (always - never).Elicit that we call these" adverbs of frequency" and we use them to say how often we do things or how often things happen. Get ss to underline more adverbs in the text.elicit answers (usually - often).Draw a percentage timeline on WB and write "never" on the far right of the timeline 0% .elicit where to write "always" since it tells 100% ss: on the far left of the timeline.Encourage ss to come up to the board and complete the timeline and write (usually - often - sometimes).Ask CCQS: What adverb means all the time ? ss: Always What percentage does "never" give? 0% Does it tell about things that happen all the time or at any time? ss: at any time. What percentage do "usually, often,sometimes" give? ss: 80%,60%,40%. - Write on WB some examples: I always get up at 7.00 am. She is sometimes late for school. They don't usually have dinner together. Do they often sleep early? underline the adverbs and verbs in each sentence. Elicit that we put the adv. before a common v. but we put them after v "to be".Ask CCQS Where do we place advbs. after or before common v? ss: before Do we place advbs before V "to be"? ss: No, after it. - Go through the rest of ex. and drill pronunciation - Clarify form in affirmative, negative and question.

Controlled practice (6-8 minutes) • to provide ss with exercises to practice the target language

Hand out worksheets to ss. Tell ss to: work in pairs to answer Ex. 1 in their have 3m. write your answers clearly. Ask ICQS: What Ex are you going to answer? Ex 1 Will you answer orally or written? written . how many mintues do you have? 3m Ex.1 choose the correct answer: 1 She isn't always / never happy. 2 Are / Do they usually at home? 3 I usually go / go usually shopping in the afternoon. 4 How sometimes / often do you go to the cinema? 5 He doesn't usually / usually doesn't get up early. Model Answer 1 always 2 Are 3 usually go 4 often 5 doesn't usually - Check in pairs

Semi practice (6-8 minutes) • to provide ss with exercises to practice and share their own ideas using the target language

Tell ss to work in groups to answer Ex d. in their SB. p. 30. each s are going to talk for 2m. ask ICQS What Ex. are you going to answer? ex. d. Are you going to work in pairs or in groups? in groups For how long each s gonna talk? 2m d Talk about the questions. 1 What do you always do in the morning? 2 What do you usually do in the afternoon? 3 What do you sometimes do in the evening? Monitor from a distance . give correction when they make mistakes placing advbs.

Freer practice (8-10 minutes) • To provide students with practice of the task language

Divide the class into pairs or groups of three and give each group a set of cards. Ask them to shule the cards and then put them face down on the desk. Explain that the cards consist of ten questions and ten answers. Students take turns to pick up two cards and try to ind a matching question and sentence. If they don’tmatch, the cards are returned face down. If they match, the student keeps the cards. The game continues until all the matches are made. The student with the most pairs wins the game. Check answers with the class. Note: If necessary, the game can be made easier by keeping the questions and answers in separate groups. Answers How oten do you go to the cinema? Every week. I love films. Do you eat everything? No, I never eat tomatoes. Are you always on time for lessons? No, I’m sometimes late. Where do you usually go on holiday? I sometimes go to the mountains. How oten do you check your email? About five times a day. Do you cook at home? Yes, but I sometimes order pizza for dinner. Are you usually busy in the evenings? No, I watch television. Where do you usually do your shopping? Online, or sometimes in the town centre. Do you oten practise English outside the classroom? I sometimes talk to an English friend on the phone. How do you get to school? I always walk because it’s healthy

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