Ilona Derbinova Ilona Derbinova

Copy of An early bird or a night owl?, Frequency adverbs
Elementary level


In this lesson students will continue on from the last TP: Daily routines. The new TL for this topic will be frequency adverbs. The lesson starts with the SS learning about what an 'Early bird' and a 'Night owl' is. They will do a questionnaire to practice frequency adverbs and finally through adequate MFP, SS will be able to use the TL much more fluently.


Abc Listening: Tanya & Simon's dialogue/ Questionnaire
Abc Early bird or night owl answer key
Abc A bird statue and an owl
Abc HO: Are you and early bird or a night owl?
Abc Listening: Tanya & Simon's dialogue/ Questionnaire
Abc Listening: Tanya & Simon's dialogue/ Questionnaire

Main Aims

  • To provide specific information from a text that provides the grammar in the context of TL; frequency adverbs and make students practice the grammar by making sentences about their own experiences.

Subsidiary Aims

  • To provide fluency and accuracy by practicing reading and speaking using the TL such as 'I sometimes, always, never' in the context of frequency adverbs


Warmer/Lead-in: What are these? (2-3 minutes) • To set lesson context and engage students

- Place the statue of a bird on one side of the board and the owl on the other side. T: Points at the bird: 'what is this?' S: a bird T: Points at the owl: 'And what is this?' S: an owl - If SS can't guess the word 'owl' then prompt and write on the board on top of each animal; ....... bird & ...... owl - SS may know 'early bird' and 'night owl' if not, Teacher fills in the gaps; Early bird, Night owl

Exposure to TL: Frequency adverbs (8-10 minutes) • To provide context for the target language through a text or situation

1. In order to pre-teach SS early bird and a night owl. I will give my brother (Tansu) and myself as an example. T: “Do you remember my brother? What was his name?? S: Tansu T: Yes Tansu. He always goes to bed very late, he likes to work at night. He is a night owl. But I always to go to bed early. I work better early in the morning. I am an early bird. - CCQ: Who is a night owl? Me or Tansu? – Tansu And who is an early bird? Me! REPEAT after me: An early bird, S: An early bird. T: A night owl, S: A night owl 2. EX.2 - Pre-teach: happy by asking "what's the opposite of sad?" - Pre-teach: have (a lot of) energy by saying and physically showing, up beat "in the mornings I have a lot energy." "but at night I'm tired, I have low energy." -Pre-teach: record a TV programme by telling students "sometimes, on a week night a very good film is on TV but I'm too tired to watch it so I record the film and watch it later." -Pre-teach: the end (of a party) by telling students "when I go to a party, I stay until the party finishes, I never go home early!" - Before giving out HO's of the survey, elicit to SS what they will do. *You will answer the questions about yourself *You will have 3 minutes to do the survey CCQ instructions. - Before giving out Answer Keys, put them in to groups of 3/4 and prompt "now you will check your answers and compare/discuss them with your classmates; who is an early bird and who is a night owl??" ICQ how many of your answers are the same?

Highlighting: Frequency adverbs (10-15 minutes) • To draw students' attention to the target language

EX.1 1. On the WB, Write the heading 'Frequency Adverbs' and the draw the line. 2. Only write 0% then next to it, on top hardly ever and 100%. Make sure students understand hardly ever. 3. Then write all the freq. ad. in a box and tell the students they are called frequency adverbs. 4. put students in pair and tell them to talk about which ad. goes where, which % they belong too. They have 3 minutes 5. CCQ - 'Will you put the frequency adverbs in order?' 'Will you discuss/work in pairs?' 'Do you have 5 minutes?' - No, you have 3 mins. 6. Randomly get students to come up to WB and write the answers, correct if necessary. EX.3 * MODEL & DRILL FREQUENCY ADVERBS: (MAKE STUDENTS REPEAT SENTENCES) Give specific attention to the phonemics and sentence stress: Usually /'juːʒuəli/ . o I usually get up early in the mornings Hardly ever /'haːdli , evə/ o . . I hardly ever smoke cigarettes. 7. Get SS to focus on EX. 3 8. Write examples to guide them: *'I'm always happy when I get up.' *'I sometimes get up before 9.' 9. Ask them to work in pairs and discuss the rules of the sentences. They have 1 minute 10. CCQ: 'Are you going to work in a group?' - No, pairs. 'Are you going to talk about the rules? - yes/no 'and you have 1 minute?' - yes/no 11. Ask students to answer. 12. Final point of EX.3: We can only use always, usually and often in negative sentences. We can say 'I don't always/usually/often go out on Sunday evenings.' BUT NOT: 'I don't sometimes/hardly ever/never go out on Sunday evenings.' X

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

EX. 4: 1. Pre-teach tired to SS by asking them randomly 'Are you tired Zeynep?' - yes/no 'How about you (new students? - yes, I'm tired/ no, I'm not tired. 2. Before getting students to do ex.4, write the example sentence and answer on the board. Then pair them up 'green,purple' and tell them they have 5 minutes to answer the questions. 3. Ask them to compare questions and see how many are the same then tell the WC. Then everybody stands up and finds classmates who have things in common.

Integrating listening & speaking (8-10 minutes) • To draw students' attention to detail

EX.7 1. Remind students who Tanya is: the woman from lesson 3B and 3C. Is she married? - Yes What's her husband's name? - It's Simon Tanya is doing the questionnaire now, the same survey you did. While you are listening to the answers, write T next to Tanya's answers. 2. CCQ: Who are you going to listen to?? - Tanya and Simon's conversation. What is Tanya doing? - She's doing the..... 3. Student's check the answers with the classmates next to them, they refer to the answer key given previously. Is Tanya an early bird or a night owl??

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