Frank Ameca Frank Ameca

TP6 Grammar
Elementary level

Description

In this lesson students will learn how to use adverbs of frequency to communicate how often they do activities in their free time.

Materials

Abc Google Slides
Abc Google Jamboard
Abc Google Forms
Abc Google Docs
Abc Book

Main Aims

  • To provide practice of adverbs of frequency in the context of free time activities

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of free time activities

Procedure

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

- T will show ss a slide with a question. - Ask learners to talk about the topic in teams. Instructions: Tell your partner activities you do in free time OCFB What activities do you do in your free time? - SS gives examples of free activities

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

-T gives ss a link to a Google Form in which they have an activity -Tell students to read the questions and answer. Instructions: Read the questions. Select an answer. - T ask ss to compare answers with a partner - T tell ss to send their answers. Instructions: Compare your answers with a partner. OCFB - T go over the asnwers to make ss aware of the activities and notice the TL

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

M - T will give ss a link to Jamboard for them to discover the meaning of the adverbs. - T will ask students to match the adverb of frequency with the frequency in porcentage OCFB T verify the answers are correct, if not, he will provide an explanation. F - T will show ss a slide to elicit the form. For this T will ask some questions. Pay attention to the sentences. What do you notice /see in the sentences? Subject + adverb + verb + complement every + period of time CCQ Can I move the position of adverbs? Yes. which one? Sometimes. Can I change the period of time after every? yes. P T models the pronunciation of the phrases and elicits relevant features of pronunciation o O o o o O I sometimes go to a restaurant. - Ss notice the stress on the adverb - Choral drill the sentences to give practice in pronunciation

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

- T will give show a jamboard with scrambled sentences. - T will ask ss to unscramble the words. - T send ss to Breakout room to work together. - T will check asnwers. He will ask teams for answers - T will show the answers as ss are giving theirs. Instruction. Work in teams to put in order the sentences. You have 2 min. OCFB Check position of the adverb, ask ss Where do we use the adverb?

Semi-Controlled Practice (5-8 minutes) • To concept check further and prepare students for free practice

- T will show ss some sentences in a GoogleDoc. - T will tell ss to tell their partner those sentences modifying the sentences with the use of an adverb to make them true for them. - T will send couples or trios to a breakout room to do this activity for 4 min - T will monitor this activity by jumping from room to room After 4 min everyone will come back to the main room. OCFB Ask ss to share with their partners 1 or 2 sentences.

Free Practice (4-6 minutes) • To provide students with free practice of the target language

- T will tell ss to have a mini conversation about the frequency of free activities. - SS have to ask each other some questions. For this T will send ss to Breakout rooms. Do this in trios, if ss are few, do this in couples. - Ask ss to take notes about their partners if possible. OCFB Ask ss, Tell us about your partner. Instructions: Talk to your partner, Ask these questions. Take notes.

DEC (3-5 minutes) • To provide feedback on students' production

T will monitor and note down the common errors that the students made during pair / group works and correct these errors on a slide.

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