Steven Levithan Steven Levithan

Elementary level


In this lexis lesson Ss will learn and practice using adverbs of indefinite frequency in the context of waking up early/late.


Abc Coursebook
Abc Whiteboard

Main Aims

  • To introduce and practice adverbs of frequency (never, always, sometimes, often, usually) in the context of waking up early/late

Subsidiary Aims

  • To provide fluency speaking practice in the context of waking up early/late


Lead In (4-5 minutes) • To set lesson context and engage students

<> - Introduce the topic. - Ask learners to talk in pairs for 2 minutes and ask each other 2 Qs: - Are you an early bird or a night owl? (Show image to help illustrate that early birds wake up early, and night owls goes to sleep late.) - What do you do every morning after you wake up? - Give example: I am an early bird because I like to wake up early. In the morning I always read my phone. - OCFB.

Clarification (15-18 minutes) • To clarify the meaning, form and pronunciation of the target language

MEANING - Ss work together to order TL (frequency adverbs) on a jamboard. <> - Show rough percentages and example sentences for each word from TL [slide]. - CCQs: - Do I drink coffee every morning? [Yes] - Do I go to bed after 11 pm? [No] - Does my girlfriend brush her teeth after breakfast on many days or a few days? [Many/most] - Do I get up late on most days? [No] - Which is more, usually or often? [Usually] - Which is more, rarely or sometimes? [Sometimes] - Ask Ss if they have any Qs about the words or example sentences. PRONUNCIATION - Write vocab words on a whiteboard, model them (exaggerate stress), and drill chorally and individually. - Cover the 2 pronunciations of often: /ˈɑːf.ən/ or /ˈɑːf.tən/ (more formal). - Elicit word stress. FORM - Show example sentence (I always have coffee in the morning) on whiteboard and write out the form with blanks: - _____ + _____ + _____ + _____. - List parts: subject, frequency adverb, verb, complement. Put complement in its place as an example. - Elicit which parts come first, second, and third. - Ask Ss if the frequency adverb can move to the beginning or end. - Explain that some can come at the beginning or end (usually, often, sometimes) and some at the end only (rarely). (Ex: Sometimes I play tennis. I play tennis sometimes.) But because it only works for some words, it's easier to use the basic form. [TIME PERMITTING] Go over meanings again using more CCQs, this time not showing the words from the slide/whiteboard: - If my friend loves to drink coffee in the morning, do you think he rarely drinks coffee or usually drinks it? [Usually] - Which is more, sometimes or often? [Often] - Which is more, always or usually? [Always] - Which is more, rarely or never? [Rarely] [TIME PERMITTING] - Ask Ss if they know how to ask a Q about frequency. - Explain the two Q forms: - How often do/does + subject + verb? - Do/does + subject + frequency adverb + verb? - Use ever instead of never. [SKIP] - Negative forms. Use ever instead of never. - Position with to be verbs. - Position with modal/aux verbs.

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

- Have Ss complete a grammar task individually for 3 minutes. <> - Check answers in pairs for 1 or 2 minutes. - OCFB. [Practice for meaning will be covered in the freer practice section.]

Freer Practice (12-14 minutes) • To provide students with freer practice of the target language

- Ask Ss to choose 4 TL words and use them to describe their day. Give examples. - Give Ss 2-3 minutes to write/type individually. - Ss share sentences in pairs for 3 minutes. Monitor for errors. - OCFB. Monitor for errors. - DEC. End: Share a reference sheet I wrote for homework, where they can see a longer list of ways to describe frequency, and encourage them to use it if they want to be more precise. <>

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