TP 5b 16/07/2014
To introduce the meaning, form, and pronunciation of frequency adverbs, and to give controlled practice in the context of common routines
To provide speaking practice for accurate use of TL
Procedure (28-37 minutes)
T presents some realia (magazine, coffee mug, frisbee, pack of cigarettes) and prompts the students to ask about activities related to those objects.
T draws a monthly calendar grid on the board (with morning/evening). Students ask questions about when/ how often the given activities take place, while the T is writing them in appropriate daily slots. Activity phrases: drink coffee play frisbee smoke a cigarette take a walk read the news work CCQ: Do I drink coffee on Monday/Wed/Sat? Do I work on Sunday? Do I play frisbee in the morning? Do I take a walk every day? Do I smoke in the evening/morning? When do I read the news?
T asks the students to count how many times these activities are done in a month. How many days in a month do I drink coffee? (30) How many days in a month do I play frisbee? (12) How many days in a month do I smoke cigarettes? (0) T writes model sentences on the board with blanks for frequency adverbs. T elicits frequency adverbs by asking the students to fill in the blanks. I drink coffee __________. I ____________ drink coffee in the morning. I _________ smoke cigarettes. What about playing frisbee, when do I play frisbee? (Saturdays, Sundays, Wednesdays) --> I ____________ play frisbee on Wednesdays and at the weekend. How many times in a month do I play frisbee? (12) I ____________ play frisbee. What about Thursday evenings? I am __________ free on Thursday evenings. How often do I work on Saturdays? (1 time in 2 months) I __________ _________ work on Saturdays. (hardly ever) Do you know any other words like that?
T draws a timelines with percentages on the board, places flashcards in correct order as guided by the students. always 100% never 0% often 70% sometimes 20% hardly ever 2%
T demonstrates a sample sentence on the board, chest the HO and ask the students to rewrite the sentence with correct adverbs in the correct place within each sentence. Mike plays tennis. (never) --> Mike never plays tennis. Students check answers with a partner.
T asks the students to change the sentences in the previous exercise to reflect what is true to them. Mike always works on Saturday morning. --> I hardly ever work on Saturday morning.
T models the pronunciation of frequency adverbs and asks the students to repeat in choral drills. T models the intonation of a typical sentence using TL and asks the whole class, then individual students to repeat. They always go to bed late at night. They sometimes drink a cup of coffee. They don't often eat breakfast.
T chests both worksheets and demonstrates the activity using another student. T divides the class into pairs and distributes the Adverb worksheet HO to each pair. Students first predict what their partners are likely to do, then check the answers by talking to their partners.
T asks a couple of pairs to report on their activities.