Wesley Wesley

B1 level


In this lesson, students will learn about adverbs in the context of communication.


Abc Empower

Main Aims

  • To provide clarification, review and practice of adverbs of frequency in the context of communication.

Subsidiary Aims

  • To provide speaking practice in a conversation in the context of using adverbs of frequency to talk about how often they communicate with others..


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

Engage students with the question, "In What Ways do you Communicate with your Family and Friends? Share how I communicate with family and friends, using adverbs of frequency. OCFB for students to share.

Exposure (4-4 minutes) • To provide context for the target language through a text or situation

Students will read the article while thinking about the questions in order to read for gist. We will OCFB answer the questions. What parts of speech are the highlighted words? What do adverbs do? Materials: Empower Student Book page 10,11.

Highlighting (5-5 minutes) • To draw students' attention to the target language

What do these words mean? - Elicit definitions from the students. Choose which words are more or less frequent and place on the frequency pyramid. Show definitions slide and elicit from students how many syllables, where stress is on the words, and drill pronunciation. Materials: Empower Student Book page 11.

Clarification (13-13 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning: Elicit why do we use adverbs of frequency? Provide example sentences to help students define meaning. Can you think of any other adverbs of frequency? (Will be needed for the controlled practice) Place these adverbs onto the pyramid of frequency. Form: Where do adverbs go in a sentence? Elicit form for each example, noting regular, with aux verb, using to be, negative, and question. Some adverbs can go at the beginning of the sentence, followed by a comma. Doesn't change the meaning, but provides emphasis on the adverb. Quickly go over adverbs of definite frequency - normally go at the end of the sentence. Adverbs of definite frequency can go at the beginning of the sentence, followed by a comma, to provide emphasis. Pronunciation: Ask students if they think the adverbs will be stressed or unstressed? Provide the example sentences and model. Drilling exercises with students for the four sentences to improve accuracy and fluency. Materials: Empower Student Book page 11. Adverbs of Frequency website.

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

Do first ones together as a class to make sure students understand how to do the exercises. Have students complete individually. Have students compare in BOR's. Show answer key. Ask students which ones were hard and clarify any MFP needed. Materials: Adverbs of Frequency examples. Empower Student Work Book page 5.

Free Practice (10-10 minutes) • To provide students with free practice of the target language

Have students discuss the questions in BOR's. I will include a picture of the frequency pyramid to encourage students to use these adverbs in their answers. OCFB Feedback Delayed Error Correction Materials: Empower Student Book page 11.

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