Jennifer Jennifer

TP6-LP-Jennifer Butler
Upper Intermediate level


This is a lesson designed to provide clarification and practice of language that can be used to talk about frequency.


Abc Exercise 6a

Main Aims

  • To provide clarification and practice of language used for stating frequency.

Subsidiary Aims

  • To provide gist and scan reading practice using a text about setting and achieving goals
  • To provide fluency speaking practice in a conversation in the context of routines


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Share Google Slide 1 which contains the following questions: What is a goal you have achieved? What did you have to sacrifice to achieve it? Did your daily routines change? Send Ss into BORs to discuss the questions in pairs. After Ss discuss these questions for 3 minutes, ask a volunteer to share something interesting he/she heard.

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

Share adapted text (Google Slide 3) and tell Ss to read it quickly in order to answer the following questions: What was Nikki and MIke's goal? Did they achieve it? Put the questions in the chatbox. Give them three minutes to read and then tell them to send their answers to a partner before OCFB. Tell Ss to take a screenshot of the text for later reference.

Highlighting (3-4 minutes) • To draw students' attention to the target language

Share Jamboard Slide 2. Tell the Ss to reread the text in order to fill in the blanks in marker sentences 1-5 with the appropriate frequency adverb (a-e). Have Ss send their answers to a partner before OCFB. In OCFB, call on individual Ss to share their answers and move each frequency adverb/expression to the sentence which it completes. Ask volunteers to read the complete marker sentences.

Clarification (12-12 minutes) • To clarify the meaning, form and pronunciation of the target language

For the clarification of meaning and form, send the Ss the Google Form "Guided Discovery Activity_MFP_TP6-Butler" and have them fill it out in small groups in BORs together. After they finish, send them the correct answers and go over any difficulties they had in OCFB. Then share Google Slide 5 and tell students to match each frequency adverb/expression to it's phonemic spelling. Ss send their answers (a-e) to a partner through the chat. Then drill the pronunciation of each adverb/expression. Ask Ss whether there is any letter in "most" that they don`t hear pronounced (/t/). Then ask about where they hear the linking in "every now and again" (/‘naʊwənə ’gen/) and in "once in a while". (/sɪnə'waɪl/).

Controlled Practice (8-9 minutes) • To concept check and prepare students for more meaningful practice

Send Ss Google Form "Controlled Practice_TP6_Butler" through the chat and have them complete it individually. Ss send answers to a partner through the chat before OCFB.

Free Practice (9-10 minutes) • To provide students with free practice of the target language

Share Google Slide 6 and tell Ss that they are going to speak to each other in pairs about their routines. Give them the following questions to use as a guide: What is something that you do most days? Do you have anything that you do once in a while/every now and again as a special treat? What did you seldom/rarely do during 2020? Give them 6-8 minutes to talk, and then conduct OCFB first on content and then on language.

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