Annie May Omercikoglu Annie May Omercikoglu

Grammar: Adverbs of frequency
A1 (Beginner) level


In this lesson students will discuss and practice the different kinds of adverbs of frequency through the use of daily routines. Students will listen to a conversation about daily routines, discuss the different adverbs of frequency being used in the conversation and will do a specific listening tasks. All worsheets and listening activities are from Straightforward Beginner/MacMillian.


Abc CD track #1.88
Abc Daily routine Flashcards
Abc Cline
Abc Gap-fill handouts
Abc CD track #1.86

Main Aims

  • To discuss the different types of adverbs of frequency and to practice it through the use of discussing peopleĀ“s daily routines.

Subsidiary Aims

  • To give students practice in reading for specific information as well as to give students controlled speaking and writting activity for accuracy.


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

T will write "My typical morning on the board" then mime some 6 to 8 things we do on a typical day. For example, get up, wash my face, brush my teeth, have a shower, comb my hair, get dressed, eat breakfast, go to school/work. Then put students in pairs to describe your typical day to each other.

Exposure (8-10 minutes) • To provide context for the target language through daily routine activities.

T will ask the students to look at the pictures on the board, then ask,what do they do in the pictures? Elicit words that students know. Write it on the board. Then T will ask students, if you do things everyday what word can you replace for everyday? Elicit until T will get the correct answer (always). Then introduce cline.

Highlighting (8-10 minutes) • To draw students' attention to the target language which is the adverb

T will let sts change the adverbs in the handout according to their routine. Then T will divide the groups into pair and using sts own routine activity they will compare their answers with their partners. After the sharing T will drill sts sentence structures.

Controlled Practice (5-6 minutes) • To concept check and review students on the necessary lexis for the context.

T will play CD track #1.86, sts listen. Play the recording again. Sts listen and repeat. After the drill T will give the handout which is base on the conversation found in the track and tell sts to rewrite the sentences so that they are true for them, which means changing HE to I. T will write a couple of examples about yourself on the board first to model the task.

Semi-Controlled Practice (4-6 minutes) • To concept check further and to enhance speaking ability.

Groupwork. Students read the sentences they have written to each other.

Controlled-Practice (3-4 minutes) • To summarize the lesson and to provide students more practice of the target language.

T will read a sentence, sts will tell the approriate adverbs according to his own routine. ex. I .................... get up late. / I .................... eat breakfast. Play the recording. Sts listen and repeat the sentences.

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