Nicole Cyr Nicole Cyr

TP3 - Frequency Adverbs
A1-A2 Elementary level


Text-based lesson for elementary students focused on frequency adverbs (never, hardly ever, sometimes, often, usually, always) presented in the context of a questionnaire: Are you an early bird or night owl?


Abc Google Slides
Abc Google Form
Abc Google Jamboard

Main Aims

  • By the end of the lesson, students will be introduced to and have the opportunity to practice using frequency adverbs in the context of describing their daily / weekly routines

Subsidiary Aims

  • To develop speaking fluency in the context of describing daily / weekly routines


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

Show Slides. Ask for 2 volunteers to read the conversation between Rachel and Valentina. Ask: Does Rachel eat breakfast every day? No. Who eats breakfast before work more often, Rachel or Valentina? Valentina. Ask ss if they eat breakfast before work/school. Reformulate 1 response using frequency adverbs. Point out vocab - Tell ss we're going to learn how to describe how often we do things using these words. Before we practice with these, we'll do an activity. Model how to move words to arrange them in order from things that happen 0% of the time to things that happen 100% of the time. Show example: hardly ever describes things that happen, but rarely - only once in a while. Share Slides link in chat. Tell Ss they have 1 min. Review correct answers and ask CCQs: Which word describes something that almost never happens? hardly ever. Which word describes something that happens almost always? usually. Which describes something that happens more, sometimes or often? often.

Exposure (7-8 minutes) • To provide context for the target language through a text or situation

Show Jamboard. Tell Ss they will practice using frequency adverbs using this Quiz to find out if they are an early bird or a night owl. Ss will have 3-4 min to complete the Quiz independently. Do #1 together and model how to use the pen tool to circle an answer. When Ss finish, they should circle if they think they are an early bird, night owl, or afternoon person. Share link in chat. ICQ: What should you do when you finish the quiz? Comment on Ss results - Are there more early birds or night owls?

Clarification (12-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Ask: Did you notice any patterns with those adverbs? Tell Ss to look back and highlight all the frequency adverbs they see in the Quiz. They should think about where the adverbs appear in the sentence. Model how to use the highlight tool. Share Jamboard link in chat. Ss have 1 min to highlight as many as they can. Tell Ss they will answer a few questions about what they noticed. They can go back and look at the Quiz to answer the questions. Show Form and read 3 questions. ICQ: Where can you look if you're not sure about the answer? the Quiz. Share Forms link in chat. Ss have 2 min. Use Response Tool to give feedback in OC. Show Slides and review Form together using sentences from Quiz. Introduce question form and ask for 2 volunteers to turn the sentences into question form. Model Pronunciation using TL in sentences. Drill TL alone 2x, then sentence 2x. Ask Ss to identify the stressed word(s) in the sentence. Use bold font to reinforce. Notice the frequency adverbs are stressed.

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

Show Slides. Tell Ss they will use a frequency adverb to make each sentence true for them. Show example using hardly ever. Do I get up at 8 most of the time or only a little bit of the time? Little bit. Does hardly ever come before the verb or after the verb? Before. Why? It's not the verb be. Does often come before or after the verb? After. Why? It's with the verb be. Share Slides link in chat. Ss have 4 min to complete the activity. Give feedback on any common mistakes in OC.

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

Show Slides. Tell Ss they will compare their sentences with a partner and count how many are the same. Have 2 volunteers read the example conversation. Ask: What is the verb in this question? get up. What verb needs a different question form using "are"? be. Which sentences have the verb be? 2 and 4. Share Slides link again. Send Ss to BORs for 5min. Share Slides so they can see the example. Monitor for frequency adverb pronunciation and form (position in sentence + question formulation). Share Slides. Give DEC + feedback on good language.

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