hanaa hanaa

Hanaa's lesson, frequency adverbs
elementary level level

Description

In this lesson , students will learn frequency adverbs and their percentage. The lesson is mainly depended on text-based presentation which is a questionnaire and the students should underline the frequency adverbs. Then the students should talk about actions they make and they don't make

Materials

Abc handouts, cards
Abc PPT , cards , handouts
Abc PPT , cards , handouts

Main Aims

  • To provide students with the differences between frequency adverbs and their percentages

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of their daily routine and actions they repeatedly do

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

I prepared an activity to show the difference between a night owl and an early bird as a lead- in.

PTV (8-10 minutes) • To provide students with the blocking words and the differences between frequency adverbs.

I prepared an interactive presentation to engage students and to explain the differences between the adverbs. I elicit the meaning and use ccqs then drilling then written form

text (a questionnaire ) (6-8 minutes) • to answer the questionnaire and determine if the learners are early birds and night owls.

I let the students answer the questionnaire and count their points and check if they are night owls or early birds.

Controlled practice (3-6 minutes) • to check students understanding

It's a controlled practice to check understanding of the place of adverbs of frequency. I pass out the handouts and students will answer individually then in pairs then check the ke answers.

freer practice (4-5 minutes) • to produce the language through speaking

I ask students to speak about their repeated actions that happen at night or early in the morning. I divide students into groups to speak about their activities either at late night or early morning. the activity will be 4 minutes

content and language feedback (6-8 minutes) • To give the feedback of the freer practice

I ask students about the content of the topic they were talking about. Then I ask students about the linguistic or grammatical part to check their whole understanding of the lesson.

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