Ashraf Abdel Rahman Abdel Rahman Felifel Ashraf Abdel Rahman Abdel Rahman Felifel

Going out to eat- Adverbs of frequency-witing
Beginners level


In this lesson, students review adverbs of frequency.The lesson starts with a discussion about habits and daily routine getting students to find out the missing letters to complete the adverbs will follow the discussion.This is followed by students time to decide the adverbs of frequency and high lighting them,then to use them in other guided examples and finally there a writing practice using adverbs of frequency.


Abc White board

Main Aims

  • To provide clarification and practice of adverbs of frequency in the context of daily routine

Subsidiary Aims

  • To provide product writing practice of a letter,e.mail or a message in the context of daily routine and habits


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

Students will be asked some questions about the food they like, whether they like to eat at home or in a restaurant,which days of the week they like to go on, what their favorite restaurant is and then the teacher elicit that going out to eat is the main topic of the lesson. The teacher shows the students a text reading about going out to eat getting them to think what's wrong with it getting them to work in pairs and brain storm 5 spelling mistakes then students work in pairs to find out the five spelling mistakes in the text. students then underline the words and write the correct spelling asking students to read them

Exposure (7-9 minutes) • To provide context for the target language through a text or situation

The teacher writes the word restaurant on the board in a spider gram and round it the words name, food, day,and adverbs Students think in pairs about the words and what to be written under each, students can invent new names and be more fun. Teacher gets what they have written and build sentences on the board with the help of students saying them. Students read the provided examples and do the same. then they exchange their writings and compare the answers.

Highlighting (4-7 minutes) • To draw students' attention to the target language

The teacher shows students a message on the board getting them to think of the kind of food. Students are asked to choose a kind of food they like and write it on a piece of paper without showing it to any one. The teacher collect the sheets and mingle it giving each student a different one.Students again look at the given example and decide who they will write to.

Clarification (4-6 minutes) • To clarify the meaning, form and pronunciation of the target language

Teacher model the message shown on the board, explaining what students might need to write their message and scaffold the meaning of the words they might need when they write like: spicy,sweet,delicious, eat,drink, and buy And also how to pronounce each word.

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

Teacher concept check the meanings and whether Students know what to do or they still need more support and help Students are given a limit time to write a message to some one in the class about that food or the drink as in the model describing it without naming. Students then turn round the class and try to find out who does the food belong to

Semi-Controlled Practice (3-5 minutes) • To concept check further and prepare students for free practice

After students write the message then they hold it and turn round the class to find who does it belong to. Other students read each other's messages to find out where there food or drink is, and when a couple finish and find their message they return back to their seats.

Free Practice (3-5 minutes) • To provide students with free practice of the target language

Students are asked to write a whats App message to a famous person they know about where to go in the weekend and what to eat or drink Teacher gives a limit time. Students work individually and show each other's message when it's done.

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