Name of the Teacher Date Level of the class Length of lesson
Madelene Schoeman 17 December 2022 Pre-intermediate 60 Minutes
Lesson Type:
Grammar lesson
Lesson Topic:
Adverbs of frequency
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Use and identify adverbs of frequency: always, often, sometimes, Talked with a partner about how frequently they engage in
rarely and never, in order to discuss how regularly they engage in specific activities. Show that they are aware of the many adverbs
an activity. - Ask and describe routine actions in the present of frequency's meanings (sometimes, always, never, often and
simple tense. "How frequently do you go to the beach?" rarely).
Example sentence: I always visit the beach, during school
holidays
Anticipated difficulties: Suggested solutions:
1. Because this is summer school students might get bored 1. I will keep the tempo and energy level of class high with
Quickly. several fun activities
2. French and Italian students might struggle with 2. I will make sure that students are aware of correct
pronunciation. The ‘r’ sound versus the English /r/ pronunciation by making exaggerated mouth movements of
3. Meaning of French words that sounds the same but means specific difficult words e.g. Rarely
something different in English e.g. Librairie means 3. I will write on the board different words that sound the
bookshop, not library. same each with its own correct meaning.
Target language analysis:
1Lesson Plan
, 1. What is the use or function of this Adverbs of frequency are used to express how frequently we do something or something occurs.
language? (include a timeline if
appropriate)
2. In which context are you introducing Students will practice using adverbs of frequency to describe how frequently they engage in specific
the language? activities during this lesson.
3. Which concept checking questions will Does she play with her dolls just on Monday and Wednesday? How many times a week does she play
you ask to ensure students understand with her dolls? How often does she play with dolls? CCQ (for often); Does she watch TV two times a
the meaning? week? How often does she watch TV? CCQ (for sometimes): Does she Play guitar every day? How often
does she Play guitar? CCQ (for never) : How many times a week does she go shopping? Does she usually
go to shopping? How often? CCQ (for rarely): Does she play soccer every day? Does she always play
soccer? CCQ (for always)
4. What is the form of the target
Most adverbs of frequency go in the middle of a sentence, before the main verb:
language? (include positive, negative
and question forms if appropriate) Subject + adverb of frequency + main verb
e.g. We usually go to the cinema on Saturdays or We never go to the cinema on Saturdays. (Negative)
Basic statement: We go to the cinema on Saturdays. If I want to let you know about the frequency (how
often) we do this, then I need to use an adverb. The main verb is ‘go’, so we put the adverb before this.
Here are some more examples:
He wears a hat. If I want to let you know how often he wears a hat, then I need to use an adverb.
The verb here is ‘wear’ so the adverb goes before it: He always wears a hat. (He never wears a
hat)
He’s late. Again, if I want to tell you the frequency of his lateness, then I need an adverb. Here, the
verb is ‘late’ so the adverb of frequency would go before it: He’s always late. (He’s never late)
5. How will your students work out the To find out what activities each student engages in on a certain day of the week, I will employ guided
rules for the structure? discovery/inductive exercises using a game on the best day of the week. When attempting to elicit the
2Lesson Plan
Madelene Schoeman 17 December 2022 Pre-intermediate 60 Minutes
Lesson Type:
Grammar lesson
Lesson Topic:
Adverbs of frequency
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Use and identify adverbs of frequency: always, often, sometimes, Talked with a partner about how frequently they engage in
rarely and never, in order to discuss how regularly they engage in specific activities. Show that they are aware of the many adverbs
an activity. - Ask and describe routine actions in the present of frequency's meanings (sometimes, always, never, often and
simple tense. "How frequently do you go to the beach?" rarely).
Example sentence: I always visit the beach, during school
holidays
Anticipated difficulties: Suggested solutions:
1. Because this is summer school students might get bored 1. I will keep the tempo and energy level of class high with
Quickly. several fun activities
2. French and Italian students might struggle with 2. I will make sure that students are aware of correct
pronunciation. The ‘r’ sound versus the English /r/ pronunciation by making exaggerated mouth movements of
3. Meaning of French words that sounds the same but means specific difficult words e.g. Rarely
something different in English e.g. Librairie means 3. I will write on the board different words that sound the
bookshop, not library. same each with its own correct meaning.
Target language analysis:
1Lesson Plan
, 1. What is the use or function of this Adverbs of frequency are used to express how frequently we do something or something occurs.
language? (include a timeline if
appropriate)
2. In which context are you introducing Students will practice using adverbs of frequency to describe how frequently they engage in specific
the language? activities during this lesson.
3. Which concept checking questions will Does she play with her dolls just on Monday and Wednesday? How many times a week does she play
you ask to ensure students understand with her dolls? How often does she play with dolls? CCQ (for often); Does she watch TV two times a
the meaning? week? How often does she watch TV? CCQ (for sometimes): Does she Play guitar every day? How often
does she Play guitar? CCQ (for never) : How many times a week does she go shopping? Does she usually
go to shopping? How often? CCQ (for rarely): Does she play soccer every day? Does she always play
soccer? CCQ (for always)
4. What is the form of the target
Most adverbs of frequency go in the middle of a sentence, before the main verb:
language? (include positive, negative
and question forms if appropriate) Subject + adverb of frequency + main verb
e.g. We usually go to the cinema on Saturdays or We never go to the cinema on Saturdays. (Negative)
Basic statement: We go to the cinema on Saturdays. If I want to let you know about the frequency (how
often) we do this, then I need to use an adverb. The main verb is ‘go’, so we put the adverb before this.
Here are some more examples:
He wears a hat. If I want to let you know how often he wears a hat, then I need to use an adverb.
The verb here is ‘wear’ so the adverb goes before it: He always wears a hat. (He never wears a
hat)
He’s late. Again, if I want to tell you the frequency of his lateness, then I need an adverb. Here, the
verb is ‘late’ so the adverb of frequency would go before it: He’s always late. (He’s never late)
5. How will your students work out the To find out what activities each student engages in on a certain day of the week, I will employ guided
rules for the structure? discovery/inductive exercises using a game on the best day of the week. When attempting to elicit the
2Lesson Plan
