1

Delta COURSE
LESSON PLAN AND COMMENTARY
NAME OF TRAINEE:
LSA NUMBER: Three
WHICH SKILL OR SYSTEM? Grammar
NAME OF ASSIGNMENT: Raising Awareness of Adverbs of Frequency to Low-Level Learners of
English
DATE OF LESSON:
LEVEL OF CLASS: Pre-Intermediate
TIME AND DURATION OF LESSON: 2.00-3.00 (1 hour)
EXPECTED NUMBER OF STUDENTS: 12
BRIEF OVERVIEW OF LEARNERS AND THE COURSE:
The students mostly come from a Spanish background, and they are studying general English. This
is a class that is being taught for the first time, as they had another group of teachers for the past
three weeks. This class seems to have a group of mixed abilities, but they are quite keen and
motivated to improve their level of proficiency in English.

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Their level of proficiency is ranging around pre intermediate, where some of them (Celia) have a
better command and others (Antonia) are at a disadvantage.
Ana is a secretary and hopes she can get a job as a quality control officer. She is originally from the
Ecuador and has lived in Granollers for the past 11 years. She started learning English in
University, but she is motivated to improve her proficiency level to land a better job. She identifies
her strengths in speaking and grammar, but finds writing to be challenging to her.
Elena is a chef and uses English regularly for work and research. Her first language is Catalan. She
communicates well and is strong in reading and speaking; while she describes that her main
weakness is in vocabulary and has a difficulty recalling verb forms.
AIM(S) OF LESSON: To provide a chance for learners to practice the use of adverbs of frequency
(always, usually, often, sometimes, rarely, never) and to speak about household chores using the
adverbs of frequency.
LESSON FIT: This is the first lesson for this group of learners and it is followed by another hour with
the focus on speaking.
ASSUMPTIONS:
This group studied present simple and present continuous, so they are expected to show
awareness of present active verbs use and meaning. Most of the students may not be aware of the

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meaning and use of every adverb of frequency. It will be challenging for them to notice and use
every adverb of frequency.
ANTICIPATED PROBLEMS AND SOLUTIONS:
- Some learners might not be introduced to the adverbs of frequency before this lesson. The solution is to
refer to their knowledge of frequent activities which they have studied with present simple, and use a
continuum to clarify the meaning. Using a table of activities as asking the learners to record their repeated
activities (household chores) may clarify the idea of frequency.
- Students may have a problem with positioning adverbs of frequency in a sentence. The solution is to
provide them with a reading passage to help them notice different positioning (before be and after the
main verb).
- Some students may have a problem with stress in a sentence. The solution is providing more drilling.
- Some students may come late. The solution is to start by a light warmer for the first few minutes(e.g. what
do you do on weekends? Do you do any housework?).
MATERIALS AND RESOURCES:
Posters
Word cut out
Projector
White Board

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Handouts
LANGUAGE ANALYSIS:
The target language is adverbs of frequency.
Meaning and use:
Adverbs of frequency include: always, usually, often, sometimes, rarely, never. They can be defined as adverbs
which are used to indicate how often we do things or how often things happen Parrot, M. (2000, 34).
For the low elementary level learners, learners will be presented to indefinite frequency adverbs which dont
indicate definite occurrence (e.g. rarely, sometimes). They are not telling exactly how many times the action
happens like other adverbs of definite frequency (e.g. twice a week, three times a day).
She visits her aunt every day. ( seven days a week)
They never walk to work. ( zero occurrence)
Form:
Most of these adverbs (always, usually, often, sometimes, rarely and never) are not formed by adding -ly to
adjectives. They are typically go in mid position in a sentence.
Adverbs of frequency
- in an affirmative sentence come before the main verb.

o They usually visit Dubai in winter.

go after be.
o There is always somebody at home in the evening.

Pronunciation:
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Adverbs of frequency are normally stressed on the first syllabus:

Often, al.ways, some.times, rare.ly, never, usu.al.ly

In a sentence they are always stressed.

o My students are always active.
/ ma stjudnts lwez ktv /

WORD COUNT OF COMMENTARY: (It should be between 500-750 words)

COMMENTARY:
In my experience, low level learners need to be introduced to language through careful scaffolding. Unlike the
advanced learners who might not need these certain steps to follow in their learning process. For example, you
might teach reported speech before or after passive to advanced learners and they may manage it, but
introducing adverbs of frequency before present simple possibly will not work. Students have studied present
simple affirmative sentence, so they were given the chance to express their routine and habitual actions. Also
they have studied how to express likes and dislikes using the present simple form. Therefore, students
understanding of meaning, use and form of adverbs of frequency fits their progress at this certain stage.
In this lesson, I decided to teach the meaning, use, pronunciation and form of some adverbs of frequency
(always, often, usually, sometimes, rarely, never) which are suitable and necessary for the elementary level
learners. Some of these adverbs are on the top 500 common words of English language (always, often and
never). In my background essay, I presented more adverbs of frequency, but I decided to limit the number to six
for level suitability. Jim scrivener suggested the same adverbs of frequency for the lower level students
(Scrivener , 2010).

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Since adverbs in frequency may come in three different position in a sentence (front, mid, end position), and this
is normally affected by whether stressing the meaning or not (emphatic/normal). Adverbs of frequency typically
come in mid position, though. Therefore, I decided to teach the mid position only, as it is the most common
position and this may provide learners a chance of good understanding of the target language (adverbs of
frequency).
Deciding on a context for adverbs of frequency was challenging. I believe that nine out of ten teachers will
suggest teaching adverbs of frequency in a context of daily routine. For the earlier mentioned reason I decided to
stay away from daily routine. Therefore I decided to use the context of Household Chores. Also in their precourse interview, they all nominated communication as a big need. The context of Household chores (e.g. mop
the floor, clean the window etc) may help them to communicate verbally or write reports.
For this lesson I chose to follow the PPP method for some reasons. First, I believe it may help me maintain a
communicative atmosphere during the class with low level learners.
In this lesson I will introduce the needed vocabulary first (Household chores (e.g. mob the floor, clean the window
etc)) to help students get more familiar the context. Then the targeted language will be presented (meaning then
form), as I believe that understanding meaning may help noticing form. As most of the students are visual
learners, I will use posters and a continuum to presented meaning. Also an (match picture with word cut out)
activity will be done, as there are some kinaesthetic learners in the group. Students will be allowed to do a freer
practice at the end of the lesson.
Word Count: 500

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LESSON PLAN:
STAGE
TIME
Warmer &
15
Lead In
minute
Pre teach
s

INTERACTION AIM(S) OF STAGE

to break the ice and
Lockstep

vocabulary

group work
Lockstep

get students to the

classroom
atmosphere
to generate interest
into the housework
context
to consolidate Ss
understanding of
needed vocabulary.

PROCEDURE
-

Reading for
gramar
noticing
Adverbs of
frequency
form

6
minute
s

Lockstep
Individual

to clarify the
concept ( position of
adverbs of
frequency)

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T asks students What do you do on

weekends? / Do you do any housework?
T listen to Ss answers and some comments on
housework (e.g. make the bed, do the dishes)
T elicit as much as possible housework
phrases ( T may use acting and miming)
T provides Ss with an A3 poster of housework
pictures and activities on cut out papers.
In groups Ss match pictures with activities.
T monitors, corrects mistakes and gives
feedback.
T Hangs the A3 poster on the board.
T writes one or two examples on the board.
like, She washes the window.
T asks CQs Is she washing it now? no/ Did
she wash it yesterday? no Does she wash
every day?yes
T Tell Ss about Kim and Peter, and ask them to
read about their housework.
T asks Ss to underline Kim and Peters
housework.
T monitors and assists Ss.
T writes Ss answers on the board.
T asks Ss to notice What is different in these
sentences?
Ss notice the use of adverbs of frequency and
locate their position.
T asks CQs on the position of adverbs of
frequency;

Controlled
Practice

10
minute
s

Lockstep

Semicontrolled
practice

9
minute
s

groupwork

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to consolidate Ss
understanding of
the order of adverbs
of frequency.
to consolidate
noticing of position.
to notice the
meaning of Adverbs
of frequency.

Is always at the beginning? no / Is it at

the end? no/ Is it in the middle? yes/ after
verb? no before the verb? yes.
FEEDBACK:
- In pairs Ss answers questions under the
passage.
- T asks students to find more adverbs of
frequency in the passage.
- T writes the adverbs of frequency on the
board Random order
- T shows a power point slide and ask Ss to help
with arranging the adverbs of frequency.
Feedback provided where necessary.
In groups Ss place the adverbs of frequency in
a sentence.
- Ss compare answers with another group.
- T monitors and gives feedback.
- T explains the idea of different frequency
meaning, and highlights examples on the
board.
- T explains the idea behind the questionnaire
and the continuum.
- T asks Ss to complete the questionnaire.
- Ss notice the frequency of every activity and
connect it adverbs of frequency by choosing
the suitable adverb of frequency and place it
on the continuum.
FEEDBACK:
- T comments on the continuum completed by
Ss and correct mistakes.
-

Freer
Speaking
Practice

10
Minute
s
BIBLIOGRAPHY:

Groupwork

to encourage
fluency through
personalization

Scrivener J. (2010) Teaching English Grammar, Macmillan Education.

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In pairs Ss compare questionnaires and talk

about each other
T monitors and provide feedback.