This lesson plan focuses on teaching adverbs of frequency to describe daily routines. Students will learn to distinguish different adverbs of frequency and how they are used to talk about how often activities are done. They will watch videos that explain adverbs of frequency and provide examples of their use. Students will then complete activities to practice using these adverbs, including interviewing classmates about their daily routines. The goal is for students to gain skills in listening, speaking, reading and writing about frequency adverbs and daily activities in English.

1. Lesson Plan 11
Date : Jun 29th , 2012 Level : 8vo Basico
Activity: How often do you do...? Using Adverbs of frequency to talk about daily routines activities in
the present.
Skills: Listening, writing, speaking, reading.
Expected outcomes: By the lesson students will be able to distinguish different adverbs of frequency used
to refer how often they do different daily routine activities in the present. Also, students will be able to
learn new vocabulary related to daily routines, as well as being capable of writing about what they and
their classmates do using both frequency adverbs and daily routine activities.
Resources: Worksheets, colour markers, board, dictionary, and data show.
Time Comments:
Introduction : 10 min Teacher introduces the topic to the
Greetings. Students asking How often do you do a variety
Roll calling Of activities they already know e.g. playing football,
. Surfing on internet, go for a walk etc? Ha can explain that
Adverbs of frequency are closely related to the question
How often do you do...? and are precisely these adverbs
help us to refer to the frequency they do a daily
Activity.
While –Stage 20 min As a warm up teacher invites student to watch a 6 minutes
“Adverbs of frequency ESL Video” video lesson where most of adverb of frequency are
How often do you go to the cinema? Explained on the base of answering one simple question
How often do you go to the cinema? :
http://www.youtube.com/watch?v=pA1TSkECMpA
After showing up most of frequency adverbs, the video
Graphically shows a chart where adverbs of frequency are
Divided from the most frequent to the least frequent.
( teacher can stop the video and ask students to take notes
. Of this chart as well as explain it in detail).
After explaining the frequency adverb chart, the video gives
The opportunity to student of working in a fill in activity
Recalling the adverbs mentioned at the beginning ( teacher
Can ask to do it all together or individually)
By the end of the video , a mini dialogue is shown .On it
Some frequency adverbs are set in context. The video also
Shows a mini dialogue that student may rehearse it
In duos. ( teacher can give some minutes in order to
Let student write it down and practising with their
Partners).

2. Post- Stage : As a reinforcement on the video contents, teacher invites student to
How often do you? 20 min Follow a 12 slides presentation where the placement of frequency adverbs
Is explained by two simple rules. Teacher can explain the way they are
Placed in a sentence, he can ask to build the examples all together or
Individually.
By the end of the presentation , a number of question forms using
How often? Questions are given. These question will be useful to introduce
The closing activity which is “ interviewing some classmates about how often
They do different activities”.
How often do http://www.youtube.com/watch?v=b716xGBg1g0
You swim? 15 min This 2 minutes video will be optional. It can be a useful transition from the
Police presentation and the final activity. Also it can engage students by providing
Interview “The frog, a cartoon video where a frog, a dog, a cat and a fish are interviewed.
The dog, the cat, Teacher can make it comprehensible by playing it once and then sharing the
And the fish” dialogue’s script by doing a brief fill in activity.
( Optional)
Closing: 25 min In order to finish up the lesson students are asked to write down a
“ Interviewing a ten question interview where three classmates are asked about how often
Some classmates” they do daily activities.
Teacher can provide a model on the board as well as ask student to use
The new vocabulary learnt by the lessons. Also teacher can write on the
Board new activities vocabulary by suing verbs such as Do /Have/Take/Go
Do the washing up/ Do the housework/
Have breakfast/ Have a lie- in
Take a shower/ Go for a walk/ Go shopping etc.
By doing this teacher can point out that there are certain expressions which
Collocates with certain verbs and not others.
Teacher asks for the interviews and introduce next lesson topic.