Speaking:
How Often & How Well?
Grouping:
Time:
Pairs → Small groups → Whole class
15 minutes
Aim
Students will ask and answer questions using adverbs of frequency (always, usually, sometimes, never) and manner (quickly, carefully, well).
Materials
• A set of question prompt cards (e.g., How often do you exercise? / How do you cook pasta?).
• A frequency scale on the board (100% = always, 0% = never).
Preparation
• Write example sentences on the board (I always wake up early. She sings beautifully.).
• Prepare prompt cards with daily activities and skills.
Activity Breakdown
1. Students take turns picking a card and asking a partner.
2. Their partner answers using an adverb of frequency or manner.
3. After 5 minutes, they switch partners and continue.
4. Volunteers share answers with the class.
Instructions
1. Pick a partner.
2. Choose a question card.
3. Ask your partner (How often do you cook?).
4. Your partner answers (I usually cook in the evening).
5. Change partners and repeat.
Concept Checking Questions
• “What does always mean?” (100% of the time).
• “Does quickly describe how often or how you do something?” (How you do something).
Examples
• I never drink coffee at night.
• She speaks English fluently.
Extensions/Varations
• Harder: Students give two-sentence answers (I usually cook dinner. I do it very quickly.).
• Easier: Provide a word bank of adverbs.
Error Correction
• The teacher notes mistakes and students correct them at the end.
Writing:
My Daily Routine
Grouping:
Time:
Individuals → Pairs
20 minutes
Aim
Students will write about their daily routine using adverbs of frequency and manner.
Materials
• A worksheet with sentence starters.
• A word bank of common adverbs.
Preparation
• Write example sentences on the board (I usually wake up at 7 a.m.).
Activity Breakdown
1. Students write about their own routine.
2. They include at least three adverbs of frequency and three of manner.
3. They exchange papers and peer-correct.
Instructions
1. Write about your daily routine.
2. Use always, never, carefully, etc..
3. Check your work.
4. Share with your partner.
5. Correct your partner’s mistakes.
Concept Checking Questions
• “What do adverbs of frequency describe?” (How often we do something).
• “What do adverbs of manner describe?” (How we do something).
Examples
• I often drink tea in the morning.
• She writes neatly.
Extensions/Varations
• Harder: Students add more details (because I like to be healthy).
• Easier: Sentence starters provided.
Error Correction
• The teacher highlights errors and lets students correct.
Listening:
Guess My Routine
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will listen to a description of someone’s routine and identify adverbs of frequency and manner.
Materials
• A recorded monologue (or teacher-read text) about a person’s daily habits.
• A worksheet with a gap-fill exercise.
Preparation
• Write key adverbs on the board (always, often, never, well, carefully, slowly).
• Prepare a transcript with missing adverbs.
Activity Breakdown
1. Students listen to a person describing their daily routine.
2. They fill in the missing adverbs on their worksheet.
3. They compare answers with a partner.
4. The teacher reviews the answers.
Instructions
1. Listen to the description.
2. Write the missing words.
3. Compare your answers.
4. Listen again and check.
5. Discuss answers with the class.
Concept Checking Questions
• “Does always mean sometimes or every time?” (Every time).
• “If someone drives carefully, do they drive dangerously?” (No).
Examples
• I always wake up early.
• She sings beautifully.
Extensions/Varations
• Harder: Students write a summary of the routine.
• Easier: Provide a word bank before listening.
Error Correction
• The teacher highlights incorrect answers and students correct.
Reading:
Busy People
Grouping:
Time:
Pairs
15 minutes
Aim
Students will read short descriptions of people’s habits and identify adverbs of frequency and manner.
Materials
• A short text featuring different people’s routines.
• A worksheet with comprehension questions.
Preparation
• Write example sentences on the board (Tom always eats breakfast. He eats it quickly.).
• Prepare a reading passage with different routines.
Activity Breakdown
1. Students read about three different people’s habits.
2. They underline adverbs of frequency and manner.
3. They answer comprehension questions.
4. They discuss answers with a partner.
Instructions
1. Read the text.
2. Find and underline always, sometimes, carefully, etc..
3. Answer the questions.
4. Compare with a partner.
5. Check answers as a class.
Concept Checking Questions
• “Does usually mean all the time?” (No, most of the time).
• “If someone speaks quietly, are they loud?” (No).
Examples
• She usually walks to work.
• He plays the piano beautifully.
Extensions/Varations
• Harder: Students summarize the habits in their own words.
• Easier: Provide a list of adverbs to find in the text.
Error Correction
• The teacher asks students to rewrite incorrect sentences.