Adverbs of frequency are a really a complicated grammar. Even though many textbooks teach these words very early on, their usage is not simple and there are many exceptions to the rules. But as I have to present it to elementary students, I try to keep them as simple as possible and I keep all the exceptions secret. (Sorry kids 🙂 )
In this post, I would like to present all the activities I use to help my students master this grammar. To teach it, you need to teach the adverbs first and then you have to explain where the words should go in a sentence.
- Vocabulary worksheet – Activity 1 (students translate the words)
- Vocabulary worksheet – Activity 2 (students solve the wordsearch)
- Vocabulary worksheet – Activity 3 (students solve the jumbles)
- Vocabulary worksheet – Activity 4 (students solve the crossword)
- Grammar explanation – Infographic (Teacher explains the grammar)
- Video Game
- Pronunciation – Students listen and repeat the poem
- Homework – Students learn the poem by heart
Then check their answers.
I always sit in chair,
I usually brush my hair,
I always look like a daisy,
and I´m always so so lazy.
I´m often on my phone,
on Facebook, I´m never alone,
I´m sometimes a bit crazy,
and I´m always so so lazy.
I never feed the cat
I never make my bed
My dad sometimes gets crazy
because I´m always so so lazy.
Now you can elicit what you will do in this lesson.
Adverbs of Frequency – Vocabulary
In the second exercise, students try to find the adverbs in the Wordsearch. (Note: OFTEN and NOT OFTEN are in the same place.)
In the third exercise, students solve the jumbled words.
The last exercise is the most difficult. Students place the adverbs into the crossword in such a way that they fit in. You can see the solution in this document.
The simple way to explain this grammar is: PLACE THE ADVERB IN FRONT OF THE VERB WHICH CARRIES THE MEANING. However, this rule does not work for the verb to BE as you have to place the adverb after it.
The mind maps show a more detail explanation of the grammar. Help your students understand the mind maps. Then I always ask my students to use the mind maps and write as many sentences as possible using only the words in the mind maps. I set a time limit, for example 5 minutes, and at the end I praise the students with most sentences. While the students write, I walk around the classroom and check that the students do not make mistakes and help them, if they got lost.
Students take the worksheet with the poem and they listen to the following recording and repeat each line in the pause.
At the end of the lesson, I set the homework. Students have to learn the poem by heart, and in the following lesson they say it in front of the whole class.