Sawsan Fawzy submitted a lesson plan titled "How often do you..." for a pre-intermediate English proficiency level. The lesson aims to teach learners to accurately express the frequency of events and activities using adverbs of frequency. The plan includes presentation of new vocabulary, controlled and less controlled practice activities like role plays, and a writing task where students describe their routines using the new language. The plan addresses potential difficulties students may have differentiating similar adverbs and asks how questions.

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 Teaching Methods, MA, Cairo University
 3rd
Assignment: Lesson Plan
 Submitted by: Sawsan Fawzy
 Lesson title: How often do you ….?
 Proficiency level: Pre-intermediate
 Lesson objectives: By the end of this lesson, learners will be able to express frequency of events and activities using adverbs
of frequency accurately.
 Materials and resources:
o Resources:
- Adverbs of Frequency. British council
Retrieved from https://learnenglishkids.britishcouncil.org/en/grammar-practice/adverbs-frequency
- How often do you …? Busy Teacher
Retrieved from http://busyteacher.org/11221-5-advantageous-tips-adverbs-of-frequency.html
o Materials:
 A PowerPoint presentation including a chart report (scale report)
 3 task handouts
 Interview cards
 Anticipated difficulties:
1. Students may ask: Is there any clearer difference between usually and often?
2. Student may ask: Why How often…? Why not How usually…?
 Ways to address such difficulties when they arise:
1. Usually x rarely
rarely = (you make it very few times)
usually =(you miss it very few times)
Often = (many times, more than half the times, and you don’t miss that very few times, you miss more)
2. Often = many times, so How often = How many times
Today, we want to express routines in words other than number of times, so we use How often instead of How many
times. Only often equals many times, none of the other words does

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Stage Aids Interaction
Patterns
Procedures I/P/G/C
C=class
Duration
mins.
Warmer T-SS - T: “We’re still talking about habits and routines. I’ll
tell one sentence about my routine as an S and you
infer how committed I am.”
- T: “I attend 14 lectures a month.”
- T: “Can you understand whether I am a committed
student or not?”
- T: “So, in some situations, numbers do not give us
clear information.”
- T: “Are there any other clearer ways to tell you how
commitment I am?”
- T: “Yes, there are. We’re going to learn them
today.”
C 2
Presentation
of meanings
& uses
- PowerPoint
slides: a scale
(monthly)
school report
+ new vocab
synonyms
T-SS Setting the context:
-T personalizes the presentation tailoring it to the SS
school and teaching communicatively meanings and
uses of new words through school different contexts.
- T: “This is the annual school report about our school
activities done within the school year; it is to be
revised by our General Director.”
- T: “Notice that the shaded cells mean activities are
done, not shaded ones mean activities are not done.”
- T: “School always pays teachers.”
- T elicits the synonym of always: “When does the
school pay teachers? Every month? Many months? Or
few months?”
C 7

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- SS: “Every”
- T: “So, always =…?”
- SS: “Every”
- T uses inductive teaching to elicit the synonyms
(meanings) of all the new 6 adverbs.
- SS repeat pronunciation of each new word.
Checking
understanding
of concepts
PowerPoint
slides:
routines of
the T as an S
+ concept
checking
MCQs
T-SS Extending the educational context:
- T checks SS understanding telling the class about
their teacher’s routines as a graduate student.
- T: “Now I’d like to share my routines as an S using
our new words, and you guess their meanings.”
Example:
- T: “I rarely miss my train.” “Do I miss it (few
times/many times)?”
C 3
Answering
the warmer
&
checking
understanding
of uses
T-SS - T: “Now, if I change my sentence and tell you: I
usually attend my lectures.” “Can you understand
how committed I am?” “How many lectures do I
miss?” “How do you know this?”
“Did I tell you any numbers?”
“So, we can talk about number of times but in other
words.”
“What are these words?”
C 3
Presentation
of
How often…?
= How many
times
A PowerPoint
slide
T-SS -T: “Now, we can talk about number of times in other
words; we can also ask about number of times in
other words.”
-T: “To ask about number of times:
How many times do you go there? → I go there 2
times a year.”
- T: “But to ask in other words:
How often do you go there? → I …?… go there.
C 2

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Controlled
practice on
meanings &
uses: (MCQs)
A task
handout (1):
snapshots of
art teacher’s
Art Club page
on Fscebook
T-SS Extending the school context:
- T: “This’s Ms. Dina’s Art Club page on Facebook.
See what SS may say about her, and complete their
sentences with the correct words.”
I 2
TBL
Presentation
(Classifying
forms)
A task
handout (2): a
table of 2
columns
S-S Pre-task:
- T: “Now, work in pairs to put the sentences you’ve
completed in these columns: sentences with v. to be
in v. to be column and sentences with other v. in other
v. column.”
Checking instructions:
- T: “Are you going to work in pairs or groups?”
“Are you going to copy only verbs in the columns?”
“Are you going to copy complete sentences in the
columns?”
- T: “Now underline always friends and verbs in each
sentence in the 2 columns.”
After task: (Fon F)
- T: “When are always friends placed after v.? Before
v.?”
- T: “So, what’s the rule of places of always friends?”
P 3
Controlled
practice on
forms (correct
mistakes)
A task
handout (3): a
kid’s journal
S-S Extending the school context:
- T: “This’s a page of our principal’s daughter’s
journal. She describes her dad at school and at home.”
– T: “Now, you read this journal in pairs, and correct
always friends wrong places for our principal’s kid.”
Checking instructions:
- T: “Are you going to work individually?”
“Are you going to correct places mistakes?”
P 3

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Less
controlled
practice on
meanings,
uses & forms
(Role play)
Interview
cards
S-S Extending the school context:
- T: “Because your school is a nice one, you’re
having many new SS. General Director has assigned
interviewing new students to you.”
- T: “I choose As to be interviewers, SS names, and
Bs to be new SS, SS names.”
- T: “Interviewers ask How often Qs about the
routines of the new SS, and the new SS reply with
always friends.
-T: “First, As discuss How often Qs; Bs get prepared
for interviews with their school, sport, art, music,
competitions … routines.”
Checking instructions:
-T: “Who are As?” “Who are Bs?”
“First, you are going to work in pairs or groups?”
“As are going to discuss Qs or replies?”
“Bs are going to discuss Qs or replies?”
- Group Discussion
-Pair work
- T: “Now, you are going to work in pairs to start
interview role-play: SS names.”
G/P
G
P
10
Discuss 4
Present 6
Production
(Writing a
paragraph)
Extending the school context:
Sharing objectives with SS (sense of achievement):
- T: “Now you know how to use always friends
accurately to express routines, so you’re going to
write about your own routines freely using always
friends in a paragraph.”
Checking instructions:
- T: “Are you going to work in pairs?”
“Are you going to talk about the school routines or
your own routines?”
I 10

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