This document provides a lesson plan for a primary school English class focused on teaching adverbs of frequency. The 80-minute lesson will begin with a warm-up revising simple present tense. Students will then watch a video introducing adverbs of frequency and complete activities practicing their use. Examples include writing sentences about personal routines and choosing adverbs to complete sample sentences. To conclude, students will play a game using cards with adverbs to create original sentences. The teacher aims to develop writing, speaking, and understanding of adverbs through varied activities engaging different learning styles.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE 2018
Tutora: Prof. Aurelia Velázquez
ALUMNO PRACTICANTE: POEY CLAUDIA RAQUEL
Período de Práctica: Nivel Primario
Institución Educativa: Instituto Manuel Belgrano
Dirección: Calle Sarmiento 436
Sala / Grado / Año - sección: 1° año – TT
Cantidad de alumnos: 33
Nivel lingüístico del curso: Beginner
Tipo de Planificación: Clase
Unidad Temática: Simple Present
Clase Nº: 2
Fecha: Wednesday 31st
Hora: 80´
Duración de la clase: 80’.
Fecha de primera entrega: 29/10
• Teaching points: Adverbs of frequency
CLASE 2
 Aims: during this lesson , learners will be able to:
-Develop their writing skills by describing how often they and their partners do their
activities.
-Develop their communicative skills talking about their own frequency and other people in
their activities.
-Identify the difference between the adverbs of frequency.
 Language focus.
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Simple Present
affirmative, negative
and interrogative
form
Talk and ask
about people
routine
Paul plays
tennis but he
doesn´t play
football.
Does he play
tennis?
/dʌz/
/duː/
NEW
Adverbs of
frequency
Always –
usually- often –
sometimes –
never
She always
plays ….
I usually study
in the morning
/ˈjuːʒʊəli/
/ˈnevə/

2.  Teaching approach:
I will use PPP ( PRESENTATION - PRACTICE- PRODUCTION), based in the Natural
Approach, through it students are encouraged to speak English in a natural way.
 Materials and resources:
Board- computer- projector-
 Pedagogical use of ICT in class:
- I will use the projector to show them the pictures.
 Seating arrangement:
-They will sit in their own chairs, they only stand up and come to the board when they do the
activity with the cards in the bag.
 Cooperative work
 Assessment:
-When students produce the sentences using the adverbs of frequency I will assess them.
Routine: 5’
Purpose:
-To greet students.
When I go into the classroom, students are sitting on their chairs, they stand up and we
greet.
Me: “Hello, everybody, how are you today?
Students: “Hello, teacher, we are fine!
Me: Great, I´m fine too!
Warm-up 15’:
- To get students into the mood of work.
We will a revision about the topic of the previous classes: Simple present: affirmative,
negative and interrogative form.

3. I will present different pictures about Emma´s routine by computer.(projector)
AT FIVE O´CLOCK AT HALF PAST SEVEN. IN THE AFTERNOON. AT TWELVE O´CLOCK.
Get up (V) Have breakfast (v) Play with bricks (x) Have lunch after school (v)
AFTER BREAKFAST AT NIGHT AT TEN O´CLOCK IN THE MORNING
Brush her teeth (v) Do homework (X) Go to bed (V) Do gym (x)
First, they will practise affirmative form and after they will practice negative form, I will
point a picture then the students will make the sentence after they could choose a picture and
make the sentence.
Example:
 Emma doesn´t get up five o´clock.
 Emma does her homework at night.
 Emma brushes her teeth after breakfast.
When they finish practising the affirmative and negative sentences, I will ask them some
questions about Emma to practise the interrogative form, they will watch the pictures and
answer them.
Example:
 Does Emma get up at seven o clock?
 Does Emma play tennis?

4. Transition: Ok , excellent work, now we are going to watch a video!
Presentation (10’)
 They will watch the next video. It is about Emma´s activities.
https://www.youtube.com/watch?v=bjbg1QAuXQc
 After they watch the video I will write the sentences on the board and then I will ask
students some questions about it as
Does Emma get up early? When?
 Emma always gets up at early.
 She often / usually eats bacon and eggs.
 She sometimes plays tennis.
 She rarely swims.
 She never plays football.
I will explain students the different adverbs of frequency together with this chart that I
will write the chart while I explain the adverbs.
I will give them examples with their routines as: I always go to school or I usually practise
sport and I will encourage them to say or give others examples in an oral way.
Transition: Ok, very good now we work in the copybooks. (enthusiastically)
Development (20)
 To register the new teaching point.
Activity 1
First students will write in their copybooks the last chart with an example. (I will replace the
adverb “seldom” by “ rarely” that they had seen in the video.
Purpose:
- To practise the new teaching point.
Activity 2
 Complete the sentences with true information about yourself: (Students will copy it
from the board). When they have finished , they will read some of them.

5. ALWAYS – USUALLY – OFTEN – SOMETIMES- RARELY – NEVER
1) I ................................... have dinner at eleven o´clock.
2) I…………………………………go to school at one o´clock.
3) I ……………………………… do gym in the morning.
4) I………………………………..play basketball n Saturday.
5) I …………………………….surf internet after lunch.
6) I …………………………………study on Saturday.
Activity 3
-Look at the chart, choose and make sentences.
I
My mother
My teacher
Sally
Paul
Paul and Harry
My pet
We
always
usually
often
sometimes
rarely
never
Work /works
Play /plays
Go / goes
Meet / meets
Watch / watches
Listen / listen
Sleep / sleeps
on Sunday.
video games.
to the park.
my friends on Sundays.
Horror films.
To reggaeteon music
In my bed.
Football or tennis.
Transition: Ok , well done, !
Closure (10)
Purpose
-To develop their communicative skills.
-I will present them a bag with a card with an adverb. Students will come to the desk they will
put their hand into the bag, they will take a card and then they will invent a sentence with the
adverb that they have taken.
Transition: Execellent job today, now we are ready!
Homework
-At home they will make sentences with their family activities. For example.
 My father always gets up at seven o´clock.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
X

6. Coherence
and
sequencing
x
Variety of
resources –
Learning
styles
X
Stages and
activities
X
Teaching
strategies
X
Language
accuracy
X
Observations
Keep on working on teaching strategies. Proofread for language mistakes, pls.
Have a great lesson!