Industrial University of Ho Chi Minh City

FACULTY OF FOREIGN LANGUAGES

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LESSON PLAN

Teacher: Nguyễn Thị Thuỷ Tiên - 21072261

Doãn Thị Bích Ngọc - 23680701

Phạm Lê Tuyết Ngân- 22681321

Nguyễn Minh Hiểu Nghi - 22680541

Class: DHAV18C

Supervisor: M.A. Lê Phạm Thiên Thư

01/04/2025, Ho Chi Minh City

Teacher’s name: Lesson starts time:
Nguyễn Thị Thuỷ Tiên - 21072261
Doãn Thị Bích Ngọc - 23680701
Phạm Lê Tuyết Ngân- 22681321
Nguyễn Minh Hiểu Nghi - 22680541

Observer’s name: M.A. Lê Phạm Thiên Thư Length of lesson: 30 minutes

Class name: DHAV18C Observation start time:

Room: V3.02 Date: 01/04/2025 Length of observation:

Observation agenda M.A. Lê Phạm Thiên Thư

(Observer)

Observation agenda Nguyễn Thị Thuỷ Tiên - 21072261

(Teacher) Doãn Thị Bích Ngọc - 23680701

Phạm Lê Tuyết Ngân - 22681321

Nguyễn Minh Hiểu Nghi - 22680541

Personal goals - Improving visual explanations by using images and examples to

(What are you trying to clarify adverbs of frequency.

improve in your own - Boosting student engagement by designing interactive activities

skills as a teacher?) for practice.

- Enhancing feedback skills by providing clear, constructive

corrections.

Assumptions - Students have basic knowledge of the present simple tense.

(about what the - Students can understand and respond to simple classroom
students know/can do

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before the lesson) instructions.

- Students are familiar with common daily activities (e.g., going to

school, brushing teeth, reading books).

- Students may have encountered some adverbs of frequency but

have not formally learned their meanings or usage.

Predicted problems Problems:

and solutions - Students may struggle to understand the meaning of adverbs of

frequency.
- Students may place adverbs of frequency incorrectly in
sentences.
- Some students may be shy or hesitant to participate.
Solutions:
- Use visuals (flashcards, timelines, gestures) and provide real-life
examples to illustrate frequency.
- Provide clear sentence structure examples and practice with
guided exercises.
- Use interactive activities, group work, and encouragement to
build confidence.

LESSON PLAN
ADVERBS OF FREQUENCY
I. OBJECTIVES:
A. Main lesson aims:
By the end of the lesson, students (Ss) should be better able to:
- Identify different adverbs of frequency and their positions in a sentence.
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 - Use adverbs of frequency correctly in affirmative, negative, and interrogative
sentences in the present simple tense.
B. Language materials:
a) Vocabulary:
Adverbs of frequency such as always, usually, often, sometimes, never
b) Pronunciation:
Pronounce adverbs of frequency accurately
c) Grammar:
Adverbs of frequency go before the main verb; they go after "be" verb
C. Skills:
Integrated skills: Listening - Speaking - Reading - Writing
* Focus on: Grammar- Writing.
II. METHOD AND TEACHING AIDS:
1. Methods
Communicative Language Teaching Method (CLT) with PPP procedure and inductive
approach
2. Teaching aids

LCD, laptop, power point file, whiteboard, markers, microphone, video, flashcards,
handouts

([Link]
([Link]

III. TEXTBOOKS:

Course book: Prepare 2, Cambridge.

IV. STEPS OF TEACHING:

1. Greetings (1 minute): Good morning, everyone. How are you today?

2. New lesson (29 minutes):

Stages Procedures Content

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 Teacher (T) Students (Ss)
1. Warm-up Warm-up:
and lead-in - Introduces game: T shows many fingers on the
- Listen to the
(5 mins) Fingers game screen.
teacher.

T says: "There are two

clues for Ss to guess!"
Clue 1: "People have
five of me on each
hand. What am I?"

Clue 2: "People use me

to point, type, and play
games. What am I?"

T says: "Can you guess

what the game is?" - Ss guess name
Answer: “ Finger games”
game. Ss areare
expected to answer
T says: "We are going “ Finger game"
to play a finger game - Listen and follow
by having the teacher instructions.
ask students - Pay attention to
questions." the explanation.

- Explains the Rules

T says: “When - Listen and follow

students hear a instructions.
question from the
- Pay attention to the
teacher, instead of
answering with words, explanation.
students will show
their answer by using
fingers.” Then, T says,
"If students raise 5
fingers. → They do
this 7 days a week.”

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“Students raise 4
fingers. → They do
this 5 days a week.”
“Students raise 3
fingers. → They do
this 3 days a week.”
“Students raise 2
fingers. → They do
this 2 days a week.” “If
students do not show
fingers. → They do not
do this activity.
- Listen and follow
- T gives an example instructions.
for Ss. T asks: “How
often do you go to
school?”
Ss look at these Answer: Raise 0, 2, 3, 4, or 5
T shows four questions questions.
fingers to answer.
on the screen.

T shows four questions:

1. How often do the students

brush their teeth?

2. How often do you read

books?

3. How often do you wake up

early?”

4. How often do you go to bed

- Ss listen to the at 8 p.m.?”
- T asks the students question.
questions 1 and
requires Ss answer.
T shows question 1. How
- T checks Ss’ answer. often do the students brush
their teeth?

Answer: Raise 0, 2, 3, 4, or 5
- Ss listen to the fingers to answer.
question.

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- T asks question two
and requires Ss Ss are expected to
answer. answer by raising 0, T shows question 2 on the
2, 3, 4, or 5 fingers. screen: How often do you read
books.
Ss listen to the
- T checks Ss’ answer.
question
Answer: Raise 0, 2, 3, 4, or 5
fingers to answer.
- T asks question three
and requires Ss Ss are expected to
answer. answer by raising 0,
2, 3, 4, or 5 fingers. T shows question 3 on the
- T checks Ss’ answer. screen: How often do you
wake up early?
- T asks question four
and requires Ss - Ss listen to the Answer: Raise 0, 2, 3, 4, or 5
answer. question fingers to answer.

- T checks Ss’ answer. Ss are expected to

answer by raising 0,
2, 3, 4, or 5 fingers. T shows question 4 on the
screen: How often do you go
Lead-in: to bed at 8 p.m.?”

- T says: “Today we Answer: Raise 0, 2, 3, 4, or 5

will learn how to use fingers to answer.
adverbs of frequency.”

- Elicits the new lesson

(adverbs of frequency
in the present simple
tense) by a video.
- Ss listen to the
- T says: “Let's watch question
this video, think about
the adverbs of Ss are expected to
frequency, sing along, answer by raising 0,
and do the actions!” 2, 3, 4, or 5 fingers.

T plays the song: "How often

do you do something?"

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 S listen and pay
attention to what the
teacher says.

- Watch the video

and think about the
adverbs of frequency

[Link] - Introduces adverbs of

(10 mins) frequency.
- T says: “Today we - Listen and pay
will learn about attention to T's
adverbs of frequency! instructions.
- T shows these words Ss look at these T shows adverbs of frequency,
related to adverbs of words related to such as always, usually, often,
frequency. adverbs of sometimes, and never.
frequency.

T says: “We will learn - Listen and pay T shows 'ALWAYS’ on the
about the word always attention to T's screen.
and how to use it.” instructions.
- T provides an
explanation on how to
use "always."
T says: "When
someone does

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something every day,
we use 'ALWAYS.'
- T gives examples of
usage of "always"
- Observe the T displays eight flashcards,
- Teacher shows the
flashcards. each with a day of the week:
students eight
- Listen and Monday, Tuesday,
flashcards each
remember and pay Wednesday, Thursday, Friday,
flashcard has one
attention to T's Saturday, and Sunday, and a
word, and one flash of
instructions. flashcard of a girl going to
a girl.
school.
T says: "Look! She - Listen and
goes to school on remember
Monday, Tuesday,
Wednesday, Thursday,
Friday, Saturday, and
Sunday.
T says: "She always
goes to school.".
- Checks Ss’
understanding by
asking “Is it clear to Ss are expected to
everyone?” answer yes

Ss repeat the word

T reads the word “ always"
'always' and requires
Ss to repeat it
individually and in
groups. - Listen and pay
attention to T's
T says: “We will learn
instructions.
about the word
“usually” and how to
use it.”
- T provide an
explanation on how to
use "usually."
- T says: "When
someone does
something almost
every day, but not

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always, we use - Observe the T displays 6 flashcards, each
'usually'." flashcards. with a day of the week:
- Teacher shows the - Listen and Monday, Tuesday,
students 6 flashcards remember and pay Wednesday, Thursday, Friday,
each flashcard has one attention to T's and a flashcard of a girl going
word, and one instructions. to school.
flashcard of a girl.
- Listen and pay
attention to T's
T says: "Look! She instructions.
goes to school on
Monday, Tuesday,
Wednesday, Thursday,
and Friday.
T says: "She usually
goes to school."
- Checks Ss’
Ss are expected to
understanding by
asking “Is it clear to answer yes
everyone?”
T reads the word
“usually” and asks - Ss repeat
students to repeat the word “usually"
individually and in
groups.
- Listen and pay
T says: “We will learn attention to T's
about the word “often” instructions.
and how to use it.”
T provides and
explanation about
"often."
'When someone does
something many times,
but not every day, we
use often.'" - T displays four flashcards,
- Teacher shows Ss - Observe the each with a day of the week:
four flashcards, one for flashcards. Monday, Tuesday, and
each day, including Wednesday, and a flashcard of
Monday, Thursday a girl going to school.
Wednesday. While T - Listen and
will show a flashcard remember and pay
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of a girl going to attention to T's
school.” instructions.

T says: "Look! She

goes to school on
Monday, Tuesday,
Wednesday”
T says: "She often
goes to school."
-Ss are expected to
- Checks Ss’
understanding by respond 'Yes.’
asking “Is it clear to
everyone?”
-Ss repeat the word
T reads the word
“ often"
“often” and asks
students to repeat
individually and in
groups.

T says: “We will learn - Listen and pay

attention to T's
about the word
instructions.
“sometimes” and how
to use it.”
T gives an instruction
about "sometimes."
- T says: "When
someone does
something only a few
times, we use
'SOMETIMES.”
- Observe the
- Teacher says: " T
flashcards. T displays three flashcards,
will show Ss three
- Listen and each with a day of the week:
flashcards, one for
remember and pay Monday, Tuesday, and a
each day from
attention to T's flashcard of a girl going to
Monday to Tuesday,
instructions. school.
and a flashcard of a
girl going to school.
T says: " Look! She
goes to school two
days a week. Then T

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says: “She sometimes
goes to school. Ss are expected to
- Checks Ss’
respond 'Yes.’
understanding by
asking “Is it clear to
everyone?”
T reads the word
-Ss repeat the word
“sometimes” and asks
“ sometimes
students to repeat
individually and in - Listen and pay
groups. attention to T's
instructions.
T says: “We will learn
about the word “never”
and how to use it.”
T gives an instruction
about "never."
- T says: "When
someone does not do
something at all. Ss
use 'never.'
- T do not show any
flashcards. T says:
"Look! She doesn't go
to school.”
Checks Ss’ Ss are expected to
understanding by respond 'Yes.’
asking “Is it clear to
everyone?”
T reads the word -Ss repeat the word
“never” and asks “ never"
students to repeat
individually and in
groups.

T shows exercise 1 in
the coursebook (page
15) on the screen,
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introducing it by
saying: “Let’s continue
with Exercise 1 on
page 15. We have 4
sentences and each one
has an adverb of
frequency (which is
purple in color). We
-Ss are expected to
also have a scale from
answer Exercise 1.
100% to 0%.”
- Explains how to do
and asks Ss to do
Exercise 1: “So what
will you do? You will -Ss are expected to
write the purple words place the adverbs of
in the suitable place on frequency in the
the scale. For example, correct position
if you think ‘Often’ “always – usually –
should be here let’s often – sometimes –
write it here.” (T points never”.
at the board) -Ss are expected to
-Checks Ss’ answer “Correct” or
understanding by “Not correct”.
asking “Got it?”
-T says “You’ve got
about 30 seconds to do
it, then I will invite
you to write the
answer”, then T
prepares the board.

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-T invites 2 Ss
randomly to write their
answer on the board.

-T asks the rest of the -Ss read aloud

class to check the adverbs of
answers: “Alright, frequency.
class, look at your
friends’ answer and
check if they are
correct or not.”
-T shows the answer.

-T requires Ss read
aloud again: “Let’s
read these adverbs of -Ss listen to T's
frequency once again. instructions and give
Repeat after me.” the answer.

EXERCISE 2:
- Shows sentences in
Exercise 1 (page 15) -Ss are expected to
on the screen and answer “1, 2, 3” and
introduces: “These are “plays, go, go”.
still the same sentences
as in Exercise 1.”

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- Asks Ss to answer
these questions: “Now
I want you to read
these sentences again -Ss are expected to
and answer 2 answer “4, 5” and
questions." “is, is”.
1. “Can you tell
me which
sentences have -T shows Exercise 1:
a present simple 1. My team always plays a
verb?” match on Saturday or Sunday.
(Chorally) It's never boring.
“Which word is 2. It's usually quiet.
the present 3. I often go with my little
simple verb?” sister and other young people.
(Individually) 4. I sometimes go
snowboarding with Mom.
2. “Can you tell
me which
sentences have
the verb be?”
(Chorally)
“Which word is
the verb be?”
(Individually)
-Gives correct answer.

→Concludes 2 types of
sentences (the present
simple verb sentence

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and the verb be
sentence) and
introduces 3 forms of
ADVs of frequency
(positive, negative, and
question): “So, there -T draws the scale on both
are 2 types of sides of the board.
sentences: the present
simple sentence and
the verb be sentence.
Now, let’s find out the
structure of adverbs of
frequency in these 2
types.”

EXERCISE 3 + 4: -Ss follow the

- Shows Exercise 1 instruction and work
sentences (positive) on the given task.
and Exercise 4
sentences (negative &
question) (page 15) on
the screen (positive on Answer:
the left, negative & 1. Always: 100%
question on the right): 2. Usually: 90%
“Next move to 3. Often: 70%
Exercise 3 and 4”. 4. Sometimes: 50%
5. Never: 0%
-Divides the class into
small groups.
-Gives out the
handouts: “First, I will

15
give each group a
handout.”
-Explains the handout: Exercise 1:
“Can you see the table 1. My team always plays a
in the handout? The match on Saturday or Sunday.
first column is ….? 2. I often go with my little
(elicit Ss to answer) sister and other young people.

And the second 3. I sometimes go

snowboarding with Mum.
column is…? Also we
have 3 questions 4. It's never boring.
below.” (T poins at the 5. It's usually quiet.
handout).
Question:
1. Which sentences have a
-Each group has 1
present simple verb?
minute to think about
2. Which sentences have the
the answer for 3
verb be?
questions which elicit
Ss figure out the -Ss are expected to
formation of adverbs answer:
of frequency. When 1. “My team, I, I, It,
time’s up, T asks 1 It”
group to give an 2. “plays, go, go, be
answer for each (is boring, is quiet)”
column, and other 3. “before the main
groups will determine verb/ after the verb
if it’s correct or not. be”.
(*Note: Corrects Ss’ -Ss are expected to
pronunciation when answer:
answering.) 1. “People, Ben,
-T invites 2 groups to you, rugby,
give the answer, then football.”
shows the answer.

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 2. “don’t play,
doesn’t go, play, is
dangerous, isn’t
boring”.
3. “Before the main 1. “1, 2, 3” and “plays, go, go”.
verb/after the verb, 2. “4, 5” and “is, is”.
be + not”.

-Ss are expected to

answer “
→ adverbs of
frequency +V
→ be + adverbs of
frequency.”

-Ss write down

- Asks Ss if they can structures and have a
recognize the adverbs quick review.
of frequency structure
(position/order)

Sentences (in Exercise 1 & 4

are the same as those in
- T gives the correct handouts):
answer and shows the Positive:
structure. 1. My team always plays a
match on Saturday or
Sunday.

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- T asks Ss to write 2. I often go with my little
down the structure in sister and other young
their notebook and people.
quickly review it in 3. I sometimes go
order to prepare for the snowboarding with Mum.
practice. 4. It's never boring.
5. It's usually quiet.
Negative and Question:
1. People don’t always play
sport in teams.
2. Ben doesn’t usually go
snowboarding with his dad.
3. Do you sometimes play
volleyball with friends?
4. Is rugby often dangerous?
5. Football isn't always
boring!
Questions:
- “Who do / does the action?”
- “What do they do?”
- “Where are the adverbs of
frequency?”

STRUCTURE:
→ adverbs of frequency +V
→ be + adverbs of frequency

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3. Practice − Writing activity/
(10 mins) written practice:
− Asks Ss to do order -Pay attention to the
Exercise 5: Put the adverbs in
exercise 5 on page the right place to complete the
instructions.
15. sentences and questions.

− T introduces the
activity: “Now, let 's
do this exercise.
Remember the right
place of words.
Look at the adverbs
of frequency and
write the words to
complete the
sentences.”
− T shows exercise 5 -Do exercise 5 on - T says: "We will put these
on the screen. page 15. adverbs of frequency into the
correct place.”
1. I play hockey at school on
Fridays. (usually)
2. Sophie is tired after rugby
matches. (often)

3. People don't go sailing in

teams. (always)

4. My uncle and my dad play

table tennis. (never)

5. Is gymnastics dangerous?
(sometimes)

6. Do you go cycling? (often)

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− T gives an example -Ss pay attention to -For example, they eat dinner
for sentence one. the example. late. (usually)

Answer: They usually eat

dinner late.
For example: I usually play
− Requires Ss answer
hockey at school on Fridays.
exercise 5.
− T provides tools for -Ss give their Answers:

Ss to write the answer.

2. Sophie is often tired after
answer. rugby matches.

3. People don’t always go

sailing in teams.

4. My uncle and my dad never

play table tennis.

5. Is gymnastics sometimes
dangerous?

6. Do you often go cycling?

Read aloud sentences, ranging

- Speaking activity/
from 2 to 6 to:
Oral practice:
-Ss read aloud these 2. Sophie is often tired after
-T asks Ss to read all
sentences rugby matches.
words and fixes their
pronunciation errors. 3. People don’t always go
sailing in teams.

4. My uncle and my dad never

play table tennis.

5. Is gymnastics sometimes
dangerous?

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 6. Do you often go cycling?

− Writing activity/
written practice:
-T introduces the -Do exercises 6 on
activity: “Now, Let's page 15.
do this exercise 6.
Remember to put the
words in order to make
Exercise 6: Put the words in
sentences and
order to make sentences and
questions.”
questions
- T shows Exercise 6
1.
on the screen.
welcome/sports/are/in/our/club
/always/ you
2.
Mondays/do/on/athletics/never
/ we
[Link]/brother/she/go/her/us
ually/does/with/?
4. table tennis / students / not /
often / do / school / play / at
5. cycling / and / her sister / at
the weekend / sometimes /
Lizzie / go/
-For example: often / school /
plays / my friend / after /
football
-T gives an example
for sentence one. -Answer: My friend often
plays football after school.

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 Answer:
-Requires Ss to answer
exercise 6. 1. Welcome! You are always
-T provides tools for S -Ss give their answer in our sports club.
to write the answer. 2. We never do athletics on
Mondays.
3. Does she usually go skating
with her brother?
4. Students do not often play
table tennis at school.
5. Lizzie and her sister
sometimes go cycling at the
weekend.

Reading aloud sentences,

ranging from 1 to 5:
Speaking activity/oral -Ss read aloud. 1. Welcome! You are always
practice: in our sports club.
-Then T asks Ss to read 2. We never do athletics on
all words and fixes Mondays.
their pronunciation 3. Does she usually go skating
errors. with her brother?
4. Students do not often play
table tennis at school.
5. Lizzie and her sister
sometimes go cycling at the
weekend.

Production − Let's Ss play a − Pay attention to

(5 mins) Sentence Race T's instructions.

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− Topic: Daily
routines T says, "Game's rule:
− Tells the game 1. Work in teams.
rules: 2. One by one, each member
- Work in teams runs to the board and writes
(divided into 2 teams); the sentence.
each team sends one 3. Use adverbs of frequency
member to the board at like always, usually, often,
a time. sometimes, and never.
- Writes one correct 4. Each adverb can be used
sentence and runs maximum 2 times.
back. 5. Both teams have 3 minutes
- Next teammate to do the task.
comes up and writes
the next sentence.
- Ss have 3 minutes to
do this task.
− Call one S read
aloud all the
sentences. − Go to the board Example:

− T says who go to and write quickly. (+) Positive:

the board and write 1. My sister always plays

the answer will get badminton at the weekend.

a candy as a reward. 2. She is often go swimming.

nnnt (-) Negative:

* Note: only use each 1. I never do my homework

adverb of frequency after dinner.

twice. 2. People don’t usually play

sport in teams.
(?) Question:
1. Do they often watch TV in
the evening?

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 2. How often does your father
cook dinner?

Consolidation
(2 mins) T says: "Now we are
going to review
adverbs of frequency
by watching a video." T plays the song: How
T says: "Let's watch often...? Song/Learn English
this video, think - Listen to the music through songs
about the adverbs of and watch the video
frequency, sing with lyric and sing
along
together, and do the
actions!"

T says:
"Now, we are going
to play a mini-
game!” "T have a
pencil case here.
Inside, there are Adverbs of frequency such
pieces of paper with
as 'always,' ‘usually', ‘often',
different adverbs of
'sometimes,' and 'never'.
frequency.” "T play
the music. While the
music is playing,
pass the pencil case
around to your
classmates. When the
music stops, whoever
is holding the pencil
case will take out one
piece of paper, read
the adverb, and make
a sentence using it." T plays the song: How
- Students pass the often...? Song/Learn English
T plays the song pencil case until the through songs
music stops, pick a
word, and give an
answer their own
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 T checks Ss answer

3. Homework
- Asks Ss finish exercises 1, 2, and 3 on page 138 at home.
- Practice new structures.
- Learn by heart adverbs of frequency.
Self-assessment

- Reflect on your teaching effectiveness.

- Identify strengths and areas for improvement.

- Evaluate student engagement and understanding.

- Consider how to enhance lesson delivery next time.

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Date: 01/04/2025

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