CELTA Grammar Lesson Plan Sample

Trainee: Gabriela Queiroz 

The Britannia CELTA Lesson Plan front page 

Date of lesson: April 17th 

Level: Elementary Length of lesson: 40 mins Topic: Grammar – adverbs of 

frequency 

Main aims: 

By the end of the lesson, Ss will have practiced the adverbs of frequency and will be better able to 

talk about their routine. 

Subsidiary aims: 

By the end of the lesson, Ss will have developed their pronunciation. 

Personal T.P aim(s): 

To give more time for the Ss answer and repeat. 

Target (language) Model: 

How often do you go to the Cinema? I usually go to the cinema on fridays. 

Aids: 

calendar, photos 

Assumptions: 

Ss will understand the concept of frequency when relating with the calendar on the board. 

Ss will know vocabulary from previous lessons. 

Anticipated difficulties (linguistic, 

organizational, cultural etc.): 

Ss may not understand instructions to some 

tasks. 

Solutions: 

Demonstrate the task to them.

The Britannia CELTA Language Analysis 

Language Analysis grammar vocabulary functions skills 1 

Analysis of Meaning 

(Simple statements of meaning) 

I usually go to the cinema. 

always 

sometimes 

never 

I`m usually at home on sundays. 

Never 

sometimes 

always 

How often do you go..? 

Adverbs of frequency. How often one does 

something. 

Analysis of Pronunciation 


Anticipated Problems 

Ss may have trouble because there is no 

similarity with L1. 


Possible solutions 

e.g. (CCQs (inc. answers), timelines, clines, visuals 

etc.) 

Show a calendar on the board with activities. 

Point to an activity that occurs every day and 

ask “ 

how often does Ammy have breakfast? Is it 

sometimes?” (no) “is it always?” (yes) 

Relate the adverbs with a bar from 0% to 

100%. 



etc.) 

I Usually /ˈjuː.ʒu.ə.li/ go to the cinema 

Never /ˈnev.ər/ 

Sometimes /ˈsʌm.taɪmz/ 

Always /ˈɔːl.weɪz/ 

How often do you go to the cinema? 

/ˈɒf.ən/ 

Ss may stress the wrong syllable 

Ss may say /ˈjuː.zu.ə.li/ 

Ss may pronounce extra syllables e.g. 

/ˈsʌm.taɪ.miz/ 

Drill the adverbs chorally and individually, 

using hands to show the stress. When you 

present the written form, ask Ss to underline 

the stress. 

1 

In the rare event of a skills lesson with absolutely no target language envisaged, please justify

The Britannia CELTA Language Analysis 

Analysis of Form 


I usually go to the cinema. 

Subj +adverb+ verb 

I`m usually at home on sundays. 

Subj + verb to be + adverb 


Ss may forget that with the verb “to be” the 

adverb comes after and write “I always am 

late” 



etc.) 

Drill the sentences and then show them on the 

board the structure, using tables 

I 

He 

She 

It 

We 

You 

They 

+ Verb to be 

+ always, 

usually, 

sometimes, 

never 

+ always, 

usually, 

sometimes, 

never 

+ verb 

Anticipated problems with tasks and materials 

e.g. 

a) Ss might not understand new vocabulary in a text 

b) complicated instructions for a task 

c) difficult listening tasks 


e.g. 

a) pre-teach vocabulary 

b) do a clear demonstration using a student 

c) pause CD to give Ss time to write

The Britannia CELTA Lesson Plan detail 

Name: Gabriela Queiroz Date: April 17th Length: 20 mins 

Stage T Int Aim/Purpose Procedure Tutor’s comments 

Lead-in 2 T-Ss -Ss 

Feedback 2 S-T 

To make a quick review 

of the verb To Be 

To elicit the correct 

answer 

Build context 4 T-S- To introduce Amy and 

her calendar with the 

frequency of her activities 

Say “let`s play a game, you are team A 

and you team B” and divide the class 

so they can see. Give to each S of team 

A a piece of paper with a personal 

pronoun and say “you have the 

pronouns I, He, She, It, We, You, 

They” and to team B a piece of paper 

with a conjugation and say “you have 

the conjugations Are, Am, Is. Team A 

and team B, stand up and find your 

correct pair, you have 30 seconds! 

Go!” While they are looking, put on 

the board a 

table to complete the conjugation. 

When they finish, call one pair to 

come to the board and ask other Ss if 

their match is correct and so on, until 

the table is complete. 

Show on the board a picture of Amy 

holding a calendar. Say “this is Amy 

and what is this?” (Ss will not know) 

“This is a calendar.” Show 

pictures on the board of an office, a 

gym a cinema and a football game”. 

Elicit from Ss about each picture 

asking “where is this?” “what is this” 

(Ss will probably answer about the 

pictures because they learned about 

routine and places in previous



Model sentence 

Highlight 

meaning 

5 T-S 

To introduce Ss to the adverbs 

of frequency 

3 T-Ss To ensure that Ss understood 

the meaning of each 

adverb, asking CCQs 

lessons). 

Show on the board a calendar with 

Amy`s routine (work, gym, cinema) 

And ask “How often does she go to 

work?” (wait for Ss answers) 

“she always goes to work during the 

week” and ask “and during the 

weekend?” (Ss will understand she 

doesn`t go to work on weekends) and 

you say “she never goes to work on 

weekends. On Sundays she is usually 

at home” Say “How often does she go 

to the gym?” Point to the days of the 

week she goes and answer “She 

usually goes to the gym”. Point to the 

calendar to show the cinema only 2 

times a month (on sundays) and say 

“How often does she go to the 

cinema?” wait for 

answers and say “she sometimes goes 

to the cinema”. 

Leave the calendar on the board and 

add a small bar from 0% to 100%. 

Point to the work activity and ask 

“How often does she go to work?” and 

give Ss options “is it never?” (no) “is 

it sometimes?” (no) is it always?” 

(yes) draw a bar reaching 100%. Point 

to the gym and ask the same “how 

often does she go to the gym? Is it 

always?” (no) “is it never?” (no) “is it 

usually?” (yes). Draw a bar almost



Highlight 

pronunciation 

Highlight 

form 

Controlled 

practice 

3 T-S 

3 T-S 

3 T-S-S 

feedback 3 S-T-S 

Controlled 

practice 

2 S-S 

To ensure Ss learn the 

correct pronunciation of 

the adverbs. 

To present the written 

form. 

To reinforce the structure 

of sentences. 

To give the answers and 

check where the mistakes 

are. 

To reinforce the meaning 

of the adverbs 

reaching 100%. Do the same with the 

2 remaining activities (cinema and 

football). 

Drill the adverbs chorally and 

individually using hands to show the 

stress. Drill also “how often” inside 

the question “how often do you go to 

work?” 

Show on the board the written 

sentences they were speaking and 

listening to this whole time e.g.“She 

always goes to work” and “She is 

usually at home on sundays” to point 

the difference when using the verb to 

be. 

Give instructions for the task “Read 

and put the words in correct order”. 

Give them the sheets. Demonstrate on 

the board the first one. Say “you have 

3 minutes!”. 

When they finish, ask them to compare 

their answers in pairs. Then, elicit the 

answers from Ss, correcting on the 

spot if they make a mistake. 

Divide the class in two teams. To 

Team A, give each S a piece of paper 

with an adverb and to team B give the 

pieces with 0%, 25%, 75% and 100%. 

and say “Team A, you have adverbs 

always, usually, sometimes and never” 

and team B, you have numbers. Stand 

up and find the correct pair. 30



seconds! Go!” While they are looking 

for their pair, show on the board a bar 

from 0% to 100% . 

feedback 2 S-S 

Freer practice 8 S-S 



are. 

To make Ss use on their 

own the adverbs they 

were exposed to on this 

lesson. 

Monitor each pair to check if they did 

correctly. If there is a mistake, call and 

ask for Ss to help and look for the 

correct pair. If there are no mistakes, 

go to the board, point to the bar and 

call the pairs one at a time to complete 

their adverb on the board next to the 

corresponding number. 

Suddenly start a recording playing 

some opening news theme to get Ss 

attention and hold a microphone with a 

TV logo in front of you. When the 

music finishes, ask a strong S to come 

next to you and start talking as if you 

were a reporter “Good morning, we 

are here at Britannia with student 

Vinicius. Vinicius, How often do you 

have a shower?” (answer) “and how 

often do you go to work?” (answer) 

“thank you” Now, pass the microphone 

to Vinicius so he can make 2 

questions to another Ss and so on until 

all (or most) Ss get a chance to be the 

reporter. If needed, ask for the 

microphone back and interview the 

weaker Ss, since the other Ss tend not 

to choose them.



Model sentence 

Highlight 

meaning 

5 T-S 

To introduce Ss to the adverbs 

of frequency 

3 T-Ss To ensure that Ss understood 

the meaning of each 

adverb, asking CCQs 

lessons). 

Show on the board a calendar with 

Amy`s routine (work, gym, cinema) 

And ask “How often does she go to 

work?” (wait for Ss answers) 

“she always goes to work during the 

week” and ask “and during the 

weekend?” (Ss will understand she 

doesn`t go to work on weekends) and 

you say “she never goes to work on 

weekends. On Sundays she is usually 

at home” Say “How often does she go 

to the gym?” Point to the days of the 

week she goes and answer “She 

usually goes to the gym”. Point to the 

calendar to show the cinema only 2 

times a month (on sundays) and say 

“How often does she go to the 

cinema?” wait for 

answers and say “she sometimes goes 

to the cinema”. 

Leave the calendar on the board and 

add a small bar from 0% to 100%. 

Point to the work activity and ask 

“How often does she go to work?” and 

give Ss options “is it never?” (no) “is 

it sometimes?” (no) is it always?” 

(yes) draw a bar reaching 100%. Point 

to the gym and ask the same “how 

often does she go to the gym? Is it 

always?” (no) “is it never?” (no) “is it 

usually?” (yes). Draw a bar almost



Highlight 

pronunciation 

Highlight 

form 

Controlled 

practice 

3 T-S 

3 T-S 

3 T-S-S 

feedback 3 S-T-S 

Controlled 

practice 

2 S-S 

To ensure Ss learn the 

correct pronunciation of 

the adverbs. 

To present the written 

form. 

To reinforce the structure 

of sentences. 



are. 

To reinforce the meaning 

of the adverbs 

reaching 100%. Do the same with the 

2 remaining activities (cinema and 

football). 

Drill the adverbs chorally and 

individually using hands to show the 

stress. Drill also “how often” inside 

the question “how often do you go to 

work?” 

Show on the board the written 

sentences they were speaking and 

listening to this whole time e.g.“She 

always goes to work” and “She is 

usually at home on sundays” to point 

the difference when using the verb to 

be. 

Give instructions for the task “Read 

and put the words in correct order”. 

Give them the sheets. Demonstrate on 

the board the first one. Say “you have 

3 minutes!”. 

When they finish, ask them to compare 

their answers in pairs. Then, elicit the 

answers from Ss, correcting on the 

spot if they make a mistake. 

Divide the class in two teams. To 

Team A, give each S a piece of paper 

with an adverb and to team B give the 

pieces with 0%, 25%, 75% and 100%. 

and say “Team A, you have adverbs 

always, usually, sometimes and never” 

and team B, you have numbers. Stand 

up and find the correct pair. 30



seconds! Go!” While they are looking 

for their pair, show on the board a bar 

from 0% to 100% . 

feedback 2 S-S 

Freer practice 8 S-S 



are. 

To make Ss use on their 

own the adverbs they 

were exposed to on this 

lesson. 

Monitor each pair to check if they did 

correctly. If there is a mistake, call and 

ask for Ss to help and look for the 

correct pair. If there are no mistakes, 

go to the board, point to the bar and 

call the pairs one at a time to complete 

their adverb on the board next to the 

corresponding number. 

Suddenly start a recording playing 

some opening news theme to get Ss 

attention and hold a microphone with a 

TV logo in front of you. When the 

music finishes, ask a strong S to come 

next to you and start talking as if you 

were a reporter “Good morning, we 

are here at Britannia with student 

Vinicius. Vinicius, How often do you 

have a shower?” (answer) “and how 

often do you go to work?” (answer) 

“thank you” Now, pass the microphone 

to Vinicius so he can make 2 

questions to another Ss and so on until 

all (or most) Ss get a chance to be the 

reporter. If needed, ask for the 

microphone back and interview the 

weaker Ss, since the other Ss tend not 

to choose them.

CELTA Grammar Lesson Plan Sample

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