Sean Banville's excellent blog post questions the practice of teaching adverbs of frequency with things like how often do you brush your teeth or surf the 'net and for the most part I do agree with him that it's an oddity to combine this structure with questions of how often we do do our daily personal activities
(can you imagine chatting someone up at a bar
and asking him how often he combs his hair let
alone in a business situation)...
And it is always presented this way in the coursebooks...
(see the thing is, as I've moaned about elsewhere,
lots of textbooks are just copycats of each other with
little critical thinking into the "why" of an activity: basically PennyUr
or Jill Hadfield suggested this way back when and voilá all textbooks now carry it )
But rather than me just moaning on again, the problem, is strictly in the nature of using the question "How often:" it is unnatural and can feel like an invasion of privacy. However our students still need to learn how to use these accurately and naturally, so it is a relevant and necessary lexis so I'll just tell you what I usually do with my adult learners to personalize this teaching practice.
Step 1
After reviewing the presentation in the book on adverbs of frequency (or letting it come up in class) go through the phrases commonly used to express how often we do things and then go to the board with markers in hand (type into a wordle while online in the classroom/Powerpoint if offline) and elicit activities which most people do as part of their regular work responsibilities.
- What's the first thing you always do when you walk into your office?
- What's the second thing?
- After you've checked your emails, is there anything you usually do?
- Do you do this all the time?
- What else do you normally do?
- What's something you maybe do once a week or so?
- What don't you do very often - let's say rarely - but it's scheduled in your calendar?
Fill the board completely (e.g. check emails, answer the phone, make a cup of coffee, write reports, participate in department meetings, go out for drinks with colleagues.)
Step 2
Ask students individually, while you're still in front of the board/screen or circulating, which ones they don't do regularly or not at all.
Ask why not.
Step 3
Ask students to then jot down notes (bullet points) on things they do every day/ week/ month/ year, and in particular, activities which they do that they think are DIFFERENT from their colleagues/classmates.
If they work for different companies, they can also prepare a list of things that their companies do to get new business/ promote their products - things which are probably different from what (they assume) other companies do.
If they work for different companies, they can also prepare a list of things that their companies do to get new business/ promote their products - things which are probably different from what (they assume) other companies do.
Step 4
Put them in small groups and ask get them to share their work/company lives with each other (write blogs if you're working online) and explain that they should give each other reasons for what they do, how often they do it and if relevant, how they feel about these activities.
Once they have shared their own stories they should then ask their partners if any of the things they listed are things which their colleagues do do too.
The different adverbs will emerge naturally i.e. this model:
I usually talk to my boss on Friday mornings to plan activities for the following week but sometimes we're both too busy. I often have to go out to meet clients in Stuttgart in the afternoons but sometimes I wish I didn't have to as it really interrupts my day.
I hardly ever go overseas to meet clients but last year I went to Africa and China.
Do any of you ever have to meet with clients too?
Encourage them to prompt each other for more details about what's said and ask one student in each group to act as a secretary. Warn them ahead of time that one person will have to present what's been said by the rest of their group.
Step 5
Once they've all had a chance to tell each other about their days, bring them together as a class and elect a speaker from one of the groups to share the ways that his colleagues' work lives are the same and different from his own.
e.g. Tom and Mary always get to work around 7.30 because they have children so they want to go home early but I usually get in around 9.30; Jane and Alice sometimes have meetings with their bosses on Fridays and I normally have my meeting every Monday. Tom and Mary never meet their boss and they feel angry about this as he hardly ever listens to them. I have to write a report at the end of every month but no one else has to. Jane usually goes to Switzerland and Austria three times a year.
Step 6
Ask the key speakers of each group to now compare what was been said against that group's report - basically responding on his own group's findings and adding (group members can help).
i.e. No one in our group works at 7.30. All of us, except for Bill, always arrive at work around 8am. Rosie has to write reports every quarter but I prepare mine twice a year. Michael always submits his yearly budget report in December.
No one ever goes overseas to meet with clients.
Step 7
Provide feedback on the structure, accurate use of the lexis, word order issues and alternative versions of what could have been communicated.
Notes
Why is this is a good activity? It mirrors the sort of small-talk which ocurs when international members of the same company get together and have little in common to talk about except their company.
- What to do if you're working with teenagers? Brainstorm out-of-school social activities, weekends and home responsibilities.
- What to do if you're working with unemployed adults? Brainstorm housecleaning tasks, child care responsibilities and social activities that have regular and irregular scheduling.
- What to do if you're working with refugees/people integrating into a new society? Brainstorm their problems, current life situations vs their life as it used to be: ask them to compare each others' then and now.
If you're working online, you can do step 4 in the chat function as a whole class and then ask them to blog about what they noticed regarding other people's daily responsibilities and activities.
Caution: go through each step clearly and patiently and provide good models of what you want to hear being spoken by them - don't stress about how often you hear the "adverbs of frequency," stress about how natural the sentences sound.
To print this activity out, hover over the box which reads bookmark below (above the retweet button), one of the options on the right is a little icon that looks like a printer, click on that.
Best,
Karenne
educationI love hearing from you! Please add your thoughts if you enjoyed this piece and you feel like there's something you would like to question, add or say about it - don't worry about perfection or agreeing with me: it's always a pleasure to hear from you and getting to know your opinions.
Do you have another fun, conversational dogmeic approach lesson tip when teaching people how to talk about the real things they do regularly but don't feel silly talking about (repetition being the key to vocabulary acquisition and all, I'd love to add more feathers to my bow)...and feel free to drop a link if you've already blogged it.
books of highly useful exercises and very necessary practice.
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