Teaching Adverbs of Frequency: 17 Best ESL Activities

Adverbs of frequency, such as always, usually, often, sometimes, rarely, and never, are essential for ESL students to talk about habits and routines.

For ESL teachers, finding engaging and effective activities to teach these adverbs is key to making lessons interactive and memorable.

In this post, I’ve compiled 17 tried-and-tested ESL activities designed to help students grasp and use adverbs of frequency with confidence. These activities focus on promoting conversation practice, improving listening skills, and making grammar practice enjoyable.

Whether you teach beginners or advanced learners, these activities will provide practical tools for reinforcing the use of adverbs of frequency in a fun and dynamic way.

Basics of Adverbs of Frequency

Before you start with your ESL lesson on teaching adverbs of frequency, it must be helpful to have a look at the basics of adverbs of frequency.

What are Adverbs of Frequency?

Adverbs of frequency tell us how often something happens. They help describe how often we do things or how often events occur. These words give us more information about actions.

Common Adverbs of Frequency

1. Always – 100% of the time
2. Usually – Almost all the time, but not always
3. Often – Many times, more than sometimes
4. Sometimes – About half the time
5. Occasionally – Not very often, but more than rarely
6. Seldom – Almost never, very few times
7. Rarely – Less than sometimes, just a few times
8. Hardly ever – Very close to never, almost 0% of the time
9. Never – 0% of the time, it does not happen

Where do they go in a sentence?

1. Before the main verb (e.g., eat, go, play)
   • Example:
     • “I always eat breakfast.”
     • “She often goes to the gym.”
2. After the verb “to be” (am, is, are, was, were)
   • Example:
     • “He is usually late.”
     • “They are sometimes happy.”

Also read: An Ultimate Guide to Teaching Grammar to ESL Students

Examples Using All Adverbs of Frequency

• “I always drink water after waking up.” (This means I do it every day, 100% of the time.)
• “She usually walks to school.” (This means she does it most days, but not every day.)
• “We often eat dinner at 7 PM.” (This means we do it many times, but not always.)
• “They sometimes play soccer after school.” (This means they do it about half the time.)
• “He occasionally watches movies on the weekend.” (This means he does it from time to time.)
• “My brother seldom talks during class.” (This means he almost never talks.)
• “I rarely go to the mall.” (This means I go just a few times.)
• “She hardly ever eats junk food.” (This means she almost never eats it.)
• “We never swim in the winter.” (This means we do not swim at all during winter.)

How to Use Adverbs of Frequency

• Ask questions with “How often…?”
  • “How often do you exercise?”
  • “I usually exercise three times a week.”
• Answer with an adverb of frequency to say how often you do something.
  • “How often do you read books?”
  • “I sometimes read books.”

This simple explanation will help you begin your lesson. Now let’s dive into the 17 best ESL activities for teaching adverbs of frequency to your ESL students.

Get a colorful worksheet on adverbs of frequency for FREE.

1. Find Someone Who…

This activity is designed to get students moving, speaking, and practicing their use of adverbs of frequency in a fun and interactive way.

Objective: Students will practice forming questions and using adverbs of frequency (e.g., always, often, sometimes, rarely, never) to talk about common habits and activities.

Preparation:

Create a Worksheet: Prepare a worksheet with a list of 8-10 activities that students can relate to or that are part of their daily lives.

For example:

Find someone who…	How often?	Name
Watches TV often
Drinks coffee sometimes
Exercises rarely

(Optional: If you want to make it more structured, you can also hand out cards to students with different adverbs of frequency written on them: always, often, sometimes, rarely, never).

How the Activity Works:

1. Explain the Task: Tell students that they will walk around the classroom asking their classmates questions based on the worksheet. Their goal is to find out how often their classmates do the activities using adverbs of frequency. They will ask questions like, “How often do you watch TV?” and write down the names of classmates who match the frequency described.

For example:

• Student A: “How often do you watch TV?”
• Student B: “I watch TV often.”
• Student A writes Student B’s name next to “Watches TV often” on the worksheet.

2. Model the Conversation: Before students start, model the activity with a short dialogue in front of the class. This helps clarify how to ask and answer questions using adverbs of frequency.

Example dialogue:

• Teacher: “How often do you drink coffee?”
• Student: “I sometimes drink coffee.”
• Teacher: “Great! Now I’ll write your name down for that activity.”

3. Set a Time Limit: Give students 10-15 minutes to walk around, ask their classmates, and complete their worksheets. Encourage them to talk to different classmates and try to get as many different names on their worksheets as possible.

4. Encourage Complete Sentences: Remind students to answer in complete sentences using the adverbs of frequency.

For example:

• Question: “How often do you exercise?”
• Answer: “I usually exercise.”

5. Monitor the Room: Walk around the classroom to check on students’ progress and help any who are having trouble forming questions or responses. This also ensures they stay on task.

Follow-Up:

1. Class Discussion: After the time is up, have a short class discussion. Ask students to share what they learned about their classmates using adverbs of frequency in full sentences. This reinforces the target language.Examples:

• Student A: “Anna always drinks coffee, but she rarely plays video games.”
• Student B: “John never watches TV, but he often exercises.”

2. Extra Practice: After the discussion, you can provide extra practice by writing incomplete sentences on the board and having students fill them in using adverbs of frequency.Example:

• “Lily __________ (read) books.” (Possible answer: “Lily often reads books.”)
• “James __________ (do) his homework on time.” (Possible answer: “James always does his homework on time.”)

Variations and Extensions:

1. Increase Difficulty: For more advanced students, you can add more challenging activities or ask them to justify their answers. For example, if a student says, “I never exercise,” follow up by asking why.
2. Use Digital Tools: If your classroom has technology, consider using a digital survey tool like Google Forms. Students can enter their answers and see the class data visualized in charts or graphs.
3. Small Group Work: Instead of the whole class, you can divide students into small groups. They interview each other in smaller settings and then present their findings to the class.

Learning Outcomes:

By the end of this activity, students will have:

• Practiced forming questions and answers using adverbs of frequency.
• Engaged in conversations about daily habits.
• Improved their speaking, listening, and social interaction skills.

Materials Needed:

• A worksheet with the list of activities.
• (Optional) Adverb cards for added structure.

This activity is an excellent way to encourage student interaction and make language practice dynamic. Let me know if you’d like any adjustments!

2. Frequency Line

This activity gets students actively involved in comparing their habits and practicing adverbs of frequency by physically moving to different spots in the classroom.

Objective: Students will practice using adverbs of frequency to describe their habits and compare them with their classmates’ habits.

Preparation:

1. Prepare Statements: Create a list of 6-8 simple statements that students can relate to. For example:
   • “I eat fast food.”
   • “I watch TV.”
   • “I go to bed late.”
   • “I drink coffee.”
   • “I exercise.”
   • “I go shopping.”
2. Set Up the Room: Clear a large area in the classroom. Label one side of the room as “Always” and the opposite side as “Never,” with markers like sticky notes or posters.

How the Activity Works:

1. Explain the Task: Tell students they will hear statements about habits and need to decide how often they do the activity. After hearing a statement, they will move to the part of the room that matches how often they do the activity.
   • One side of the room represents “Always.”
   • The middle represents “Sometimes.”
   • The opposite side represents “Never.”
2. Read the Statements: Read the statements one at a time. After each statement, students move to the spot on the frequency line that represents how often they do the activity.For example:
   • You say, “I watch TV.”
   • Students who watch TV all the time move to “Always.”
   • Students who watch it occasionally go to the middle (“Sometimes”).
   • Those who rarely or never watch it stand at the “Never” side.
3. Encourage Speaking: Once students have chosen their spot, ask a few of them to explain their choice using adverbs of frequency in full sentences.Example:
   • “I watch TV sometimes.”
   • “I always go shopping.”
4. Monitor and Guide: Walk around the room as the students move. Encourage complete sentences and ensure everyone participates.

Follow-Up:

1. Reflection Discussion: After students have completed several rounds, ask them to reflect on the results as a group. Discuss how their habits compare using adverbs of frequency.Example:
   • “Many students always drink coffee, but only a few exercise regularly.”
2. Extra Practice: After the discussion, you can challenge students to write down 3-4 sentences about their own habits using adverbs of frequency and share them with the class.

Variations and Extensions:

1. Group Discussion: Have students work in small groups and discuss their habits. Afterward, each group can present what they learned about their classmates.
2. Increase Difficulty: Make the statements more complex or require students to provide reasons for their frequency.

Materials Needed:

• Labels for “Always,” “Never,” and “Sometimes.”
• A list of statements.

3. Adverb of Frequency Bingo

A classic bingo game where students practice listening and speaking using adverbs of frequency.

Objective: Students will listen carefully and use adverbs of frequency in context while playing Bingo.

Preparation:

Create Bingo Cards: Make Bingo cards with different activities in each square. You can use activities such as:

• Eat fast food
• Go shopping
• Do homework
• Watch TV
• Drink coffee
• Play video games

Each card should be unique, with a mix of activities randomly placed in the squares.

Prepare Calling Cards: Write down the activities with different adverbs of frequency (e.g., always, sometimes, rarely) on slips of paper to draw during the game.

How the Activity Works:

1. Explain the Task: Give each student a Bingo card and explain that you will call out activities using adverbs of frequency. If the student has that activity on their card, they will mark it.For example:
   • You call out, “Eat fast food always.”
   • If a student has “Eat fast food” on their card, they can mark it.
2. Play Bingo: Call out the activities one by one. Students mark the squares when they have a match. The first student to complete a row, column, or diagonal shouts “Bingo!”
3. Encourage Speaking: Once a student calls out “Bingo,” they must say all the activities they’ve marked and use the correct adverbs of frequency in full sentences.Example:
   • “I always eat fast food.”
   • “I sometimes do homework.”
4. Monitor and Guide: Make sure students are using complete sentences when they claim a Bingo.

Follow-Up:

1. Class Discussion: After the game, discuss as a class what activities were mentioned the most and how often students do them.

Materials Needed:

• Bingo cards.
• Calling cards with activities and adverbs of frequency.

4. Question Chain

A chain activity where students ask and answer questions about habits using adverbs of frequency.

Objective: Students will practice asking and answering questions using adverbs of frequency, working collaboratively to continue the chain.

Preparation:

1. Prepare a List of Prompts: Create a list of question prompts using adverbs of frequency. For example:
   • “How often do you exercise?”
   • “How often do you eat fast food?”
   • “How often do you watch TV?”

How the Activity Works:

1. Explain the Task: Students will sit in a circle. The first student asks the person next to them a question from the prompt list using an adverb of frequency.
2. Form the Chain: The student who answers must then ask the next student a different question using an adverb of frequency, continuing the chain.Example:
   • Student A: “How often do you exercise?”
   • Student B: “I usually exercise. How often do you watch TV?”
   • Student C: “I sometimes watch TV.”
3. Encourage Variety: Make sure students are using a variety of adverbs (always, often, sometimes, rarely, never) and answering in full sentences.

Follow-Up:

1. Reflection Discussion: After the chain ends, ask students to reflect on their classmates’ habits using adverbs of frequency. For example:
   • “I noticed that many of us rarely exercise but often watch TV.”

Materials Needed:

• A list of question prompts.

5. Survey and Graph

This activity incorporates both speaking and writing skills, as students conduct surveys and create graphs about their classmates’ habits using adverbs of frequency.

Objective: Students will conduct a survey using adverbs of frequency, collect data, and visually present it in the form of a graph.

Preparation:

1. Create a Survey Form: Prepare a survey form with 5-6 questions that students can ask their classmates about their habits. For example:
   • “How often do you eat fast food?”
   • “How often do you exercise?”
   • “How often do you watch TV?”
2. Prepare Graph Paper or Digital Tools: Provide graph paper or, if possible, access to digital tools like Google Sheets to create graphs.

How the Activity Works:

1. Explain the Task: Students will work in pairs or small groups. Each student will survey 4-5 classmates about their habits using adverbs of frequency. They must ask the questions on the survey and record the responses.
2. Create a Graph: After completing the survey, students will create a bar graph or pie chart representing the data they collected.Example:
   • 3 classmates said they “often” eat fast food.
   • 2 classmates said they “rarely” exercise.
3. Present the Findings: Each group presents their graph to the class, explaining the habits of their classmates using adverbs of frequency.

Follow-Up:

1. Discussion: After each group presents, discuss any surprising results or trends.

Materials Needed:

• Survey forms.
• Graph paper or digital tools.

6. Adverbs of Frequency Storytelling

Students will create short stories or dialogues incorporating adverbs of frequency into their narratives.

Objective: Students will practice using adverbs of frequency in storytelling or dialogue writing to describe habits and actions.

Preparation:

1. Prepare Prompts: Provide students with prompts for short stories or dialogues. For example:
   • “Tell a story about a person who has strange habits.”
   • “Write a dialogue between two friends discussing their weekend activities.”

How the Activity Works:

1. Explain the Task: Students will work in pairs or small groups to create a short story or dialogue using at least five different adverbs of frequency.
2. Write and Present: Students write their stories or dialogues and then present them to the class, focusing on using adverbs of frequency in context.Example dialogue:
   • “I always wake up late on weekends.”
   • “I never drink coffee in the morning.”
3. Encourage Creativity: Encourage students to be creative and include a variety of adverbs (always, sometimes, rarely, never).

Follow-Up:

1. Class Discussion: After the presentations, ask students to identify the adverbs of frequency used in each story or dialogue.

Materials Needed:

• Story or dialogue prompts.

7. What’s My Frequency? (Guessing Game)

This activity is designed to engage students in guessing adverbs of frequency through questioning, encouraging them to think critically and speak confidently.

Objective:
Students will practice speaking and using adverbs of frequency by asking yes/no questions and making guesses.

Preparation:

• Create Adverb Cards: Write different adverbs of frequency on cards (always, often, sometimes, rarely, never).
• Keep Materials Simple: No additional materials are required beyond the adverb cards.

How the Activity Works:

1. Explain the Task: Divide students into groups or do the activity with the whole class. One student draws a card with an adverb of frequency but keeps it hidden from the others.
2. Ask Questions: The other students will ask yes/no questions to figure out the adverb. For example, they might ask, “Do you often read books?” and the student with the card might respond, “No, I rarely read books.”
3. Guess the Adverb: Based on the answers, the class tries to guess the adverb. Continue asking questions until the class correctly guesses the adverb or time runs out.

Model the Conversation:

• Teacher Example: The teacher can model with a volunteer before starting the game.
  • Teacher: “Do you always drink coffee?”
  • Student: “No, I rarely drink coffee.”
  • Teacher: “Okay, so the adverb is probably ‘rarely’.”

Set a Time Limit:
Give each round of guessing around 5 minutes.

Follow-Up:

1. Class Discussion: Ask students to reflect on the questions they used and how the responses helped them guess the adverb.
   • For example, “I asked if you often read books, and based on your response, I thought the adverb was ‘rarely.’”
2. Extra Practice: As a follow-up, students can write sentences using the adverbs they encountered during the game.

Learning Outcomes:
By the end of this activity, students will have:

• Practiced asking yes/no questions.
• Improved their understanding and use of adverbs of frequency.
• Engaged in critical thinking to guess based on clues.

Materials Needed:

• Adverb cards (always, often, sometimes, rarely, never).

8. True or False? (Group Activity)

This activity combines sentence writing and group discussion to help students practice using adverbs of frequency while also honing their critical thinking skills.

Objective:
Students will practice forming sentences with adverbs of frequency and distinguishing truth from fiction.

Preparation:

• Write Sentences: Have each student write three sentences about themselves. Two should be true, and one should be false, all incorporating adverbs of frequency (e.g., “I always wake up early,” “I sometimes eat pizza for breakfast”).
• Review Adverbs: Review the adverbs of frequency before starting the activity.

How the Activity Works:

1. Explain the Task: Tell students they will write three sentences about their habits. Two will be true, and one will be false. Each sentence must include an adverb of frequency.
   • For example: “I never drink soda” (true), “I always run five miles every day” (false), and “I often study at night” (true).
2. Group Discussion: Divide students into small groups. Each student reads their sentences aloud, and the group guesses which one is false. They should discuss as a group and provide reasons for their guesses.

Model the Activity:

• Teacher: “I’ll read my sentences: 1. I often read before bed. 2. I never drink coffee. 3. I always go to the gym at 5 AM.”
• Class: “We think the third one is false because going to the gym at 5 AM seems hard!”
• Teacher: “Yes, you’re right!”

Set a Time Limit:
Give each group 10 minutes to complete the task.

Follow-Up:

1. Class Discussion: Ask each group to share one surprising or interesting sentence from their group. This could lead to additional discussion and use of adverbs.
2. Extra Practice: Have students write a few more sentences incorporating different adverbs of frequency for more practice.

Learning Outcomes:
By the end of this activity, students will have:

• Practiced forming sentences using adverbs of frequency.
• Developed speaking and listening skills.
• Engaged in critical thinking by guessing which sentences were false.

Materials Needed:

• Paper for students to write their sentences.

9. Frequency Chart (Classroom Data)

This data-collecting activity encourages students to reflect on their own habits and visually represent class trends using adverbs of frequency.

Objective:
Students will create a visual representation of how often they and their classmates perform certain activities using adverbs of frequency.

Preparation:

• Create a List of Activities: Prepare a list of 5-10 everyday activities (e.g., “study English,” “exercise,” “watch TV,” “eat fast food”).
• Chart Paper or Board: Use a large piece of chart paper or the board to create a bar chart or pie chart to represent the results.

How the Activity Works:

1. Explain the Task: Tell students they will be rating how often they do certain activities using adverbs of frequency (always, often, sometimes, rarely, never). They should think about their habits before writing down their answers.
2. Collect Data: Students report how often they perform each activity. For example:
   • Teacher: “How often do you watch TV?”
   • Student A: “I always watch TV.”
   • Student B: “I sometimes watch TV.”
3. Create the Chart: Once all the responses are collected, create a bar chart or pie chart on the board, showing the overall class frequency for each activity.

Model the Chart:
Show students how to represent the data visually. For example:

• “Three students said they always watch TV, so we’ll put 3 on the chart.”

Set a Time Limit:
Give students 5-10 minutes to fill out their answers and report to you.

Follow-Up:

1. Class Discussion: Discuss the results as a class using full sentences. For example:
   • “Most students always watch TV, but only a few students rarely exercise.”
   • “A lot of students sometimes eat fast food.”
2. Extra Practice: Write additional activities on the board and ask students to rate how often they do them.

Learning Outcomes:
By the end of this activity, students will have:

• Collected and analyzed data using adverbs of frequency.
• Practiced discussing habits and behaviors with peers.
• Improved their ability to create visual representations of data.

Materials Needed:

• List of activities.
• Chart paper or whiteboard to create the visual representation.

10. Adverb Charades (Act it Out!)

This engaging activity combines physical movement and acting to help students practice using adverbs of frequency in a fun and memorable way.

Objective:
Students will act out various activities, demonstrating how often they perform them, and practice guessing adverbs of frequency.

Preparation:

• Create Activity Slips: Write a variety of activities on slips of paper (e.g., “do yoga,” “drink coffee,” “read a book”).
• Create Adverb Cards: Write adverbs of frequency (always, often, sometimes, rarely, never) on separate cards.
• Form Teams: Divide students into two teams for competition.

How the Activity Works:

1. Explain the Task: Tell students that one player from each team will draw both an activity and an adverb of frequency, then act it out for their teammates to guess.
   • For example, if the slip says “rarely drinks coffee,” the student might mime sipping coffee once, then refuse more.
2. Guess the Adverb and Activity: The acting student’s team must guess both the activity and the adverb of frequency (e.g., “You rarely drink coffee!”).
3. Scoring: The team earns points for each correct guess. The team that guesses the most correct answers wins.

Model the Activity:

• Teacher Example: The teacher can demonstrate the activity by drawing “always exercises” and miming constant working out.
  • Class: “You always exercise!”
  • Teacher: “Yes, great guess!”

Set a Time Limit:
Each acting session should last about 1-2 minutes to keep the pace lively.

Follow-Up:

1. Class Discussion: After the game, ask students how they decided on their guesses. Discuss the importance of body language and how it can help convey frequency.
2. Extra Practice: Write the activities and adverbs on the board, and have students form sentences describing their own habits, like “I rarely drink coffee.”

Learning Outcomes:
By the end of this activity, students will have:

• Improved their ability to express frequency using adverbs.
• Practiced guessing based on clues and body language.
• Enhanced their teamwork and social skills.

Materials Needed:

• Activity slips.
• Adverb cards.

11. How Often Do You…? (Memory Chain Game)

This memory-based game helps students practice adverbs of frequency by linking their own habits with those of their classmates, encouraging careful listening and repetition.

Objective:
Students will practice using adverbs of frequency by building a memory chain of sentences about routines.

Preparation:

• No Additional Materials Needed: Just organize the classroom into a circle.

How the Activity Works:

1. Explain the Task: Have students sit in a circle. The first student starts by saying a sentence about their routine using an adverb of frequency (e.g., “I always eat breakfast”).
2. Build the Chain: The next student repeats the first student’s sentence and adds their own (e.g., “She always eats breakfast, and I sometimes exercise”).
3. Continue Around the Circle: Each student must repeat all previous sentences and then add their own.
4. Memory Challenge: If a student forgets or messes up the chain, they’re out. The last student standing wins.

Model the Activity:

• Teacher: “I’ll start: ‘I often read books.’”
• Student 1: “She often reads books, and I never drink soda.”
• Student 2: “She often reads books, and he never drinks soda, and I sometimes play video games.”

Set a Time Limit:
The game can last until there is only one student left, or you can set a maximum of 10 minutes.

Follow-Up:

1. Class Discussion: After the game, ask students to share their own routines and the routines of others they found interesting.
2. Extra Practice: Have students write down three sentences they remember from the game and share them with a partner.

Learning Outcomes:
By the end of this activity, students will have:

• Practiced forming and remembering sentences with adverbs of frequency.
• Strengthened their listening, memory, and sequencing skills.
• Gained confidence in speaking about daily routines.

Materials Needed:

• No materials required.

12. Adverb Role-Play Dialogues

This activity allows students to use adverbs of frequency in practical, real-life scenarios, encouraging them to incorporate the vocabulary naturally in dialogues.

Objective:
Students will practice using adverbs of frequency in dialogues based on everyday situations.

Preparation:

• Create Scenario Cards: Write down different scenarios (e.g., planning a trip, discussing a daily routine, or visiting a doctor) on cards for pairs to role-play.
• Review Adverbs: Before starting, review adverbs of frequency (always, often, sometimes, rarely, never).

How the Activity Works:

1. Explain the Task: Divide students into pairs. Each pair draws a scenario card and must create a dialogue using adverbs of frequency. For example, if the scenario is “planning a trip,” students might say:
   • “I usually pack my bags the night before.”
   • “I sometimes forget my toothbrush.”
2. Practice the Dialogue: Give students 5-10 minutes to write and practice their dialogues. Encourage them to use at least three different adverbs of frequency.
3. Perform for the Class: Once they’ve practiced, have each pair perform their role-play in front of the class.

Model the Activity:

• Teacher Example: The teacher can role-play with a volunteer to show how the activity works.
  • Teacher: “I rarely eat fast food when I travel.”
  • Student: “I always bring snacks from home.”

Set a Time Limit:
Allow 15 minutes for writing and practicing, followed by 5 minutes for each pair to perform.

Follow-Up:

1. Class Discussion: After each performance, ask the class to give feedback on the use of adverbs and the overall dialogue.
2. Extra Practice: Have students switch partners and create a new dialogue with a different scenario.

Learning Outcomes:
By the end of this activity, students will have:

• Practiced using adverbs of frequency in practical, everyday dialogues.
• Improved their ability to communicate fluently in a variety of scenarios.
• Developed their speaking, listening, and interaction skills.

Materials Needed:

• Scenario cards with real-life situations.

13. Classroom Debate: Frequency Edition

This activity encourages students to practice using adverbs of frequency while engaging in a debate, helping them develop both language and critical thinking skills.

Objective:
Students will practice using adverbs of frequency to express opinions and support arguments in a classroom debate.

Preparation:

• Prepare Debate Topics: Choose debate topics relevant to students’ lives (e.g., “Watching TV is better than reading books” or “Students should exercise every day”).
• Review Adverbs: Ensure students are comfortable using adverbs of frequency (always, often, sometimes, rarely, never) to support their points.

How the Activity Works:

1. Explain the Task: Divide the class into two groups. Assign one group to argue in favor of the statement and the other group against it. Each side must use adverbs of frequency to support their arguments.
   • For example: “People often watch TV to relax,” or “People rarely find time to read books these days.”
2. Debate: Each group takes turns presenting their arguments, using adverbs of frequency to reinforce their points. Encourage students to back up their statements with examples from real life.
3. Rebuttals: After the initial arguments, allow time for rebuttals, during which students respond to the opposing team’s points using adverbs of frequency.

Model the Activity:

• Teacher: “Let’s debate the topic: ‘Reading books is better than watching TV.’ What adverbs could you use to support this idea?”
  • Student A: “I always read books before bed.”
  • Student B: “I often watch TV to relax after school.”

Set a Time Limit:
Each group should have 5-7 minutes to present their arguments, followed by a 5-minute rebuttal round.

Follow-Up:

1. Class Reflection: After the debate, hold a class discussion on the use of adverbs of frequency. Ask students which arguments were most convincing and why.
2. Extra Practice: Assign a homework task where students write a short paragraph about their own opinion on the debate topic, using at least three adverbs of frequency.

Learning Outcomes:
By the end of this activity, students will have:

• Improved their ability to use adverbs of frequency in persuasive language.
• Developed critical thinking and debating skills.
• Engaged in meaningful discussion about everyday habits.

Materials Needed:

• Debate topics.

14. Frequency Wheel (Interactive Speaking)

The Frequency Wheel is a fun, game-like activity that helps students practice using adverbs of frequency in their answers to various questions.

Objective:
Students will practice responding to questions using adverbs of frequency selected by a spin of the Frequency Wheel.

Preparation:

• Create a Frequency Wheel: Draw a large wheel and divide it into sections. Write adverbs of frequency (always, often, sometimes, rarely, never) in each section.
• Prepare Questions: Write a list of questions about daily routines and habits (e.g., “How often do you eat vegetables?” “How often do you go shopping?”).

How the Activity Works:

1. Explain the Task: Spin the wheel to select an adverb of frequency. Then, ask a question like, “How often do you exercise?” The student must answer using the adverb the wheel lands on.
   • For example: If the wheel lands on “rarely,” the student might say, “I rarely exercise.”
2. Add a Challenge: After answering, the student must explain their answer in more detail. For example, “I rarely exercise because I don’t have time.”
3. Rotate Students: Continue spinning the wheel and asking different students questions, ensuring everyone has a turn.

Model the Activity:

• Teacher: “Let’s spin the wheel! It lands on ‘often.’ Now, how often do you read books?”
  • Student: “I often read books because I love to learn new things.”

Set a Time Limit:
The activity can last 10-15 minutes, with each student answering at least one question.

Follow-Up:

1. Class Discussion: After the activity, discuss why students gave the answers they did. Ask students if they think the adverbs of frequency used accurately describe their habits.
2. Extra Practice: Have students write down three of the questions they answered, along with their explanations, using adverbs of frequency in complete sentences.

Learning Outcomes:
By the end of this activity, students will have:

• Practiced responding to questions using different adverbs of frequency.
• Enhanced their speaking and critical thinking skills by explaining their answers.
• Engaged in interactive and spontaneous communication.

Materials Needed:

• Frequency Wheel.
• List of questions.

15. Four Corners: Frequency Edition

This energetic, interactive activity helps students practice using adverbs of frequency by physically moving to different parts of the room based on their personal habits.

Objective:
Students will practice using adverbs of frequency by moving to different corners of the room that represent their frequency for various activities.

Preparation:

• Label the Room: Label the four corners of the room with adverbs of frequency: Always, Often, Sometimes, and Never.
• Prepare Statements: Write a list of statements about daily activities (e.g., “I exercise,” “I watch TV,” “I eat fast food”).

How the Activity Works:

1. Explain the Task: Read out a statement like “I exercise.” Students must move to the corner of the room that best represents how often they do that activity (Always, Often, Sometimes, or Never).
2. Discussion in Pairs: Once in their corners, students pair up and discuss why they chose that frequency, using full sentences. For example, “I often exercise because I enjoy staying fit.”
3. Repeat with New Statements: Continue reading statements, allowing students to move to different corners and discuss their habits.

Model the Activity:

• Teacher: “I’ll say, ‘I drink coffee.’ Move to the corner that represents how often you drink coffee.”
  • Class: Students move to the different corners.
  • Teacher: “Now, tell your partner why you chose that corner.”

Set a Time Limit:
Spend about 15 minutes on this activity, using 8-10 different statements.

Follow-Up:

1. Class Discussion: After the activity, have a class discussion about what they learned from their classmates. Ask students to share examples of surprising habits they discovered.
2. Extra Practice: Have students write three sentences about their own habits using adverbs of frequency, based on what they learned from the activity.

Learning Outcomes:
By the end of this activity, students will have:

• Practiced using adverbs of frequency to describe personal habits.
• Engaged in discussions with classmates, improving speaking and listening skills.
• Developed a deeper understanding of how adverbs of frequency describe behavior.

Materials Needed:

• Labels for the four corners.
• A list of activity statements.

16. Frequency Matching Game

This card-matching game encourages students to practice matching adverbs of frequency with daily activities, reinforcing their understanding of how often certain actions are performed.

Objective:
Students will practice matching activities with appropriate adverbs of frequency and using them in complete sentences.

Preparation:

• Create Two Sets of Cards:
  • One set with various activities (e.g., “brush my teeth,” “go shopping”).
  • One set with adverbs of frequency (e.g., “never,” “sometimes,” “always”).
• Organize Pairs or Small Groups: Divide students into pairs or small groups for the activity.

How the Activity Works:

1. Explain the Task: Give each pair or group a set of cards. Students will take turns picking one activity card and one adverb of frequency card, then they must form a complete sentence using both cards.
   • For example, if a student picks “brush my teeth” and “always,” they would say, “I always brush my teeth.”
2. Encourage Discussion: After forming sentences, encourage students to discuss why they paired certain activities with certain adverbs. This helps them justify their choices and engage in meaningful conversation.
3. Rotate Cards: After a few rounds, shuffle the cards and allow students to match new activities with new adverbs.

Model the Activity:

• Teacher: “Let’s say I pick ‘go shopping’ and ‘rarely.’ I would say, ‘I rarely go shopping.’”
  • Student: “I picked ‘do homework’ and ‘often.’ I would say, ‘I often do my homework after school.’”

Set a Time Limit:
Allow about 15 minutes for the activity to ensure students get multiple opportunities to form sentences.

Follow-Up:

1. Class Review: After the activity, ask students to share some of the sentences they formed with the class. This allows for further practice and review of adverbs of frequency in context.
2. Extra Practice: Assign students to write five sentences using different adverbs of frequency and activities based on their own habits.

Learning Outcomes:
By the end of this activity, students will have:

• Practiced matching activities with adverbs of frequency.
• Enhanced their ability to form complete sentences using adverbs.
• Improved their speaking and listening skills through group interaction.

Materials Needed:

• Activity cards.
• Adverb of frequency cards.

17. Create a Daily Routine Poster

This creative, visual activity allows students to showcase their understanding of adverbs of frequency by creating posters that depict their own daily routines.

Objective:
Students will create posters illustrating their daily routines, using adverbs of frequency to describe how often they perform various activities.

Preparation:

• Provide Materials:
  • Large sheets of paper or poster boards.
  • Markers, crayons, or other drawing tools.
• Prepare Examples: Show an example of a daily routine poster with activities and adverbs of frequency to inspire students.

How the Activity Works:

1. Explain the Task: Students will create posters that illustrate their daily routines. Each activity they include must be accompanied by an adverb of frequency that describes how often they perform it.
   • For example: “I always wake up at 7 AM” or “I sometimes play video games after school.”
2. Design the Poster: Encourage students to be creative with their posters, using drawings or symbols to represent each activity. Each activity should be clearly labeled with an adverb of frequency.
3. Present the Posters: After completing the posters, students will present them to the class. As they present, they should describe their routine using full sentences with adverbs of frequency.
   • For example: “I usually go to bed at 10 PM, but I sometimes stay up late on weekends.”

Model the Activity:

• Teacher: “Here’s my poster! I always drink coffee in the morning, and I sometimes go jogging in the evening.”
  • Student: “I always wake up at 6 AM, and I often read books in the afternoon.”

Set a Time Limit:
Give students 20-30 minutes to create their posters, depending on the complexity you’d like them to aim for.

Follow-Up:

1. Class Presentation: After the presentations, have a class discussion about different routines. Ask students if they found any surprising or interesting routines among their classmates.
2. Display the Posters: Consider displaying the posters around the classroom to reinforce the use of adverbs of frequency throughout the unit.

Learning Outcomes:
By the end of this activity, students will have:

• Practiced using adverbs of frequency to describe their personal routines.
• Enhanced their speaking skills by presenting their work to the class.
• Improved their creative skills through visual representation of language.

Materials Needed:

• Poster boards or large sheets of paper.
• Markers, crayons, or drawing tools.

Conclusion

Teaching adverbs of frequency doesn’t have to be repetitive or boring. With these 17 engaging activities, ESL teachers can create a dynamic classroom environment where students actively use and practice adverbs of frequency in meaningful ways.

Whether through games, role-plays, or group discussions, these activities help students gain confidence in talking about habits and routines.

By incorporating these strategies into your lessons, you’ll ensure that your students not only understand adverbs of frequency but also enjoy the process of learning.

Feel free to mix and match activities based on your class’s needs and keep the learning fun!

FAQs on Teaching Adverbs of Frequency

Question 01: How can I make sure my students understand adverbs of frequency?

Answer: Use clear examples and model sentences during your explanation. Activities like “Find Someone Who…” and “Frequency Matching Game” can reinforce their understanding through practice.

---

Question 02: How can I adapt these activities for different proficiency levels?

Answer: For beginners, use simpler vocabulary and provide more support during activities. For advanced students, increase the complexity by asking for explanations or justifications, as in the “Classroom Debate: Frequency Edition.”

---

Question 03: How much time do these activities take?

Answer: Most activities take 10-20 minutes to complete, but they can be adjusted. For example, a quick “True or False?” game could take 10 minutes, while a “Survey and Graph” activity might take a full class period.

---

Question 04: Can I use these activities with large classes?

Answer: Yes, many activities work well with large groups. For example, “Four Corners: Frequency Edition” and “Adverb Charades” are ideal for engaging many students at once. Pair work or small group activities can also help manage larger classes.

---

Question 05: How can I assess my students’ progress in using adverbs of frequency?

Answer: Informal assessment during activities, like listening for correct adverb use in “Adverb Role-Play Dialogues,” works well. You can also assign written tasks, such as “Create a Daily Routine Poster,” to evaluate their understanding.

---

Question 06: How do I keep students engaged with these activities?

Answer: Vary the types of activities to keep things fresh. Mixing games like “Adverb Charades” with more thoughtful tasks like “Survey and Graph” will maintain students’ interest and appeal to different learning styles.

---

Question 07: Are these activities suitable for online teaching?

Answer: Yes, many of the activities can be adapted for online classes. For example, “What’s My Frequency?” can be done through video calls, and students can complete surveys or graphs using digital tools like Google Forms.

---

Question 08: Can these activities be done without special materials?

Answer: Yes, most activities only require basic materials like worksheets, paper, or a whiteboard. For activities like “Frequency Wheel,” you can create a digital version or simply assign random adverbs to students.

---

Question 09: How can I encourage shy students to participate in these activities?

Answer: Pair shy students with more confident ones for activities like “Adverb Role-Play Dialogues.” Use whole-class games, like “Four Corners,” where they can participate without being the center of attention.

---

Question 10: Can I extend these activities beyond a single lesson?

Answer: Yes, some activities can be expanded. For example, the “Survey and Graph” or “Classroom Debate” activities can be revisited in later lessons, allowing students to continue practicing adverbs of frequency while improving their speaking and reasoning skills.