A selection of English ESL adverbs of frequency printables

I have used this for a few years now and have found it to be very useful. There is a small section of a train timetable on the first page with some examples of "How many times a day ...?" questions as well as "How often does ...?" and "How long does it take ...?" along with some small explanations of the grammar. Once all the grammar has been done, the students can practice asking questions in pairs about the train timetable on the next page. There is also a dice game for the slower students and a tiny lesson plan just in case it isn´t very clear.





Train Timetable Activity - Grammar practice and Role-play

How often do you do something? Worksheet where the activity has to be filled in and the student should answer how often do they do it. A list of adverbs is also included. 

How often ... ? 

it is a chart with statements where students must tick the column that applies to them in real life - always, sometimes,  never. It is fun and it helps repeat the words always, sometimes and never

ALWAYS SOMETIMES NEVER chart

Worksheet to practise present simple and frequency adverbs.

Lisa's weekly routine

I use this for learners at elementary level. Learners ask other members of the class about how often they do activities.  Upon completing the table, they can write sentences based on the the table they have completed. They can also have a listening and speaking activity, whereby the learners ask questions to one another e.g. How often does Lina make cakes? She hardly ever makes cakes. 

Adverbs of frequency -  How often do you

Activies to practice pairing frequency adverbs and feeling words.

Frequency Adverbs and Feeling words

The series board games should be a funny, playful way to practice vocabulary and grammar orally. The instructions for the teachers are included. This game is suitable for all age groups.





Instructions for the teacher:





Preparation


•	Print the board games on tick paper or a cardboard; laminate them if you want to use them many times.


•	Find tokens for each student.


•	Provide dices.


•	Divide the class into groups of 3 – 4 students each.


•	Give each group a board game and a dice.


•	Give each student a token (or bean, coin, button, etc.).





The game


•	The players put their tokens on the first square.


•	The first student throws the dice and moves his token ahead the corresponding number of squares.


•	The student says how often he does the shown activity


•	Example: I eat pizza once a week.


•	If the answer is correct, the student stays, if the answer is incorrect, he has to go back where he came from.


•	If the student comes to a square with the symbol , he rolls the die again.


•	The first student who takes a number that places his token on “FINISH” or surpasses it is the winner.This game could be done as a pairrworkThe first student asks : How often do you eat pizza?


The partner answers : I eat pizza once a week.In this case, dont use a die and ignore the symbol and the written commands. Use one case after the other.



always


frequently


usually


often


sometimes


occasionally


once in a while


seldom


rarely


never


once a week/ month/ year


every day


Boardgame - Frequency - How Often

This is a simple diagram for teachers to print off for their students who are learning how to use adverbs of frequency. It is a visual aid for students so that they can remember what each adverb means. 

Adverbs of frequency

A worksheet containing explanation, examples and three kinds of exercises to practice the adverbs of frequency and their place in a sentence.



Hope your students enjoy. Happy teaching!

Adverbs of Frequency

Let's talk about sleeping

PRESENT SIMPLE with TOTORO (ROUTINES) - For elementary learners. Totoro usually goes to one place every day. Depending on the day, he goes to one place or another... look at the adverbs of frequency and write sentences about Totoro's routine. Then, students have to write about their own routine. They can also make questions about each other. I think this worksheet is great! What do you think?



Present Simple with Totoro

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

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how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

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how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

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how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

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how to remind people of something in English

how to rephrase, paraphrase what was said in English

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

264 Adverbs of frequency English ESL worksheets pdf & doc