April 22, 2025 • 14 mins
Planning a world language unit doesn't have to be a solo mission - this episode offers a detailed walkthrough of teaching adverbs of frequency with a proficiency-oriented approach. I share my exact five-day plan for introducing, practicing, and assessing this grammar concept in a way that follows the natural language acquisition process.
• Following the gradual release model from input to output
• Day 1: Introducing adverbs of frequency through personalized teacher examples
• Day 2: Contextualizing input through categorization and notebook activities
• Day 3: Incorporating games, songs, and authentic texts with techniques like running dictation
• Day 4: Beginning scaffolded production with information gap activities
• Day 5: Extensive practice through "speed dating" activities followed by assessment
• Designed for block scheduling but adaptable to different contexts
• Perfect for novice high and intermediate low proficiency levels
• Opportunities to recycle previously learned vocabulary while introducing new concepts
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
What's up, keloke Et salut world language teachers.
Welcome to the PracticalProficiency Podcast, where we
make the transition toproficiency-oriented instruction
in your world language class ina way that works for you, your
unique context and teachingstyle, and doesn't sacrifice
(00:21):
your well-being along the way.
I'm your host, devon Gunning,the teacher author, conference
host, curriculum creator andconsultant behind La Libre
Language Learning.
This podcast is for thecreative world language teacher
like you who's ready to ditchthe overwhelming pressure of
switching to acquisition-driveninstruction and CI overnight.
(00:42):
You're ready to discover howusing more target language in
class can actually bring you andyour students more joy.
Instead of adding to your plateWith practical, authentic and
down-to-earth strategies thatdon't require reinventing the
wheel or more training, we'llwork together towards the magic
(01:03):
of a community-based, targetlanguage-rich classroom, rooted
in the power of community andcomprehensible input.
Let's go.
Today we're going to be jumpinginto one of our mini series,
(01:29):
which is all about planning andplanning with the idea in mind
of what if you had with yousomebody that you could bounce
ideas off of when you're jumpinginto your next unit or topic.
So that's what we're going tobe doing today on the podcast,
because I know that there are somany of you out there who are
Department of One, or maybe evenyou're in a department, but
it's hard for you to find peoplethat you can plan with in this
(01:51):
way, so I'm hoping that this canbe a soundboard for you.
What we're going to do today isyou're going to plan with me a
unit on adverbs of frequency soin any language, talking about
how often you do something ordon't do something and I'm going
to tell you exactly.
If I were in your shoes andthis was something that I'm
(02:12):
trying to work on with mystudents how would I tackle it?
So let's dive in.
Here are some lesson ideas foryou.
With adverbs of frequency, ifyou're talking about how often
you do something or don't dosomething, then it's not really
that many new words to use.
However, placement is tricky ina new language, which is why
(02:34):
it's often something that we seemore on the novice high
spectrum or maybe even into thebeginning of intermediate low.
This is the time when yourstudent's language is yes, they
can use their own phrases, andthey might be short and they
might be inaccurate, but yourstudents are starting to combine
some individual thoughts intomaybe multi-step thoughts or
(02:58):
maybe a multi-phrase sentence.
For example, if you're talkingabout like daily routines.
That's something that oftengoes with adverbs of frequency.
Your students are comfortablesaying things like I wash my
hands, and then you can easilyshow them ways to add on like
frequently or 10 times a day,you know, especially with
(03:20):
younger ones, if you want toencourage them to do it more.
So here's what I would do withthis idea for adverbs of
frequency.
How am I going to work withthis with my students?
Well, I'm going to show youright now a five-day sample plan
of what it would look like inmy high school block classes
with either my French twos or mySpanish twos.
Now your schedule may bedifferent, and so you might need
(03:43):
more or less time or more touchpoints if you don't see your
students quite as often, whichmeans that they're just going to
need more exposure to thislanguage, because there are many
days in between where theymight forget it.
So keep that in mind for timing.
But let's jump into what wouldthis lesson look like for me?
First of all, I'm going tofollow that gradual release
model of input.
There's another podcast allabout this, of how I structure
(04:05):
my units and what awell-organized,
proficiency-oriented newintroduction of topics, often
called a unit looks like, so youcan jump into that for more
deep dive info into that.
But what it in summary willinvolve is that there's an input
phase and then there is I mean,input is throughout.
(04:26):
But this is like the main chunkinput phase where you're doing
input introduction.
Then phase two you havestudents work with the input
without using any output andthen you introduce the input in
a new way, so it's in a newcontext.
Then we're going to startgiving some scaffolded responses
and opportunities formeaningful output at their level
(04:50):
and it's going to be in thepresentational mode.
Then we're going to divefurther with doing some
interpersonal work.
So this lesson plan follows thatsame trajectory.
So in these five days, thefirst day, day one, is going to
be me introducing these newfunctional chunks as adverbs of
(05:10):
frequency.
So I'm going to do somethingwhere my students are listening
and I am speaking or signing.
Day two is when we're going todo a lot of that contextualized
input practice.
And then day three, we're goingto do games and songs and
activities where students canwork with the input in new ways,
(05:31):
and that's also a great day todo authentic documents and text
and all that good stuff wherethey're seeing the input in a
new context, seeing the input ina new context.
Then on day four, that's whenwe're going to start getting
into some speaking and writingpractice where they're going to
start adding adverbs offrequency to the language
they're already comfortable with.
And then finally, on day fiveagain this is of a block
(05:53):
schedule, so if you teach middleschool, it's going to be day 10
for you, or maybe day nine to10.
That's where I'm going to do aspeaking quiz and we're going to
spend a lot of time in classreviewing, which is also
teaching time for how to do thisspeaking quiz, and then we're
going to do the speaking quiz atthe end.
So here are these in detail.
On day one, I would list theactivities that I do often and
(06:17):
not so often and have a classconversation about it.
Whichever way that you are usedto doing this, it could be
anything from a card talk to apicture, talk to you just
writing and drawing on the board, without any real structure,
just you talking, studentsinterpreting, and you're giving
examples of things that you doevery day.
Not at all.
(06:37):
Sometimes, once in a while,that kind of thing.
Times once in a while, thatkind of thing.
And then you're going to dofollow-up activities where, with
t-charts, you're going to askstudents to put familiar
activities that they alreadyknow and put them into
categories with adverbs offrequency, like that's a great
follow-up activity, and then anyother CFU that or check for
(06:58):
understanding that you thinkwould make sense with a
classroom conversation.
Now you can keep this ideareally low prep of using
contextualized input on day twofor having students work with
this input in a new way, butstill keep it to just
understanding the input andreally imprinting the input in
(07:20):
their language acquisitiondevices.
Then you're going to do thingslike ask them to draw things in
their notebooks or put fourdifferent categories on the T
charts for often, never,sometimes and always, and you
can also do all kinds of thingsin their notebooks so that you
don't have to make copies.
(07:41):
You can also just make a quickslideshow on Canva or PowerPoint
or Google Slides, whatever toachieve this exact same thing.
The next thing that I'm goingto do on day three is when we're
going to start moving into somemore.
I expect more from you dayswith students where I'm going to
give them scaffolding, but nowI want a little bit of response
(08:04):
from them.
So we could do things like afour corners activity, where we
have always, often, sometimesnever as the four corners in
your classroom and you just givestatements that have to do with
adverbs of frequency and theyhave to move around the room
indicating which one applies tothem.
I would also say, too, somethingthat you can do is you could do
(08:27):
something like a runningdictation, which is really fun.
It's when you have studentsmoving around the room looking
for clues and answers to aworksheet that you've already
set up or an activity thatyou've already set up, where the
answers are around the room andthey have to go look for them.
So it transforms.
A simple exercise of this isAnita.
This is what she does every day.
These are the things that shenever does.
(08:49):
Hey, can you answer questionsabout what does Anita do every
day?
What does Anita never do?
Blah, blah, blah, which isboring.
You can get students to spice itup and have some movement in
there, while still working withthe input, by doing something
like a running dictation, wherethey have to go find the answers
around the school or around theroom, the school or around the
(09:12):
room.
You can also do something likeum, there are so many ways to
practice and work with input,but one of my favorite things to
do as well is to take a simple,already in their textbook
activity or worksheet activitythat you know is a little dusty
and spice it up by adding a gameto it.
So you can certainly do that,but one of my absolute favorite
ways to deliver input in ameaningful way is to do a
picture talk, which is very,very low prep.
So that's what I would do onthese days.
(09:34):
The next thing is we're goingto start moving into day three,
moving into more games and moresongs and more authentic texts
and activities that will allowstudents to dive into this
language in a more real worldcontext outside of the classroom
.
You can also have them do atask based activity, which I
love, but we're going to movemore into how they do that,
(09:57):
probably on like day four or dayfive when they're ready to ask
some questions.
But this is what I would do isI would do something like an
info gap activity, where onestudent has information about
how often a person doesactivities and the other person,
partner B, has the rest of thatinfo, maybe like the schedule
(10:18):
for when they do it or what theactivity actually is.
So they have to A and B have tocommunicate with each other and
get answers from each otherabout what.
Let's go back to anita.
What anita does every wednesday, but never on tuesdays um, one
partner b might have she does itevery wednesday, but never on
tuesdays and partner a mighthave what's one act.
(10:41):
Um, anita does this activity ontuesday and wednesday.
Here's activity, and so theyhave to ask each other oh okay,
she has baseball practice.
Oh okay, she does it everyWednesday, but never on Tuesdays
, that kind of thing.
That's something that I woulddo on day four to start getting
them into more of that likespeaking and writing practice,
(11:02):
and it is even a little bitinterpersonal, which is great.
But with adverbs of frequency,you can speed up the production
a little bit, because it's onlyfour or five words, so your
students will be ready to startusing this.
However, they're not going touse it accurately, so don't
expect that.
But by giving themopportunities where they can
start using this, it's a reallygreat way for you to also
(11:23):
recycle content from previousunits.
Then I would say this is aboutthe time where I would start
assigning some simple speakingquestions.
Here's what my simple speakingquestions would be.
I would say okay, class, we'regoing to have a speaking quiz on
this.
These are the three questionsthat you'll have to answer with
me and I'm looking for.
(11:44):
You might have varied answers,but I'm looking for you to
appropriately use some adverbsof frequency in these.
So I'm going to ask questionswhere they have to use adverbs
of frequency by doing thingslike what do you do often, what
do you usually do every day andwhat do you never do?
These types of questions areopen-ended questions for me, but
the students aren't asking thequestions, they're answering the
(12:06):
questions and they can answerthem any way that they want to.
If they're ready to give me afull sentence, that's where
they're going to get full credit.
If they're not quite ready togive a full phrase or a sentence
, but they give me somethinglike baseball practice and I
have to ask some follow-upquestions, they can still get
credit for that.
It just might not be as much.
So they're getting creditappropriate for their level of
(12:33):
proficiency that they'redemonstrating to practice for
this.
Oh my gosh, there's so many funspeaking activities that you can
do.
One of my favorite speakingactivities is something called
speed dating and soul train,which are kind of the same, but
they're just different ways thatyou ask students to interact
around the class.
Where speed dating is, whereyou move all the desks so that
students are facing each otherand they have to work with
multiple different partners andjust move from seat to seat to
(12:55):
seat kind of like a speed datingevent and ask and answer those
questions.
And then the other thing forsoul train is the same thing.
It's just that they're standingup and then one row is the one
who's moving, so there's one rowthat stays still and the other
row sends one person to gothrough the solo train and end
up at the end.
So there's always a new partneron one side and they're still
(13:17):
going to practice all of thosespeaking questions with them.
And I would do a lot of reviewwith them.
If I have a block class, Iwould do like 60 minutes of
speaking review and some writingreviews before I actually ask
them to come up and do thespeaking quiz, so that it is in
part a very intentional learningday and practicing day.
They're consolidatinginformation at that point.
(13:39):
So that's what adverbs offrequency would look like.
In my classroom this wasusually something that I did at
the level two stage, especiallywith daily routines.
But that's what it would looklike.
I would, on day one, talk aboutmy own habits, how often I did
them, and then day two, I wouldask students to like, sort and
organize things by how oftenthey did things.
(14:00):
Day three, I would do games, Iwould do songs that included
this and some authentic textsthat included this, maybe like a
running dictation.
And then day four, I would dosome speaking and writing
practice to prepare them for aninfo gap activity and then on
day five, we would do the quizwith tons of review.
So I hope that that was helpfulto you to get an idea of what
(14:20):
one CI teacher does in order totransmit new input in from.
I'm only input ready to outputready.
Thank you so much for beinghere for this little mini
episode on lesson ideas and unitideas and I'm excited to see
you in the next one.
Bye for now.
What's up, keloke Et salut world language teachers.
Welcome to the PracticalProficiency Podcast, where we
make the transition toproficiency-oriented instruction
in your world language class ina way that works for you, your
unique context and teachingstyle, and doesn't sacrifice
(00:21):
your well-being along the way.
I'm your host, devon Gunning,the teacher author, conference
host, curriculum creator andconsultant behind La Libre
Language Learning.
This podcast is for thecreative world language teacher
like you who's ready to ditchthe overwhelming pressure of
switching to acquisition-driveninstruction and CI overnight.
(00:42):
You're ready to discover howusing more target language in
class can actually bring you andyour students more joy.
Instead of adding to your plateWith practical, authentic and
down-to-earth strategies thatdon't require reinventing the
wheel or more training, we'llwork together towards the magic
(01:03):
of a community-based, targetlanguage-rich classroom, rooted
in the power of community andcomprehensible input.
Let's go.
Today we're going to be jumpinginto one of our mini series,
(01:29):
which is all about planning andplanning with the idea in mind
of what if you had with yousomebody that you could bounce
ideas off of when you're jumpinginto your next unit or topic.
So that's what we're going tobe doing today on the podcast,
because I know that there are somany of you out there who are
Department of One, or maybe evenyou're in a department, but
it's hard for you to find peoplethat you can plan with in this
(01:51):
way, so I'm hoping that this canbe a soundboard for you.
What we're going to do today isyou're going to plan with me a
unit on adverbs of frequency soin any language, talking about
how often you do something ordon't do something and I'm going
to tell you exactly.
If I were in your shoes andthis was something that I'm
(02:12):
trying to work on with mystudents how would I tackle it?
So let's dive in.
Here are some lesson ideas foryou.
With adverbs of frequency, ifyou're talking about how often
you do something or don't dosomething, then it's not really
that many new words to use.
However, placement is tricky ina new language, which is why
(02:34):
it's often something that we seemore on the novice high
spectrum or maybe even into thebeginning of intermediate low.
This is the time when yourstudent's language is yes, they
can use their own phrases, andthey might be short and they
might be inaccurate, but yourstudents are starting to combine
some individual thoughts intomaybe multi-step thoughts or
(02:58):
maybe a multi-phrase sentence.
For example, if you're talkingabout like daily routines.
That's something that oftengoes with adverbs of frequency.
Your students are comfortablesaying things like I wash my
hands, and then you can easilyshow them ways to add on like
frequently or 10 times a day,you know, especially with
(03:20):
younger ones, if you want toencourage them to do it more.
So here's what I would do withthis idea for adverbs of
frequency.
How am I going to work withthis with my students?
Well, I'm going to show youright now a five-day sample plan
of what it would look like inmy high school block classes
with either my French twos or mySpanish twos.
Now your schedule may bedifferent, and so you might need
(03:43):
more or less time or more touchpoints if you don't see your
students quite as often, whichmeans that they're just going to
need more exposure to thislanguage, because there are many
days in between where theymight forget it.
So keep that in mind for timing.
But let's jump into what wouldthis lesson look like for me?
First of all, I'm going tofollow that gradual release
model of input.
There's another podcast allabout this, of how I structure
(04:05):
my units and what awell-organized,
proficiency-oriented newintroduction of topics, often
called a unit looks like, so youcan jump into that for more
deep dive info into that.
But what it in summary willinvolve is that there's an input
phase and then there is I mean,input is throughout.
(04:26):
But this is like the main chunkinput phase where you're doing
input introduction.
Then phase two you havestudents work with the input
without using any output andthen you introduce the input in
a new way, so it's in a newcontext.
Then we're going to startgiving some scaffolded responses
and opportunities formeaningful output at their level
(04:50):
and it's going to be in thepresentational mode.
Then we're going to divefurther with doing some
interpersonal work.
So this lesson plan follows thatsame trajectory.
So in these five days, thefirst day, day one, is going to
be me introducing these newfunctional chunks as adverbs of
(05:10):
frequency.
So I'm going to do somethingwhere my students are listening
and I am speaking or signing.
Day two is when we're going todo a lot of that contextualized
input practice.
And then day three, we're goingto do games and songs and
activities where students canwork with the input in new ways,
(05:31):
and that's also a great day todo authentic documents and text
and all that good stuff wherethey're seeing the input in a
new context, seeing the input ina new context.
Then on day four, that's whenwe're going to start getting
into some speaking and writingpractice where they're going to
start adding adverbs offrequency to the language
they're already comfortable with.
And then finally, on day fiveagain this is of a block
(05:53):
schedule, so if you teach middleschool, it's going to be day 10
for you, or maybe day nine to10.
That's where I'm going to do aspeaking quiz and we're going to
spend a lot of time in classreviewing, which is also
teaching time for how to do thisspeaking quiz, and then we're
going to do the speaking quiz atthe end.
So here are these in detail.
On day one, I would list theactivities that I do often and
(06:17):
not so often and have a classconversation about it.
Whichever way that you are usedto doing this, it could be
anything from a card talk to apicture, talk to you just
writing and drawing on the board, without any real structure,
just you talking, studentsinterpreting, and you're giving
examples of things that you doevery day.
Not at all.
(06:37):
Sometimes, once in a while,that kind of thing.
Times once in a while, thatkind of thing.
And then you're going to dofollow-up activities where, with
t-charts, you're going to askstudents to put familiar
activities that they alreadyknow and put them into
categories with adverbs offrequency, like that's a great
follow-up activity, and then anyother CFU that or check for
(06:58):
understanding that you thinkwould make sense with a
classroom conversation.
Now you can keep this ideareally low prep of using
contextualized input on day twofor having students work with
this input in a new way, butstill keep it to just
understanding the input andreally imprinting the input in
(07:20):
their language acquisitiondevices.
Then you're going to do thingslike ask them to draw things in
their notebooks or put fourdifferent categories on the T
charts for often, never,sometimes and always, and you
can also do all kinds of thingsin their notebooks so that you
don't have to make copies.
(07:41):
You can also just make a quickslideshow on Canva or PowerPoint
or Google Slides, whatever toachieve this exact same thing.
The next thing that I'm goingto do on day three is when we're
going to start moving into somemore.
I expect more from you dayswith students where I'm going to
give them scaffolding, but nowI want a little bit of response
(08:04):
from them.
So we could do things like afour corners activity, where we
have always, often, sometimesnever as the four corners in
your classroom and you just givestatements that have to do with
adverbs of frequency and theyhave to move around the room
indicating which one applies tothem.
I would also say, too, somethingthat you can do is you could do
(08:27):
something like a runningdictation, which is really fun.
It's when you have studentsmoving around the room looking
for clues and answers to aworksheet that you've already
set up or an activity thatyou've already set up, where the
answers are around the room andthey have to go look for them.
So it transforms.
A simple exercise of this isAnita.
This is what she does every day.
These are the things that shenever does.
(08:49):
Hey, can you answer questionsabout what does Anita do every
day?
What does Anita never do?
Blah, blah, blah, which isboring.
You can get students to spice itup and have some movement in
there, while still working withthe input, by doing something
like a running dictation, wherethey have to go find the answers
around the school or around theroom, the school or around the
(09:12):
room.
You can also do something likeum, there are so many ways to
practice and work with input,but one of my favorite things to
do as well is to take a simple,already in their textbook
activity or worksheet activitythat you know is a little dusty
and spice it up by adding a gameto it.
So you can certainly do that,but one of my absolute favorite
ways to deliver input in ameaningful way is to do a
picture talk, which is very,very low prep.
So that's what I would do onthese days.
(09:34):
The next thing is we're goingto start moving into day three,
moving into more games and moresongs and more authentic texts
and activities that will allowstudents to dive into this
language in a more real worldcontext outside of the classroom
.
You can also have them do atask based activity, which I
love, but we're going to movemore into how they do that,
(09:57):
probably on like day four or dayfive when they're ready to ask
some questions.
But this is what I would do isI would do something like an
info gap activity, where onestudent has information about
how often a person doesactivities and the other person,
partner B, has the rest of thatinfo, maybe like the schedule
(10:18):
for when they do it or what theactivity actually is.
So they have to A and B have tocommunicate with each other and
get answers from each otherabout what.
Let's go back to anita.
What anita does every wednesday, but never on tuesdays um, one
partner b might have she does itevery wednesday, but never on
tuesdays and partner a mighthave what's one act.
(10:41):
Um, anita does this activity ontuesday and wednesday.
Here's activity, and so theyhave to ask each other oh okay,
she has baseball practice.
Oh okay, she does it everyWednesday, but never on Tuesdays
, that kind of thing.
That's something that I woulddo on day four to start getting
them into more of that likespeaking and writing practice,
(11:02):
and it is even a little bitinterpersonal, which is great.
But with adverbs of frequency,you can speed up the production
a little bit, because it's onlyfour or five words, so your
students will be ready to startusing this.
However, they're not going touse it accurately, so don't
expect that.
But by giving themopportunities where they can
start using this, it's a reallygreat way for you to also
(11:23):
recycle content from previousunits.
Then I would say this is aboutthe time where I would start
assigning some simple speakingquestions.
Here's what my simple speakingquestions would be.
I would say okay, class, we'regoing to have a speaking quiz on
this.
These are the three questionsthat you'll have to answer with
me and I'm looking for.
(11:44):
You might have varied answers,but I'm looking for you to
appropriately use some adverbsof frequency in these.
So I'm going to ask questionswhere they have to use adverbs
of frequency by doing thingslike what do you do often, what
do you usually do every day andwhat do you never do?
These types of questions areopen-ended questions for me, but
the students aren't asking thequestions, they're answering the
(12:06):
questions and they can answerthem any way that they want to.
If they're ready to give me afull sentence, that's where
they're going to get full credit.
If they're not quite ready togive a full phrase or a sentence
, but they give me somethinglike baseball practice and I
have to ask some follow-upquestions, they can still get
credit for that.
It just might not be as much.
So they're getting creditappropriate for their level of
(12:33):
proficiency that they'redemonstrating to practice for
this.
Oh my gosh, there's so many funspeaking activities that you can
do.
One of my favorite speakingactivities is something called
speed dating and soul train,which are kind of the same, but
they're just different ways thatyou ask students to interact
around the class.
Where speed dating is, whereyou move all the desks so that
students are facing each otherand they have to work with
multiple different partners andjust move from seat to seat to
(12:55):
seat kind of like a speed datingevent and ask and answer those
questions.
And then the other thing forsoul train is the same thing.
It's just that they're standingup and then one row is the one
who's moving, so there's one rowthat stays still and the other
row sends one person to gothrough the solo train and end
up at the end.
So there's always a new partneron one side and they're still
(13:17):
going to practice all of thosespeaking questions with them.
And I would do a lot of reviewwith them.
If I have a block class, Iwould do like 60 minutes of
speaking review and some writingreviews before I actually ask
them to come up and do thespeaking quiz, so that it is in
part a very intentional learningday and practicing day.
They're consolidatinginformation at that point.
(13:39):
So that's what adverbs offrequency would look like.
In my classroom this wasusually something that I did at
the level two stage, especiallywith daily routines.
But that's what it would looklike.
I would, on day one, talk aboutmy own habits, how often I did
them, and then day two, I wouldask students to like, sort and
organize things by how oftenthey did things.
(14:00):
Day three, I would do games, Iwould do songs that included
this and some authentic textsthat included this, maybe like a
running dictation.
And then day four, I would dosome speaking and writing
practice to prepare them for aninfo gap activity and then on
day five, we would do the quizwith tons of review.
So I hope that that was helpfulto you to get an idea of what
(14:20):
one CI teacher does in order totransmit new input in from.
I'm only input ready to outputready.
Thank you so much for beinghere for this little mini
episode on lesson ideas and unitideas and I'm excited to see
you in the next one.
Bye for now.
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