Adverbs of Frequency
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Refine your A2 students' grammatical knowledge with "Odd One Out - Adverbs of Frequency". This advanced classification exercise is crucial for consolidating the distinction between adverbs of frequency (always, usually, never...) and other types of adverbs (manner, time). By asking students to identify the 'odd one out' adverb (often an -ly adverb of manner), the resource strengthens their mastery of parts of speech and their placement in a sentence. It's the perfect tool to introduce or review sentence structure and daily habits.
Your Worksheet
Assess your students' knowledge with this ready-to-use worksheet, designed to reinforce grammar and vocabulary points.
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Pedagogical Guide
Objective & Plot Summary
The main pedagogical objective is to reinforce the recognition and mastery of adverbs of frequency at A2 level (always, often, rarely, etc.) by developing the ability to categorize and identify an 'odd one out' adverb that does not express frequency. The resource is an "Odd One Out" type exercise consisting of seven lines of adverbs. In each line, the majority of words express the frequency or regularity of an action, while the 'odd one out' is generally an adverb of manner (e.g.: slowly, quickly, carefully, loudly). The student must circle the adverb that is unrelated to the grammatical field of frequency.
Suggested Procedure
Before the activity (~5 min): ORDERING FREQUENCY
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Getting started: The teacher hands out the worksheet. Write 'Adverbs of Frequency' on the board. Ask students to list the adverbs of frequency they know and order them on a scale from 0% to 100% (e.g.: never 0%, sometimes 50%, always 100%).
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Introduction to the activity: Remind them of the 'Odd One Out' rule. Emphasize the distinction: the 'odd one out' word is an adverb, but it does not answer the question **"How often?"**.
During the activity (~15-20 min): ANALYZE THE GRAMMATICAL FUNCTION
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Step 1: Individual and grammatical resolution (10 min). Students read and circle the 'odd one out'. Encourage students to test each adverb in a simple frequency sentence (e.g.: *I always eat lunch* vs *I slowly eat lunch*) to check the semantics.
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Step 2: Pair verification and justification (5-10 min). In pairs, students compare their choices. They prepare oral justification using simple grammatical terminology: « Slowly is the odd one out because it is an **adverb of manner** and the others are **adverbs of frequency**. »
After the activity (~10-15 min): INTEGRATING FREQUENCY INTO THE SENTENCE
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Collective correction: Conduct oral correction. Note the 'odd one out' adverbs (manner, time, etc.) and classify them on the board to reinforce the distinction.
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Written/oral production: Ask students to choose three adverbs of frequency from the list and place them correctly in simple sentences, respecting the position rule (before the main verb, after to be): « She **rarely** watches TV. » / « I am **always** happy. »
Adaptations
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To simplify: Have students highlight the 'odd one out' adverbs in yellow, and ask them to draw a small clock next to the adverbs of frequency to visualize the concept of time and regularity.
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To extend: Introduce an inquiry question: ask students to interview three classmates using three adverbs of frequency from the list (e.g.: « How often do you **travel**? ») to encourage contextual usage and oral production.
