Grammar/Structure: Adverbials of Frequency, Purpose and Reason for JSS 3

Class: JSS 3
Term: First Term
Week: 2
Age: 13 years
Duration: 60 minutes
Subject: English Language Studies
Curriculum Theme: Grammar/Structure
Previous Lesson: Listening and Speaking: Long and Short Vowel Sounds in Words
Topic: Grammatical Accuracy
Subject Matter: Identification and use of adverbials of frequency, purpose and reason

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Describe adverbials of frequency, purpose, and reason.
• Identify and correctly use adverbials of frequency in sentences.
• Identify and correctly use adverbials of purpose in sentences.
• Identify and correctly use adverbials of reason in sentences.
• Identify and correctly use relevant tenses in sentences containing these adverbials.

Affective Domain

• Appreciate the importance of using adverbials for clear and precise communication.
• Show willingness to correct errors in their own and others’ use of adverbials.

Psychomotor Domain

• Construct grammatically correct sentences using various adverbials.
• Participate actively in sentence construction exercises.

Social Domain

• Collaborate with peers to identify and correct adverbial usage in short passages.

Reference Materials

The following resources were used in planning this lesson:

• 2014 Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• A suitable English Language textbook for JSS 3
• FCT ERC/NAPPS Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Whiteboard and markers
• Chart showing examples of adverbials of frequency, purpose, and reason
• Textbook with relevant exercises
• Flashcards with different adverbials

Rationale for the Lesson

This lesson is important because it equips students with the ability to express themselves more clearly and precisely by using adverbials effectively. Mastering these grammatical structures enhances their writing and speaking skills, making their communication more sophisticated and accurate. It also prepares them for higher-level English language studies.

Prerequisite/Previous Knowledge

Students should have a basic understanding of adverbs, verbs, nouns, pronouns, and simple sentence structures.

Lesson Content/Board Summary

Grammatical Accuracy

Adverbials of Frequency

Adverbials of frequency tell us how often an action happens. They answer the question “How often?”.

Common adverbials of frequency include:

1. Always: at all times; on every occasion. (e.g., She always arrives early.)
2. Usually/Normally: under normal conditions; most of the time. (e.g., We usually go to church on Sundays.)
3. Often/Frequently: many times; on many occasions. (e.g., They often visit their grandparents.)
4. Sometimes: on some occasions but not always. (e.g., I sometimes read novels.)
5. Occasionally: now and then; from time to time. (e.g., He occasionally plays football.)
6. Rarely/Seldom: not often; hardly ever. (e.g., She rarely eats fast food.)
7. Hardly ever: almost never. (e.g., We hardly ever see them.)
8. Never: at no time; not ever. (e.g., He never tells lies.)
9. Every day/week/month/year: regularly. (e.g., They exercise every day.)
10. Once a week/month: one time in a period. (e.g., I visit my aunt once a month.)

Position of Adverbials of Frequency in Sentences

The position of adverbials of frequency depends on the type of verb in the sentence:

1. Before the main verb: Most adverbials of frequency (always, often, usually, sometimes, rarely, never) are placed before the main verb.
   1. She always helps her mother.
   2. They never forget their homework.
2. After the verb ‘to be’ (am, is, are, was, were): When the verb is ‘to be’, the adverbial of frequency comes after it.
   1. He is always happy.
   2. We were sometimes late for school.
3. Between the auxiliary verb and the main verb: If there is an auxiliary verb (e.g., have, has, will, can, must), the adverbial comes between the auxiliary and the main verb.
   1. I have often seen him there.
   2. You should always try your best.
4. At the beginning or end of a sentence: Some adverbials (sometimes, often, usually, occasionally, frequently) can be placed at the beginning or end for emphasis.
   1. Sometimes, I go for a walk.
   2. I go for a walk sometimes.
   3. We play football every Saturday.

Adverbials of Purpose

Adverbials of purpose tell us the reason or intention behind an action. They answer the question “Why?”.

Common adverbials of purpose include:

1. To + infinitive: This is the most common way to express purpose.
   1. He studies hard to pass his exams.
   2. She went to the market to buy food.
2. In order to + infinitive: Similar to ‘to’, but more formal.
   1. They saved money in order to travel abroad.
   2. He wore a coat in order to keep warm.
3. So as to + infinitive: Also formal, used similarly to ‘in order to’.
   1. She spoke quietly so as to not wake the baby.
   2. We left early so as to avoid traffic.
4. For + noun/gerund: Used to express the purpose of a thing or an activity.
   1. This knife is for cutting bread.
   2. She went to the shop for some milk.
5. So that + clause: Used to express purpose, often with modal verbs (can, could, may, might, will, would).
   1. He studies hard so that he can get good grades.
   2. She closed the door so that the noise would not disturb him.

Adverbials of Reason

Adverbials of reason explain the cause or motive for an action. They also answer the question “Why?”.

Common adverbials of reason include:

1. Because + clause: This is the most common way to state a reason.
   1. I stayed at home because it was raining.
   2. She was happy because she won the prize.
2. Since + clause: Used when the reason is already known or obvious.
   1. Since you are busy, I will leave now.
   2. Since it’s your birthday, we’ll buy you a cake.
3. As + clause: Similar to ‘since’, often used at the beginning of a sentence.
   1. As he was tired, he went to bed early.
   2. As it was getting dark, we decided to go home.
4. For + clause: (formal/literary) Used to introduce a reason, often after a comma.
   1. He decided to stay, for he was feeling unwell.
5. Due to/Owing to + noun phrase: Used to express reason, often for negative situations.
   1. The flight was delayed due to bad weather.
   2. The match was cancelled owing to heavy rain.

Using Relevant Tenses in Context

The tense used with adverbials of frequency, purpose, and reason depends on the main verb and the context of the sentence:

1. Adverbials of Frequency: Often used with the Simple Present Tense to describe habitual actions.
   1. She always goes to school by bus. (Simple Present)
   2. They never visited us when they lived here. (Simple Past)
2. Adverbials of Purpose: The tense of the main verb determines the tense of the purpose clause.
   1. He is studying (Present Continuous) hard to pass his exams.
   2. She went (Simple Past) to the market to buy food.
   3. They will save (Simple Future) money so that they can travel.
3. Adverbials of Reason: The reason clause usually follows the tense of the main clause, or a logical sequence of tenses.
   1. I am staying (Present Continuous) at home because it is raining (Present Continuous).
   2. He was absent (Simple Past) yesterday because he was sick (Simple Past).
   3. She will succeed (Simple Future) as she works (Simple Present) diligently.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Guided Practice, Question and Answer, Demonstration, Pair Work

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge/Engagement

Teacher’s Activity: The teacher greets the students and asks them to recall what adverbs are and what they do in a sentence. The teacher then introduces the topic of adverbials, explaining that they are words or groups of words that function like adverbs.

Pupils’ Activity: Pupils respond to questions about adverbs and listen attentively to the introduction of adverbials.

Learning Point: Introduction to adverbials

Step 2: Adverbials of Frequency

Time: 10 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what adverbials of frequency are, using the chart to show examples like ‘always’, ‘often’, ‘never’, ‘sometimes’. The teacher demonstrates their use in simple sentences and explains their typical positions.

Pupils’ Activity: Pupils listen, observe the chart, and identify adverbials of frequency in the teacher’s example sentences. They may offer their own examples.

Learning Point: Understanding frequency adverbials

Step 3: Adverbials of Purpose

Time: 10 minutes

Teaching Skill: Explanation/Guided Practice

Teacher’s Activity: The teacher explains what adverbials of purpose are, highlighting how they answer “Why?” and provides examples using ‘to’, ‘in order to’, ‘so as to’, ‘for’, and ‘so that’. The teacher guides students to form simple sentences.

Pupils’ Activity: Pupils listen to the explanation, identify adverbials of purpose, and participate in forming sentences under the teacher’s guidance.

Learning Point: Understanding purpose adverbials

Step 4: Adverbials of Reason

Time: 10 minutes

Teaching Skill: Explanation/Comparative Analysis

Teacher’s Activity: The teacher explains adverbials of reason, distinguishing them from purpose by focusing on cause. Examples with ‘because’, ‘since’, ‘as’, ‘due to’ are provided. The teacher highlights the correct tenses to use with these adverbials.

Pupils’ Activity: Pupils listen, identify adverbials of reason, and note the differences between purpose and reason. They practice using correct tenses.

Learning Point: Understanding reason adverbials

Step 5: Identification and Correct Use

Time: 8 minutes

Teaching Skill: Application/Correction

Teacher’s Activity: The teacher writes several sentences on the board, some with correct and some with incorrect usage or placement of adverbials. Students are asked to identify the adverbials and correct any errors.

Pupils’ Activity: Students identify adverbials and work individually or in pairs to correct sentences, explaining their reasoning.

Learning Point: Identifying and correcting adverbials

Step 6: Sentence Construction with Tenses

Time: 7 minutes

Teaching Skill: Guided Construction/Reinforcement

Teacher’s Activity: The teacher provides sentence starters or scenarios and asks students to complete them using appropriate adverbials of frequency, purpose, or reason, ensuring correct tense usage. E.g., “I go to the library…” “She studies hard…” “He was late…”

Pupils’ Activity: Pupils construct sentences, paying attention to the type of adverbial and the tense required. They share their sentences with the class.

Learning Point: Constructing sentences with adverbials

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is an adverbial of frequency? Give two examples.
2. Form a sentence using an adverbial of purpose.
3. Form a sentence using an adverbial of reason.
4. Explain the difference between an adverbial of purpose and an adverbial of reason.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessing adverbial understanding

Step 8: Note-Taking

Time: 10 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on adverbials of frequency, purpose, and reason into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the key points of the lesson, reminding students of the importance of using adverbials correctly for clear and effective communication. The teacher encourages students to practice using these adverbials in their daily conversations and writing.

Pupils’ Activity: Pupils listen to the summary and ask any final questions for clarification.

Learning Point: Consolidating adverbial concepts

Continuous Assessment/Further Study

Type: Homework/Practice Exercise

Instruction: Complete the following tasks in your English notebook:

1. Write five sentences, each using a different adverbial of frequency.
2. Combine the following pairs of sentences using an adverbial of purpose:
   1. I went to the market. I wanted to buy some vegetables.
   2. She studies very hard. She wants to get good grades.
3. Combine the following pairs of sentences using an adverbial of reason:
   1. He couldn’t come to school. He was feeling unwell.
   2. The road was flooded. We had to take a different route.
4. Identify the adverbial in each sentence and state whether it is of frequency, purpose, or reason:
   1. They always arrive on time.
   2. She bought a book to read on the journey.
   3. Since it was raining, we stayed indoors.
   4. He rarely visits his hometown.

Lesson Keywords

• Adverbials – Words or groups of words that function like adverbs, modifying verbs, adjectives, or other adverbs.
• Frequency – How often something happens.
• Purpose – The reason why something is done; the intention.
• Reason – The cause or explanation for something.
• Tenses – Forms of a verb that indicate the time of an action or state.

Differentiation

For struggling learners, the teacher will provide simpler sentences and more direct guidance, focusing on one type of adverbial at a time. Visual aids like flashcards with common adverbials and their meanings will be used. Advanced learners will be challenged to write short paragraphs incorporating all three types of adverbials and to identify adverbials in more complex sentences from a short passage.

Suggested Lesson Videos

YouTube search for “adverbials of frequency purpose reason JSS3 English”