Take turns choosing times and adverbs of frequency below to make statements about your routines, using different language below each time. If you can’t think of anything true to say, just use your imagination. After asking for more details, your partner will guess if your statement was true or not.
| A | B | C | D | |
| 6 | always | always | … o’clock | … in the morning |
| 5 | usually | almost always | half past… | … in the afternoon |
| 4 | often | usually/ generally | (a) quarter past… | … in the evening |
| 3 | sometimes | occasionally | (a) quarter to… | … at night |
| 2 | rarely/ hardly ever | almost never | … past… | … at the weekend |
| 1 | never | never | … to… | … on weekdays |
When your teacher stops you, ask about anything in that table that is difficult to use, working together as a class to use it in a statement about routines each time.
Do the same, but this time rolling a dice to decide which expressions you must use. Your teacher will tell you which columns above to use, or tell you if you can choose which columns to use each time.
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