Courtney Wright Courtney Wright

Healthy/Unhealthy Lifestyle, (Grammar/Speaking) Adverbs of frequency
A2 level

Description

In this lessons students will learn about and practice using adverbs of frequency in the context of healthy/unhealthy lifestyle choices. The lesson will start off by the students having a discussion about "how people live longer" They will then put the adverbs of frequency into a cline and fill in the gaps with the adverbs. The students will then make true facts about themselves and ask each other the same questions they answered. The lesson will finish in the students surveying each other to find out if they live a healthy or unhealthy lifestyle.

Materials

Abc question cards for freer practice
Abc HO 2: Make the sentences true for you
Abc HO 1: Cline and fill in the gaps
Abc OH Lead in Picture

Main Aims

  • To provide clarification of adverbs of frequency in the context of healthy/unhealthy life styles ( how often do you...)

Subsidiary Aims

  • To provide accuracy speaking practice by a giving a survey to each other in the context of healthy/unhealthy lifestyles ( How often?)

Procedure

Warmer/Lead-in (4 minutes) • To set lesson context and engage students

T ask: DO YOU REMEMBER THIS MAN? HOW OLD DO YOU THINK HE IS? DO YOU THINK HE HAS A HEALTHY OR UNHEALTHY LIFESTYLE? HOW DO YOU THINK HE LIVED TO BE 103 YEARS OLD? Ex: What does he eat? Does he exercise? SS: discuss this question pairs? Little FB

Exposure: Write the words in the cline (6 minutes) • To provide context for the target language through a text or situation

The students will read a paragraph about a man from Okinawa focusing on the frequency adverbs and putting them on a cline. T ask: DO YOU THINK TAKANASHI IS ALWAYS ACTIVE OR ONLY SOMETIMES. T: Shows the slide with the text and instructs student to write the highlighted word onto the cline. PEER CHECK FB: Students come up to the board to write their answer.

Highlighting (4 minutes) • To draw students' attention to the target language

T: Check the meaning: WHAT WORD CAN I USE IF I EAT ALL THE TIME. ALWAYS I USUALLY DRINK COFFEE, BUT I OFTEN DRINK TEA TOO? WHICH ONE DO I DO MORE? IF I ONLY DRINK ALCOHOL ONCE A YEAR, WHICH WORD DO I USE? IF I WORK OUT 5 TIMES A MONTH, DO I ALWAYS, SOMETIMES, OR NEVER WORKOUT? T ask: WHAT TYPE OF WORD IS THIS, IS IT AN NOUN AND VERB? T ask: How do we say this word (usually) What sound does the "s" make? T ask: Often? shows the stress. T ask: Always? show stress

Clarification (8-0 minutes) • To clarify the meaning, form and pronunciation of the target language

T nominates a few of the students to give the an example sentence from the reading T writes: TAKANASHI 'ALWAYS 'WALKS THREE KILOMETERS A DAY. (Show form) and ask WHERE IS THE ADVERB? HE IS HARDLY EVER ILL. (Show form) and ask WHERE IS THE ADVERB? With the verb to be the adverb comes after HE SOMETIMES RIDES A MOTOR BIKE. (Show form) and ask where is the adverb. Can I use the adverb in the beginning of the sentence? Yes but only with usually and sometimes. T asks: Does the adverb usually come before or after the verb. When does it go after the verb? With the verb to be (is, am, are) Which adverbs can I use at the beginning of the sentence? If I don't have a car, do I always drive?

Controlled Practice: Fill in the gaps (5 minutes) • To concept check and prepare students for more meaningful practice

T ask: If I don't have a car, do I always drive? T instructs: Write the correct word from the box in the sentence. SHOW EXAMPLE, give ho PEER CHECK FB: nominate a student to tell the answer write it on the board.

Semi-Controlled Practice: add adverbs of frequency to make the sentence true to you (8 minutes) • To concept check further and prepare students for free practice

SS will fill in sentences making it true for them. T ask: If I want to know how much alcohol you? How often do you drink alcohol. stress, walk to work ? ss: How often do you walk to work T: I never walk to work T instructs: Write the word that make this sentence true for you? Ex: ask a student how often they walk to work? and say you would write _____ for number 1. (2 minutes) When finished T: Now ask your partner about there answers using "How often" Give Example. Error correct: listen in during the practice for any mistakes that were made. Ask students some of the questions and correct placement and pronunciation.

Free Practice: Give each other a survey (10 minutes) • To provide students with free practice of the target language

SS will be surveying each other by asking how often questions. Then decide if it's a healthy or unhealthy lifestyle. T instructs: Using the cards in the envelopes I want you to ask each other the questions that are on the cards? Try to think if these are healthy or unhealthy life choices. T: Group ss into a and b and have them ask the questions between each other. T: Monitor and correct the students while they are speaking and during FB correct there form and pronunciation T: Ask the ss do you think your lifestyle is healthy or not?

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