Eman Magdy Zayed Eman Magdy Zayed

TP no .2 Grammar of adverb of frequency in the context of the daily routine of someone living in Okinawa.
Elementary level

Description

In this lesson, students will be shown a picture of Amr Diab and speak about his daily routine to generate their interest on the topic the daily routine of someone living in Okinawa. Students will start by guessing the nationality of the man and his age , and to read the first paragraph and put the highlighted words in the chart . Then, teacher will write some sentences on the board to start the clarification stage (MFP). After that, students will be provided with some activities "controlled and freer " to practice the rule of "adverbs of frequency ".

Materials

Abc The board
Abc Google images
Abc NEF_Elementary_Teacher_Book

Main Aims

  • To practice the grammar of adverbs of frequency in the context of the daily routine of someone living in Okinawa .

Subsidiary Aims

  • To provide practice in speaking in the context of the daily routine .

Procedure

Lead-in • to generate students' interest in the topic.

-Teacher greets Ss and asks how they are doing. -Teacher shows Ss a picture of Amr Diab and asks them What do you think about his age and his daily routine ? elicit the answer from the Ss . * Try to speak about the food , sports , drinking . Like , Does he eat healthy and organic food or fast and unhealthy food ? Does he do sports ? or not . Does he drink alcohol and smoke ? or not .

exposure (8-10 minutes) • To expose Ss to the target language in a context.

Ask the Ss to look at the photo of Takanashi . * ask the Ss to try to give me the meaning of “mystery” ( something that is difficult to understand or to explain ) *try to guess what nationality is he ? *how old he is ? --Teacher gives the feedback. * he is Japanese . he is 103 years old .

Highlight language (5 minutes) • To highlight the target language in context.

-ASK THE Ss to read the first paragraph of the article and write the highlighted words in the chart . -Teacher monitors Ss. - ask the Ss to check in pairs . -Teacher tell the Ss that we have six adverb of frequency and they always equalles 100% usually equalles 80% , often equalles 65% , sometimes equalles 50% , hardly ever equalles 30% and never equalles 0% . the teacher tell the Ss that these adverb were called adverbs of frequency

Clarify language (meaning) (3-4 minutes) • to provide clarification of the meaning of TL

- teacher try to elicit the meaning of adverbs of frequency from the Ss . the adverb gives more information about the verb . Adverbs of frequency always describe how often something occurs (we can call it adverb of time.) ask the Ss what is the different between ali plays tennis . and ali sometimes plays tennis . ask ccqs ali always plays tennis does he play tennis every day or two times in the week ? so if the level of frequency is maximum which is (100%) we will use always which mean the action happens all the time . ali is not usually late is he late like six days in a week or just two days in a week ? when the level of frequency is (90%) which means the action happens many time we will use usually. often ali go swimming does ali go swimming all the time or three times in a week ? when the level of frequency is (70%) which means the action happens more often than not we will use often . ali is sometimes late is he late like four days in a week or just two days in a week ? when the level of frequency is (50%) which means the action happens less often , not that often we will use sometimes ali has hardly ever got lots of homework has ali got homework two time in a week or all the time ? when the level of frequency is (20%) which means the action happens only a few times we will use hardly ever . ali never say than you . does ali say thank you all the time or not ? when the level of frequency is (0%) which means the action does not happen at all we will use never . -Teacher elicits the meaning of “adverbs of frequency “

Clarify language (form) (3-4 minutes) • to provide clarification of the form of TL

-Teacher wipes the second sentence ( I cried that day). -Teacher tries to elicit the structure of the rule of "use to" from Ss (uses cards to choose the right answer if they face any difficulty). -Teacher sticks cards on the board to form the following structure. {subject + used to + base verb +.........}.

Clarify language (phonology) (3 minutes) • to provide clarification of the pronunciation of TL.

Teacher gives them the transcription of each adverb of frequency ɔːlweɪz ˈjuːʒʊəli ˈɒf(ə)n ˈsʌmtaɪmz ˈhɑːdli ˈɛvə ˈnɛvə -Teacher asks Ss if those people pronounced "used to" as two sounds or as one "usedto". -Teacher drills the following sentence with Ss ( I used to have a car ).

Controlled practice for the meaning and form (5 minutes) • to ensure that Ss understood the meaning and the form of the grammatical rule.

-Teacher sets the task for Ss before giving them the hand out for the task. the teacher tell the Ss look at exercise “a” that we have five sentences I want you to complete these sentences with an adverb of frequency from the blank . the teacher will answer the first sentence to show them . tell them to answer individually first . -Teacher monitors Ss. -Teacher asks Ss to check their answers in pairs. -Teacher answer the questions with Ss. the second activity the teacher tell the Ss look at exercise “b” that we have seven sentences .I want you to order the words to make sentences . the teacher will answer the first sentence . tell them to answer individually first . -Teacher monitors Ss. teacher tell the Ss to change their partner . -Teacher asks Ss to check their answers in pairs. -Teacher answer the questions with Ss.

Freer practice (7-10 minutes) • to provide and opportunity for Ss to use the target language

. the teacher tell the Ss look at exercise “d”. tell them that we have five sentences I want you to add an adverb of frequency to the sentences to make them true for you the teacher will answer the first sentence . tell them to work individually first . -Teacher monitors Ss. -Teacher asks Ss to check their answers in pairs if they are similar or different . -Teacher ask some students about their partner .

Feedback (5 minutes) • to praise good use of TL & to correct errors in TL use

answer any questions about the rule and to correct Ss mistakes.

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