Mind and Body
: To introduce and give practice in adverbs of manner through the context of an adventure center and indoor and outdoor activities.
: To review adjectives and contrast them with adverbs. To give controlled and freer speaking practice.
Procedure (35-47 minutes)
Re-introduce myself and check the Ss' names. Ss the picture of Mr Taylor. Show Ss the picture of Mr Taylor. Ask “Where is he?” “Do you think he’s healthy?” Elicit some ideas. Ss listen (R10.1) and check, then check their answers with a peer. Take feedback (FB). If students don't understand 'give up': My father usually smoked everyday. Now my father doesn't smoke. He gave up smoking. What is another word for gave up?
Show Ss ex7b. Ask them to read the questions and see if they can remember any of the answers. Ss work in pairs/small groups to check these. Ss listen again and answer the questions. check their answers with a peer. Take FB.
Focus Ss on question 6 from the previous ex7b. Elicit the advice the doctor gave and write the target sentences on the white-board. (If Ss didn’t get the exact words, play this part of the listening again). You shouldn’t eat so much red meat. You should do more exercise. Show Ss ex8 and ask them to complete the rules for “should”. Ss work in pairs/small groups to complete ex8. Take FB and highlight the form of this grammar on the w/b, e.g. - You shouldn’t eat so much red meat. - You should do more exercise. S + should + V1 shouldn’t
Tell the Ss that the doctor gave Mr Taylor some more advice. Show Ss ex9a and ask them to complete the gaps with “should” or “shouldn’t”. Ss work in pairs/small groups to complete ex9a. Ss listen (R10.2) and check their answers (ex9b). Use the recording again to drill the pronunciation. Ask Ss to write 3 more pieces of advice for Mr Taylor (ex9c). Ss work in pairs/small groups to write their advice. Ask some pairs to share their ideas with the class for FB – pay attention to accuracy here and correct errors with the TL.
Show the Ss the materials for ex10 Tell them they each have 3 problems and should think of 1 more problem each. Ss work alone to write their own 4th problem. Monitor and help if needed.
Divide the class into groups of 3 by the numbers at the top of their papers. Tell Ss they will tell each other their problems and give each other advice. Ask “Who can give better advice?”. Model this with a couple of Ss. Encourage Ss to use the examples in the speech bubbles on their exercise (e.g. “I can’t sleep at night. What should I do?” – “I think you should drink some hot milk”, etc.). Ss in groups of 3 tell each other their problems and give each other some advice. Monitor and make notes of any errors with the TL. Take some general FB, Ask, who gave better advice? or What advice did you hear? Then write some of the errors you noted onto the w/b and elicit the corrections