Frequency adverbs
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This document discusses frequency adverbs and how they are used to describe how often something occurs. It provides examples of common frequency adverbs like always, sometimes, hardly ever, never, and often. Students are instructed to ask each other questions using these adverbs, such as "How often do you exercise?" or "How often do you eat vegetables?". The document also describes in-class activities where students will practice forming sentences using frequency adverbs, such as rolling dice for turns and answering classmates' questions about health problems.
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Frequency Adverbs 1
This document discusses adverbs of frequency and their usage. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after verbs like "be" and usually come before other verbs. It also notes that usually and sometimes can come at the beginning or end of sentences. The document includes practice exercises asking learners to use adverbs of frequency to describe their study habits and for asking questions about frequency using "how often".
Unit 7
This document discusses keeping fit and healthy. It provides examples of activities one can do to stay fit like jogging, cycling, dancing, and going to the gym. It then asks the reader to discuss activities they will do with a friend to stay healthy. It prompts asking how often each person does different activities using phrases like "how often." It focuses on using words like "always, "usually," and "never" to describe frequency of activities.
Frequency adverbs
The document discusses frequency adverbs such as always, sometimes, and never. It provides examples of their use in sentences about activities like studying, eating hamburgers, and brushing teeth. The document also includes an activity where students are asked to fill in blanks about how often they do certain things using these adverbs. It then evaluates students on understanding, grammar, pronunciation, and participation for the activity.
Adverbs of-frequency1
Adverbs of frequency are used to describe how often something happens, with examples being always, usually, often, sometimes, rarely, and never. They provide information about the rate or percentage of times an action occurs. Examples are given of placing adverbs of frequency in sentences between the subject and verb or after forms of the verb "to be."
Adverbs of-frequency.ppt1
This document provides information about adverbs of frequency in English. It defines common adverbs of frequency like always, usually, often, sometimes, rarely and never. It explains where these adverbs are placed in sentences and gives examples of questions using adverbs of frequency and the word "ever". The document concludes with exercises for students to practice using adverbs of frequency in questions and statements about their study habits.
Adverbs of frequency
This document discusses adverbs of frequency in English and provides examples of their use. It lists common adverbs of frequency like always, usually, often, sometimes, rarely, and never. It provides sample sentences using these adverbs before verbs to indicate how regularly an action is performed. The document also suggests ways to practice using these adverbs, such as describing personal habits to a partner and asking questions using "how often" to inquire about frequency.
Adverbs of frequency
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Inscribete Al Curso de Ingles Para el Trabajo 100% Financiado Por INSAFORP.
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Frequency Adverbs 1
This document discusses adverbs of frequency and their usage. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after verbs like "be" and usually come before other verbs. It also notes that usually and sometimes can come at the beginning or end of sentences. The document includes practice exercises asking learners to use adverbs of frequency to describe their study habits and for asking questions about frequency using "how often".
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This document discusses keeping fit and healthy. It provides examples of activities one can do to stay fit like jogging, cycling, dancing, and going to the gym. It then asks the reader to discuss activities they will do with a friend to stay healthy. It prompts asking how often each person does different activities using phrases like "how often." It focuses on using words like "always, "usually," and "never" to describe frequency of activities.
Frequency adverbs
The document discusses frequency adverbs such as always, sometimes, and never. It provides examples of their use in sentences about activities like studying, eating hamburgers, and brushing teeth. The document also includes an activity where students are asked to fill in blanks about how often they do certain things using these adverbs. It then evaluates students on understanding, grammar, pronunciation, and participation for the activity.
Adverbs of-frequency1
Adverbs of frequency are used to describe how often something happens, with examples being always, usually, often, sometimes, rarely, and never. They provide information about the rate or percentage of times an action occurs. Examples are given of placing adverbs of frequency in sentences between the subject and verb or after forms of the verb "to be."
Adverbs of-frequency.ppt1
This document provides information about adverbs of frequency in English. It defines common adverbs of frequency like always, usually, often, sometimes, rarely and never. It explains where these adverbs are placed in sentences and gives examples of questions using adverbs of frequency and the word "ever". The document concludes with exercises for students to practice using adverbs of frequency in questions and statements about their study habits.
Adverbs of frequency
This document discusses adverbs of frequency in English and provides examples of their use. It lists common adverbs of frequency like always, usually, often, sometimes, rarely, and never. It provides sample sentences using these adverbs before verbs to indicate how regularly an action is performed. The document also suggests ways to practice using these adverbs, such as describing personal habits to a partner and asking questions using "how often" to inquire about frequency.
Adverbs of frequency
Inscribete Ya: http://bit.ly/1nSD99l
Informacion y Requisitos
Inscribete Al Curso de Ingles Para el Trabajo 100% Financiado Por INSAFORP.
Adverbs of-frequency
The document discusses adverbs of frequency and their usage. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after the verb "be" and usually come before other verbs. Examples are given of using adverbs of frequency to describe study habits and asking questions about how often someone does something. Practice questions are provided for students to ask each other about their study habits using adverbs of frequency.
Adverbs of frequency
This document discusses adverbs of frequency and how they are used to describe how often something occurs. It lists common adverbs of frequency like always, never, usually and their relative percentages of use. It provides examples of positioning adverbs of frequency before verbs except for "to be", where they follow the verb. Adverbs of frequency answer the question "How often..." and are used with positive or negative verbs accordingly.
Adverbs of frequency
The document discusses adverbs of frequency and their usage. It provides examples of common adverbs like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after forms of the verb "to be" and usually before other verbs. It also notes that sometimes and usually can be used at the beginning or end of sentences. The document includes examples asking about study habits using adverbs of frequency and questions using "ever" and "how often". It provides practice activities for readers to use these adverbs correctly.
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The document discusses adverbs of frequency and their usage. It provides examples of common adverbs like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after forms of the verb "to be" and usually come before other verbs. Additionally, it notes that usually and sometimes can be used at the beginning or end of sentences. The document also covers using "ever" in yes/no questions about frequency versus affirmative statements.
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This document discusses adverbs of frequency, which are used to describe how often an action occurs. It lists common adverbs of frequency like always, usually, and sometimes. It also provides other expressions that can be used to indicate frequency, such as "once in a while", "every now and again", and "from time to time". The document explains where adverbs of frequency are positioned in sentences and discusses negative forms. It aims to help readers properly use adverbs of frequency to describe repeated or routine activities.
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This document provides language lessons on complaining and responding to complaints. It includes vocabulary like intensifiers and mitigators to strengthen or weaken adjectives when complaining. Examples are given like "this movie is totally compelling" or "I am rather upset with the course materials." Roleplaying phrases are also suggested for different parts of a complaint conversation, such as apologizing, sympathizing, asking for solutions, or thanking. Students are assigned homework to practice a full roleplay using all nine response types discussed.
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This document contains an English lesson plan covering various topics:
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1. A vocabulary review of words related to history and war, including activities to help students learn the meanings.
2. A discussion of pronunciation, focusing on syllable length, including class and group activities.
3. A listening exercise from a lecture and note-taking activity.
4. A grammar lesson on past unreal conditionals, including examples and practice exercises.
5. Homework assignments due for the next class.
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This document provides information and examples about using adverbs of frequency in English. It discusses the most common position for adverbs of frequency between the subject and verb. It also notes exceptions for the verb "to be" where the adverb follows the verb. Questions about frequency typically use "How often" but direct questions can also use just the adverb. Adverbs of frequency are placed between auxiliary verbs and the main verb. Examples are provided to illustrate the rules and practice identifying adverbs of frequency in conversations.
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This document discusses adverbs of frequency in English. It contains a conversation between a student and reporter where they discuss the reporter's job. The student then has 5 questions analyzing adverbs of frequency used in the conversation. These include words like "always", "never", "sometimes", and "usually". The document also provides definitions and examples of how adverbs of frequency are used in sentences. It explains the typical placement of these words and common learner errors involving adverbs of frequency.
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The document discusses adverbs of frequency and their usage. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after the verb "be" and usually come before other verbs. Examples are given of using adverbs of frequency to describe study habits and asking questions about how often someone does something. Practice questions are provided for students to ask each other about their study habits using adverbs of frequency.
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This document discusses adverbs of frequency and how they are used to describe how often something occurs. It lists common adverbs of frequency like always, never, usually and their relative percentages of use. It provides examples of positioning adverbs of frequency before verbs except for "to be", where they follow the verb. Adverbs of frequency answer the question "How often..." and are used with positive or negative verbs accordingly.
Adverbs of frequency
The document discusses adverbs of frequency and their usage. It provides examples of common adverbs like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after forms of the verb "to be" and usually before other verbs. It also notes that sometimes and usually can be used at the beginning or end of sentences. The document includes examples asking about study habits using adverbs of frequency and questions using "ever" and "how often". It provides practice activities for readers to use these adverbs correctly.
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The document outlines the rules for a classroom vocabulary game where students will be split into teams. Each team will take turns adding vocabulary words to different sections of the blackboard, with the coordinator controlling time limits. Teams will be penalized for repeated words, spelling mistakes, words from other topics, not respecting turns, pushing, jumping the line, writing before the mark, or shouting. The team that adds the most correct words to the blackboard wins the game.
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The document covers two topics: grammar lessons on adjectives of quantity used with countable and uncountable nouns, noting that "a lot" is an adverb, not an adjective. The second topic provides sample questions and responses for an interview about eating habits, asking about food preferences, quantities consumed, and frequency of consumption.
How to Teach a Puppy to Sit
This document provides steps for teaching a puppy to sit. It begins by listing the needed materials: a puppy, treats or kibble, and a toy. The steps involve taking the puppy to an open space, saying "sit" and giving a treat when the puppy sits, pushing gently on the puppy's butt if it doesn't sit initially, and rewarding with praise and treats when it does sit. The document also provides tips like using praise and not yelling to encourage the puppy's learning.
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The document discusses adverbs of frequency and their usage. It provides examples of common adverbs like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after forms of the verb "to be" and usually come before other verbs. Additionally, it notes that usually and sometimes can be used at the beginning or end of sentences. The document also covers using "ever" in yes/no questions about frequency versus affirmative statements.
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The document outlines the rules for a game where students are split into teams. Each team selects a speaker and guesser. The speaker faces an overhead with terms projected one at a time and tries to get the guesser to say the terms within 30 seconds without saying the actual words. Teams earn points for correct guesses and lose points if the speaker says the term. The team with the most points at the end wins extra credit. Terms projected include important Supreme Court cases and civil rights concepts.
Adverbs of frequency
This document discusses adverbs of frequency, which are used to describe how often an action occurs. It lists common adverbs of frequency like always, usually, and sometimes. It also provides other expressions that can be used to indicate frequency, such as "once in a while", "every now and again", and "from time to time". The document explains where adverbs of frequency are positioned in sentences and discusses negative forms. It aims to help readers properly use adverbs of frequency to describe repeated or routine activities.
Dealing with complaints
This document provides language lessons on complaining and responding to complaints. It includes vocabulary like intensifiers and mitigators to strengthen or weaken adjectives when complaining. Examples are given like "this movie is totally compelling" or "I am rather upset with the course materials." Roleplaying phrases are also suggested for different parts of a complaint conversation, such as apologizing, sympathizing, asking for solutions, or thanking. Students are assigned homework to practice a full roleplay using all nine response types discussed.
Basic conversation 7
This document contains an English lesson plan covering various topics:
- Listening to a song and practicing minimal word pairs
- Discussing time expressions and asking questions about times
- Reading a story about teenage habits and completing sentences with adverbs of frequency
- Checking factors that help longevity and discussing their importance
- Completing a self-assessment quiz about healthy habits and estimating one's life expectancy
- Additional exercises on verb phrases, listening comprehension, and tongue twisters.
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This document provides tips to improve English skills through reading, writing, listening and speaking. It recommends reading books, magazines and websites in English. For writing, it suggests keeping a diary or writing emails and reviews. Listening recommendations include the radio, TV shows and movies in English without subtitles. Speaking tips include speaking aloud even alone and participating in class. It also includes a glossary of optometry terms and an activity to introduce oneself to the teacher and class.
Introducing a friend
Sumi introduces Greta and Pablo to each other. Pablo is from Argentina and Greta is from Germany. They exchange greetings and ask each other where they are from, with Pablo saying he is from Argentina and Greta responding that she is from Germany. They both say it is nice to meet each other.
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The document discusses the present progressive tense in Spanish. It notes that there are two ways to speak in the present tense in Spanish: the simple present tense and the present progressive. The present progressive uses "estar" plus the present participle to indicate an action that is occurring right now. Some examples of how to form the present participle and use the present progressive are provided. Irregular present participles for certain verbs ending in "er" and "ir" are also covered.
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The document provides tips for writing natural-sounding dialogue, including using contractions unless a character speaks formally, letting characters break off sentences or speak in phrases, having characters interrupt each other, and using occasional hesitant speech tics like "um". It also discusses using question tags, expressions like "so/neither/either", and keeping sentences informal and short. The document includes examples of conversations using these techniques and a practice exercise on question tags and expressing agreement.
32. conversation starters, pathways 9 listening, past unreal conditional
This document contains an agenda for an academic class that includes the following:
1. A vocabulary review of words related to history and war, including activities to help students learn the meanings.
2. A discussion of pronunciation, focusing on syllable length, including class and group activities.
3. A listening exercise from a lecture and note-taking activity.
4. A grammar lesson on past unreal conditionals, including examples and practice exercises.
5. Homework assignments due for the next class.
Introducing a friend
This document provides exercises to help understand an introduction between three people: Sumi, Greta, and Pablo. The first exercise circles the most common greeting when first meeting as "Hi, I'm Pablo". The listening exercise has Sumi introducing Greta and Pablo, with Greta being from Germany and Pablo from Argentina. The second exercise fills in the gaps of their conversation, where Sumi introduces Greta and Pablo, they exchange greetings and ask where each other is from, with Greta from Germany and Pablo from Argentina.
Fce speaking
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32. conversation starters, pathways 9 listening, past unreal conditional
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The document discusses the use of adverbs of frequency when describing how often one experiences health problems. It provides examples of sentences using adverbs like "always", "usually", "often", "sometimes", "hardly ever", and "never" between the subject and verb. For health problems that are ongoing, "get" or "have" can be used, while "have" is used for current health problems. Students are provided prompts to practice forming sentences about how frequently they experience different health issues using these adverbs of frequency.
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This document provides information and examples about using adverbs of frequency in English. It discusses the most common position for adverbs of frequency between the subject and verb. It also notes exceptions for the verb "to be" where the adverb follows the verb. Questions about frequency typically use "How often" but direct questions can also use just the adverb. Adverbs of frequency are placed between auxiliary verbs and the main verb. Examples are provided to illustrate the rules and practice identifying adverbs of frequency in conversations.
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This document discusses adverbs of frequency in English. It contains a conversation between a student and reporter where they discuss the reporter's job. The student then has 5 questions analyzing adverbs of frequency used in the conversation. These include words like "always", "never", "sometimes", and "usually". The document also provides definitions and examples of how adverbs of frequency are used in sentences. It explains the typical placement of these words and common learner errors involving adverbs of frequency.
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Announcer: Welcome to the Healthy Choices Podcast! Today we are talking about making better food choices.
Expert 1: Many people eat too much fast food. If you want to be healthier, you should limit how often you eat fast food to once a week or less. Cooking at home is a better option because you have control over what ingredients are used.
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Pegable
Adverbs of frequency are used to describe how often something happens. Common adverbs of frequency include always, sometimes, and never. These adverbs are placed before main verbs like "brush" and "play" but after forms of "to be" or auxiliary verbs like "do". Knowing adverbs of frequency helps express routines and habits concisely.
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The document discusses adverbs of frequency and provides examples of how often certain actions occur, such as always, usually, sometimes, rarely, and never. It then presents rules for using adverbs of frequency in sentences, such as placing them in the middle of sentences with one verb or before the main verb in sentences with auxiliary verbs. Examples are given to demonstrate the correct placement of adverbs of frequency in different sentence structures.
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This document provides instructions for classroom activities using 16 question strips about adverbs of frequency. The questions are designed for beginner to elementary English learners. Students can work in pairs or groups to take turns selecting and answering questions. As a standing activity, each student is given a question and finds a partner to ask and discuss it before exchanging questions to find a new partner. An alternative version challenges students to memorize the question before moving to the next partner. The goal is to provide practice using adverbs of frequency in conversation.
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The document discusses adverbs of frequency and their usage. It provides examples of common adverbs like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after forms of the verb "to be" and usually before other verbs. It also notes that sometimes and usually can be used at the beginning or end of sentences. The document includes examples asking about study habits using adverbs of frequency and questions using "ever" and "how often". It provides practice activities for readers to use these adverbs correctly.
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This document discusses frequency adverbs and how they are used to describe how often an action occurs. It provides examples of common frequency adverbs like always, usually, often, sometimes, almost never, hardly ever, and never. It explains that frequency adverbs are placed before the main verb in present simple sentences. Other expressions of frequency include "how often" questions. Examples are given of using frequency adverbs with expressions of time like once, twice, daily, weekly, and yearly.
Frequencyadverbs
This document discusses frequency adverbs and how they are used to describe how often an action occurs. It provides examples of common frequency adverbs like always, usually, often, sometimes, almost never, hardly ever, and never. It explains that frequency adverbs are placed before the main verb in present simple sentences. Other expressions of frequency include "how often" questions. Examples are given of using frequency adverbs with expressions of time like once, twice, daily, weekly, and yearly.
Ppp lesson plan format (listo
1) The document outlines a lesson plan about using adverbs of frequency to describe daily routines.
2) It includes the aim, which is for students to describe daily routines using adverbs of frequency orally and in writing.
3) The procedures include introducing vocabulary through pictures, watching a video example, practicing sentence structures in pairs, and doing a role play activity where students take turns being the doctor or patient.
Frequency adverbs
The document discusses frequency adverbs and how they are used to describe how often actions occur. It provides examples of common frequency adverbs like always, usually, often, sometimes, almost never, hardly ever, and never. It explains that frequency adverbs are placed before the main verb in the present simple and after verbs like "to be". The document also discusses using expressions like "how often" to ask about the frequency of actions.
Adverbs of frequency
The document discusses adverbs of frequency and their use in describing how often things occur. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely and never. It explains that these adverbs come after forms of the verb "to be" and usually before other verbs. The document also contains exercises for students to practice using adverbs of frequency to describe their study habits and ask each other questions about how often certain activities are done.
ADVERBS OF FREQUENCY.pptx
This document discusses adverbs of frequency and how they are used in sentences. It lists the most common adverbs of frequency - always, usually, normally, often, sometimes, occasionally, seldom, hardly ever/rarely, never - and explains that they are used before main verbs and after forms of "to be" to indicate how often an activity is performed. It provides examples of sentences using different adverbs of frequency and notes that phrases like every evening, once a week can be used at the end of sentences to express frequency. The document concludes by explaining the use of the question "How often?" to ask about frequency.
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This document discusses adverbs of frequency and their usage. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after verbs like "be" and usually before other verbs. It also discusses using "ever" in yes/no questions and "how often" to ask about frequency. There are examples of questions using these terms and practice activities for students to work on describing their study habits using adverbs of frequency.
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If and when
This document discusses the difference between the words "if" and "when". It provides examples of how each word is used in sentences. "If" refers to possibility, while "when" refers to time. The document then provides additional examples of using "if" and "when" in sentences about common situations like getting sick, the weather, or daily activities. It includes an in-class activity where students write sentences using "if" and "when" and ask each other questions about what they would do in different situations.
Vocabulary if and When
The document provides remedies for various health problems discussed in a previous class. It lists remedies such as taking medicine, staying in bed, going to the doctor, using saline nasal spray, going to the dentist, using aloe, lying down, resting, using a warm towel or heating pad, drinking hot tea with honey, taking aspirin, and drinking water. Students are instructed to complete a chart with health problems and corresponding remedies, and to add three additional health problems and remedies of their own.
Vocabulary health problems
This document lists common health problems and asks the reader to think of related words for each topic. It includes common minor illnesses and injuries such as fever, bee stings, earaches, the flu, coughs, stomachaches, toothaches, headaches, rashes, asthma, sore throats, sneezes, allergies, bad colds, sunburns, bruises, cramps, runny noses, and cuts. The reader is also prompted to think of additional words related to "health problems".
Yes no and wh-q simple present
The document provides examples of yes-no questions using do/does and subjects to ask about common health-related activities. It encourages practicing forming yes-no questions about subjects doing various verbs, like exercising, eating fruits and vegetables, drinking water, and going to the gym. Examples are given using short answer forms like "yes, they do" and "no, she doesn't." The document also models forming WH questions using do/does with underlined subjects, verbs, and prepositions.
Yes no and wh-q simple present
The document provides vocabulary and examples for using "do" and "does" in questions. It includes a list of verbs like "eat junk food" and "get enough sleep." It then practices forming yes/no questions using subjects and verbs, like "Do you get enough sleep?" and answering them with short and long responses. The document continues practicing forming WH- questions based on underlined details in statements. It focuses on teaching question formation with "do" and "does" verbs.
Vocabulary healt hpptx
The document lists various healthy and unhealthy activities related to vocabulary, health, diet, exercise and lifestyle. It encourages eating fruits and vegetables, doing exercise, getting enough sleep, drinking water and playing sports to stay healthy, while discouraging eating junk food and red meat. It asks the reader to write three sentences about what they usually do to stay healthy.
REVIEW
The document discusses verb forms and their usage after other verbs. It explains that verbs like love, like, hate, prefer can be followed either by an infinitive with "to" or a gerund/ing form without changing the meaning. For example, "I like to play soccer" and "I like playing soccer". It also discusses the usage of pronouns as subjects and objects and indefinite pronouns like everybody, everyone, nobody, no one.
Review
The document discusses verb forms that can follow other verbs in English. It explains that verbs like love, like, hate, and prefer can be followed either by an infinitive with "to" or a gerund/verbal noun ending in "-ing", without changing the meaning. It provides examples of both constructions, such as "I love to play soccer" and "I love playing soccer". It also discusses the verbs can/can't and prepositions like at/in taking gerund forms after them.
Vocabulary review
This document lists various hobbies and interests of Professor Mirla Mojica such as making jewelry, collecting stamps and teddy bears, knitting, preparing food, editing videos, playing sports, listening to music, drawing, playing musical instruments, dancing, taking pictures, and going shopping. It also lists different genres of music including rock, hip hop, rap, pop, bachata, latin, romantic, reggaeton, jazz, classical, country, and folk music.
Object pronouns
This document provides information about different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, indefinite pronouns, and how they are used before and after prepositions as well as examples of each.
Vocabulary music
This document lists different genres of music such as rock, hip hop, pop, bachata, latin, reggaeton, jazz, romantic, classical, country, and folk music. It asks what kind of music Seth likes and what he thinks of pop music. Students are instructed to take notes on the information and compare answers in their notebooks.
Verb forms
The document discusses different verb forms in English. It explains that verbs like love, like, hate, and prefer can be followed either by an infinitive with "to" or a gerund/verb form ending in "-ing" without changing the meaning. It provides examples of sentences using these verbs with both infinitives and gerunds. It also discusses how verbs like enjoy are only used with gerunds, and how prepositions like "at" and "in" take gerund verb forms. Finally, it examines the modal verbs can/can't and provides example sentences using different verb forms.
Interests
This document discusses hobbies and free time activities that students may enjoy such as making jewelry, collecting stamps, knitting, collecting teddy bears, preparing food, editing videos, playing sports, listening to music, drawing, playing musical instruments, dancing, taking pictures, and going shopping. The professor asks students which magazines they would like to read and what they like to do in their free time.
Vocabulary
This document lists common everyday activities such as cleaning the house, going shopping, doing laundry, homework, taking classes, checking email, making phone calls, playing sports, reading the newspaper, and having breakfast. It asks the reader what a typical morning is like in their home.
Simple present affirmative and negative
The document provides examples of using the simple present tense in English. It discusses adding "s", "es", or "ies" to verbs when the subject is "he", "she", or "it" compared to "I", "you", "we", or "they". It also covers forming negative sentences with "don't" for first person subjects and "doesn't" for third person subjects. Examples are given for affirmative and negative sentences.
Responses with too and either
This document discusses the differences between the words "either" and "too". It states that "either" is used in negative sentences while "too" is used in positive or affirmative sentences. Several examples are provided to illustrate this distinction, such as "I'm not a pizza lover - I'm not either" versus "I can play soccer for hours - I can too". The document concludes with an in-class activity where students must respond to statements using either "too" or "either" and then pair work where students take turns making statements and responding.
Building vocabulary
The document provides a vocabulary building exercise where students are asked to brainstorm additional words for different topics like weekend activities, TV shows, food, and clothes. Students are instructed to think of as many related words as they can for each topic and fill out a chart in their notebook before participating in a class discussion to share the additional words they came up with.
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Frequency adverbs
- 2. How frequent I use Frequency adverb?
- 3. Describe how often something occurs.
- 4. How Often do you get a headache? • I always … • I sometimes… • I hardly ever … • I never… • I often…
- 5. How Often do you get a fever? • I always … • I sometimes… • I hardly ever … • I never… • I often…
- 6. How Often do you get a broken leg? • I always … • I sometimes… • I hardly ever … • I never… • I often…
- 7. Examples • How often do you get stomachache? I often get stomachache. • How often do you get headache? I hardly ever get headache, but I have one now. • How often do you feel sick? I sometimes feel sick . • How often do you have sore throat? I never have sore throat. I take care of myself a lot.
- 8. Oral activity: Using these pictures, Ask each other. How often do you get?
- 9. Examples using other verbs How often do you exercise? I always exercise. How Often do you eat vegetables? I sometimes eat vegetables. How often do you take the subway? I never take the subway. How often do you eat sushi? I hardly ever eat sushi. How often do you stay up late ? I often stay up late.
- 10. In class Activity Forum Activity Go to the forum Write questions for specific classmates about some Health Problems already discussed. (at least 3) Look for the questions your classmates asked you and answer them using your own information and frequency Adverbs Example: How often do you get sore throat? I sometimes get sore throat.
- 11. • In class oral activity. • Time to play and practice. • The teacher will call some students. • The teacher makes rolling the dice. • We will count the space and depending on the place you will formulate a sentence using frequency adverb according to each one of you. The student will turn both microphone and camera on to play.
- 12. In class activity 2