Adverbs of Frequency Beginner English Lesson

Adverbs of Frequency Beginner English Lesson Students can now talk about their daily habits. Introducing adverbs of frequency can help give them further expressive capabilities by allowing them to speak about how often they perform daily tasks. Write these adverbs of frequency on the board next to a list of the days of the week. For example: Always - Monday / Tuesday / Wednesday / Thursday / Friday / Saturday / SundayUsually - Monday / Tuesday / Wednesday / Thursday / Friday / SaturdayOften - Monday / Tuesday / Thursday / SundaySometimes - Monday / ThursdaySeldom - SaturdayNever This list will help students associate the adverbs of frequency with the concept of relative repetition or frequency. Teacher: I always have breakfast. I usually get up at 7 oclock. I often watch television. I sometimes exercise. I seldom go shopping. I never cook fish. (Model each adverb of frequency by pointing to it on the board while slowly saying the phrases allowing students to take in the regularity associated with the adverb of frequency being used. Make sure to accent the various adverbs of frequency.) Teacher: Ken, how often do you come to class? I always come to class. How often do you watch TV? I sometimes watch TV. (Model how often and the adverb of frequency by accenting how often in the question and the adverb of frequency in the response.) Teacher: Paolo, how often do you come to class? Student(s): I always come to class. Teacher: Susan, how often do you watch TV? Student(s): I sometimes watch TV. Continue this exercise around the room with each of the students. Use very simple verbs that the students have already become used to using when talking about their daily routines so that they can focus on learning the adverbs of frequency. Pay special attention to the placement of the adverb of frequency. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said. Part II: Expanding to Third Person Singular Teacher: Paolo, how often do you eat lunch? Student(s): I usually eat lunch. Teacher: Susan, does he usually eat lunch? Student(s): Yes, he usually eats lunch. (pay special attention to the s ending on the third person singular) Teacher: Susan, do you usually get up at ten oclock? Student(s): No, I never get up at ten oclock. Teacher: Olaf, does she usually get up at ten oclock? Student(s): No, she never gets up at ten oclock. etc. Continue this exercise around the room with each of the students. Use very simple verbs that the students have already become used to using when talking about their daily routines so that they can focus on learning the adverbs of frequency. Pay special attention to the placement of the adverb of frequency and the correct usage of the third person singular. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said.

ALZHEIMERS Essays - Cognitive Disorders, Alzheimers Disease

ALZHEIMERS Essays - Cognitive Disorders, Alzheimers Disease ALZHEIMER'S Brian Foster Health March 2, 1999 Alzheimer's disease was first described by Alois Alzheimer. Alois Alzheimer was a German psychiatrist and neuropathologist and he first described it in 1906. The disease was first thought to be a rare condition affecting only young people, and was referred to as presenite dementia. About 10 percent of the United States population over the age of 65 is affected by Alzheimer's disease, and up to 45 percent of those over the age of 85 may have the disease. Up to 2 million people suffer from it, or one percent of the population. During the early stages of the disease, a person forgets daily events, but they can still recall things that happened many years ago. Memory loss worsens during the later stages of the disease, when patients forget events from earlier years, patients cannot care for themselves, and some patients can become bedridden. Most patients die from infection or chronic disease 8 to 10 years after getting the disease. The cause of Alzheimer's disease still remains mysterious. People with a family history of the disease though, have a better chance of getting it themselves. Carriers of a specific version of the apolpoprorein E gene (apo E gene) are more likely to develop the disease. Alzheimer's disease is diagnosed by examining brain tissue under a microscope to see hallmark plaques and tangles, which is only possible after the patient dies. There are some ways that you can find out if you have the disease when you are alive, but it might not be 100 percent sure. You rule out other problems that could cause memory loss like a stroke, depression, alcoholism, and the use of certain prescription drugs. A thorough examination, which includes specialized brain scans is another way of diagnosing it. A patient could be given an evaluation called a neuro pschological examination. There is no known cure for Alzheimer's disease. Treatment focuses on lessening symptoms and attempting to slow the course of the disease. Drugs that increase or improve the function of brain acetylcholine, and the neurotransmitter that affects memory, have been approved by the Food and Drug Administration to help treat Alzheimer's disease. Preliminary studies say that anti-inflammatory drugs could prevent inflammation. There is evidence that the female hormone estrogen, may prevent or slow down the course of the disease. Coping with a loved one's decline and inability to recognize familiar faces causes extreme pain. Caregivers go through tons of pain and develop health and psychological problems because of so much stress. BIBLIOGRAPHY 1. Academic American Encyclopedia, Vol. I; Grolier, Inc., Danbury, CT. 1987. 2. Compton's Encyclopedia. 1992. 3. World Book Encyclopedia, World Book, Inc.; Chicago, IL 60661. 1992. 4. Microsoft-Encarta Encyclopedia, Microsoft Corporation. 1993-1998.