An adverbs is a wordthat describes an action verb.
An adverb can describe how an action happens.
example: Jason quickly read the book.
How did Jason read? Quickly.
An adverb can describe when an action happens.
example: We went to the store yesterday?
When did we go? Yesterday.
An adverb can describe where an action happens.
example: He put the paper here.
Where did he put the paper? Here.
Directions: An action verb is underlined in each sentence. Circle Adverb that describes the verb.
1. I carefully glued the last piece onto the model.
2. Francis played on the beach yesterday.
3. I will visit my friend tomorrow.
4. George, will you come here?
5. They swam lazily in the pool.
6. Neil slowly placed a card on the card house.
7. They cheerfully sing songs.
8. Nathan stamped his feet angrily.
9. My father snored loudly on the couch.
10. Sam accidentally slipped on the ice.
11. Yesterday, they played a game.
12. The truck grumbled loudly.
13. We will go to the concert soon.
14. The boy waited patiently for the computer to load.
15. Kayla finally arrived at the park.
16. My mother nicely reminded me to do my homework.
17. The kitten walked there.
18. I usually lock the car door.
19. My dog always barks.
20. Peter neatly wrote a shopping
Adjective:An adjective is a describing word.
Adjectives with er and est
Some adjectives end in -er and -est. These adjectives compare nouns.
Adjectives that end with -er compare two things.
Adjectives that end with -est compare three or more things.
Choose the correct adjective in parenthesis to complete each sentence.
Write the adjective on the line.
1. Martin is ________________ than Marcia. (old, older, oldest)
2. That is a very ________________ car. (small, smaller, smallest)
3. Mount Everest is the ________________ mountain in the world.
(high, higher, highest)
4. This is the ________________ blanket in the house.
(warm, warmer, warmest)
5. Maria is ________________ than Jan right now.
(happy, happier, happiest)
6. That was the ________________ hot fudge sundae I’ve ever eaten.
(big, bigger, biggest)
7. Katrina ran even ________________ than I did. (fast, faster, fastest)
8. January is the ________________ month of the year.
(cold, colder, coldest)
9. That is a very ________________ fishing pole. (long, longer, longest)
10. Mr. Jones is the ________________ teacher in the school.
(nice, nicer, nicest)
Circle the adjective in each sentence. Draw a line under the noun it describes.
Example: Jason painted a beautiful picture.
1. Four turtles climbed on the log.
2. Mr. Henderson’s oldest son goes to college.
3. There is a squirrel on our front porch.
4. We sat beneath a shady umbrella.
5. Sally picked up sixteen rocks when she walked by the creek.
6. Have you seen my checkered shirt?
7. A sidewalk leads to the back door.
8. The jacket I bought has deep pockets.
9. Polly fixed the broken car.
10. How do my new glasses look?
11. Jay and Kay live in the biggest house on the block.
12. Huge trees grow along the street.
To Introduce and explain the formation, uses and differences between the positive, comparative and superlative degrees.
(a). Positive Degree
Introduce the topic to the class by picking up real objects, example: a colorful book, a pencil box. Ask students, at random, to describe the objects, using many adjectives. Write the sentences on the board. Underline the adjectives with colored chalk.
- It is a small pencil.
- This is a thick book.
Next, use flash cards of items of interest to children i.e. animals, dresses, trees, etc. and elicit as many sentences describing each flash card. Once again, the teacher writes the sentences on the board while underlining the adjectives with colored chalk.
- The lion has sharp teeth.
- That is a beautiful dress.
- He is tall.
After the teacher has written a couple of sentences on the board, he/she should write the adjectives only, in a tabular form as shown below:
Examples of Positive Degree
|small sharp beautiful thick tall|
Now focusing on these adjectives the teacher may explain that the positive degree only describes nouns or pronouns. It shows the simple quality of an object without reference to any other.
To introduce the comparative degree take a pair of real objects. Be sure that each object has different characteristics. For example two pencils of varying length. Before explaining the comparative degree, ask the students what adjectives can be used to compare or contrast the objects. This approach will evoke any knowledge the students already have about the topic. The teacher can show overhead transparencies or slides of a pair of animals or common objects. Let the students compare and contrast the pair.
- The elephant is taller than the horse.
- The shirt is longer than the shorts.
With the help of real objects and slides or overhead transparencies the students will eventually understand that when one thing is compared or contrasted with another in respect of a certain attribute we use a comparative degree. Thereafter the teacher may present a slide or overhead transparencies on the formation of the comparative degree (see: “Formation of Comparative and Superlative”).
(c). Superlative Degree:
To teach the superlative degree the teacher may pick up four or five real objects of the same kind. For example, four or five pencils of different length. Ask the students how they would differentiate between the pencils.
- This is a long pencil.
- This pencil is longer than that.
- This is the longest pencil.
Using a few flash cards showing different characteristics of common objects the teacher makes three sentences for three degrees of adjectives. The teacher may then show a list having the three degrees of adjectives in a tabular form.