Page 43 - @ccess 1 Teacher´s Book

Activity 28
• Read the examples with
students and focus on the
italicized words.
• Elicit the differences these
details add.
• Provide several examples to
ensure understanding.
• Encourage students to
orally enrich the sentences
they produced in the
previous activity.
• Guide a discussion on
why these sentences are
richer than the others.
Activity 29
• Go over the first sentence with
students and try to complete
the sentence with all the
options provided.
• Guide the discussion and
elicit why the correct answer
is the best word to complete
the sentence.
• Encourage them to support
their answers with evidence,
such as using the same
word in other sentences, the
definition from the dictionary
and new arguments about
what it adds to the sentence.
Remember. Read this section
with them and elicit that
adverbs provide a detailed description about part of the story.
• Give them examples of using different adverbs in each sentence, so they are aware of the differences.
• Let them use the text if they need to check the answers.
42 Teacher´s Book / Practice 2
For our big book
28. Add details to the sentences from Activity 27 and include some actions
in the past.
• Look at the examples and write sentences in your notebook with the tale
you selected.
EXAMPLE
» A miller left his sons the few things he had for he was very poor.
Sentences:
The mill went to the first one, the donkey was left to the second,
and the cat went to the third.
The young man was not very pleased with what he got because he didn’t know
The young man was not very pleased with what he got because he didn’t know
» The young man was not very pleased with what he got because he didn’t know
how to take advantage of the cat. What could he do with a cat?
and promised to make him rich and find him good
and promised to make him rich and find him good
» The cat overheard his complaints and promised to make him rich and find him good
fortune. To accomplish this, he asked his master for a bag and a pair of boots.
fortune. To accomplish this, he asked his master for a bag and a pair of boots.
fortune. To accomplish this, he asked his master for a bag and a pair of boots.
erb that best suits
agments belo
cle the ad
v
Look at the fr
w and cir
29. Look at the fragments below and circle the adverb that best suits
the description.
The first/Another/The last time, he went and hid himself in a grain field. He Remember
a brace of partridges ran into it,
1 again/once held his bag open and after/when a brace of partridges ran into it, Adverbs can be
added to a verb
Adverbs he drew the strings, and caught them both. He presented these to the King, to modify its
as he had done before/yesterday with the rabbit.
meaning. Usually,
At this commotion, the King put his head out of the coach window, and an adverb tells
2 finding it was the cat who had so never/often/always entertained him so, how, in what
you when, where,
he commanded his guards to run immediately/slowly to assist the Marquis
of Carabas. While/Before/After they were helping the poor Marquis out of manner or to what
the river, the cat came up to the coach and told the King that, while/before
extent an action
his master was bathing, some rogues had come by and stolen his clothes. is performed.
Many adverbs end
3 "You see, sir," said the Marquis, "this is a meadow which always/never in –ly, particularly
fails to yield a plentiful harvest every/any year."
those that are
session 9 used to express
how an action
• Discuss the following: is performed.
a) Do the fragments change depending on the adverbs? Although many
adverbs end –ly,
b) Why do you think so? lots do not, e.g.,
fast, never, well,
very, most, least,
more, less, now, far
and there.
38 Studentʼs Book / Practice 2