ENGLISH HOME LANGUAGE

Grade 5

PEOPLE WITH PASSION

Module 20

DESCRIBING WORDS: ADJECTIVES AND ADVERBS

COMPARING ADJECTIVES

Three different forms of each word (small and happy) have been used.

How do I know when to use which form of the word.

CLUE: When comparing 2, add __ to the end of the word.

When comparing 3 or more, add __ to the end of the word.

This will help!

Rewrite the following, using the proper form of the adjective in brackets.

Adjectives with three or four syllables don’t sound right when -er or -est are added. So, we use more or most.

It is more dangerous to climb a mountain without a safety harness.

Can you think of any others like this?

[LO 4.4.2]

JUST FOR FUN.

“PICTURE-A-NOUN!”

(earthworm)

ADVERBS

Let’s recap

An adjective describes the __ and an adverb describes the ACTION!

Let’s play a game! This is how it works:

Choose an adverb from the puffy cloud. Use it in a sentence.

Select the most suitable adverb from between brackets.

1. He cuddled the tiny puppy (roughly; tenderly; quickly).

Adverbs tell us HOW, WHEN and WHERE

Now fill in the missing adverbs, rewriting the sentence in full and using the word in brackets as a clue.

Complete these sentences by filling in the missing adverbs:

working.

(how) __ up the insides of the little glass tubes and squirting

(how) __ into the great jar (where) __ .

Adverbs and Adjectives

Assessment

LO 4

WRITING

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

We know this when the learner:

4.1 writes different kinds of texts for different purposes and audiences:

4.1.1 writes for personal, exploratory, playful, imaginative and creative purposes (e.g. diary, humorous anecdotes, story, poem);

4.1.3 writes and designs visual texts expressing information clearly and creatively (e.g. advertisements, newsletters, map with pictures and labels);

4.2 develops and organises ideas through a writing process:

4.2.1 explores and analyses a topic and brainstorms ideas using mind maps, flow charts, and lists;

4.2.2 develops the topic by consulting relevant sources, selecting relevant information and organising ideas;

4.2.3 produces a first draft with central idea and well-developed supporting paragraphs;

4.2.4 uses simple, compound and complex sentences with awareness of the specific purpose and audience;

4.2.5 revises work focusing on content, appropriate language, organisation and style, and uses feedback from classmates and / or teacher;

4.2.6 proofreads and corrects final version;

4.2.7 submits final draft and reflects on assessment of the piece;

4.4 applies knowledge of language at various levels:

4.4.1 word level;

4.4.2 sentence level;

4.4.3 paragraph level;

Memorandum

Exercise 1

Exercise 2:

Exercise 3:

Adverbs:

There is no definite answer for any of the exercises. They have to make sense to be correct.