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Part B Additional activities Words and phrases
Adverbs: Using adverbs correctly
Learning objectives
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To understand when to use adverbs rather than adjectives.
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To understand how to use adverbs in standard English.
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To extend choices in where to place the adverb in a sentence.
Activity 1 (Answers page 60)
There are problems with the use of adverbs in the following three examples. Identify one problem in
each case, and give a one-sentence piece of advice to the writer in each case.
1
You’ve got to do it quick.
2
Squinting up ahead he could see nothing but white, and his hope seeped away, but he drove
himself on, walking blind through the snow.
3
Laughing voices happily filled the air of the candle-lit room as she cheerfully walked towards
the round table in the centre of the room to carefully take the orders from the party of twelve
already seated and merrily drinking.
Adverbs: Varying your use of adverbs
Learning objectives
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To recognise how adverbs are used before and after the words they modify.
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To recognise how adverbs modify adjectives and verbs.
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To extend the range of ways you use adverbs in your own writing.
Activity 2 (Answers page 60)
1
Study the use of adverbs in the following extract, which is about someone taking the controls
of a plane for the first time.
2
Write down the adverbs and any words they modify/link to.
3
Decide whether the adverb comes before or after the word it is modifying, and whether this
is a verb or an adjective. Also decide if any are sentence connectors.
4
Write a set of suggestions about how to vary the way you use adverbs.
Paint had peeled off large stretches of the fuselage, leaving suspiciously rusty patches.
‘Would you like to try take-off ?’
Jackson casually waved at the control stick in front of me.
I stared at him in disbelief. ‘You must be mad! I’ve never even been in a cockpit before.’
‘Honestly, there’s nothing to it. Besides, I’ll be following you on my controls.’
I did exactly as I was told. The plane rocked and bounced down the airstrip, and I silently urged the
speed indicator to rise before we reached the trees at the far end. Finally, the needle crept up to the mark
and I brought the column back, fascinated as my effortless actions lifted us off the ground. The plane
rocked slightly, but then eased into a smooth climb, comfortably missing the perimeter trees.
From The Mind Game by Hector MacDonald
Grammar Matters Too Teacher Resource File © Pearson Education Ltd
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