UNIT 13: WORK HARD, WORK SMART

13.10 Adding –ly to make Adverbs

Stage Learning Standards: Lexical Sets:

5.1.8 (a) Topic keywords:

Word tools, work
Able to use adverbs correctly Grammar keywords:
and appropriately. carefully, quietly, orderly,
Phrase happily, hungrily, neatly, well,
(a) manner
fast
Learning Outcomes: Educational Emphasis: Commented [J1]: Refer to Multiple Intelligence list
Sentence
Commented [J2]: Refer to Bloom’s Taxanomy
Able to write adverbs of MI
manner correctly. Verbal-linguistic; body-
Whole Text kinaesthetic

BT
Analysis: categorize,
differentiate
Assessment: Materials:
Word cards, sticky tack

Task Procedures:

1. Distribute word card to each pupils.

2. Ask pupils to look at their respective word card.

i. “Children, look at your word”. (gesture the word cards)

3. Ask pupils with word card ending with the letter ‘y’ to group together at the left side
of the classroom.
i. “Those with word ending with the letter ‘y’, go to the left. (gesture a word card
[________y] and point to the left side of the classroom). The others go the right”.
Classroom Management: Count 1-10 while gesturing ‘silent’ sign to get pupils to
segregate silently.

4. Ask pupils at random to come to the front and say the word with guidance. Pupils
then stick their word card onto the whiteboard.
i. “(Name of pupil), please come here”. (Point near you)
ii. “Read out the word?” (gesture pupils to read their word card aloud. Guide if
necessary)
iii. “Stick the card”. (gesture pupil to stick the flashcard onto the whiteboard either
left or right side of the adverb table)
Adverbs of Manner
With no ‘y’ With ‘y’
 5. Get all pupils to read the word aloud with guidance.
i. “Children, say the word” (point at the word)

6. Act out the meaning of the word and pupils follow.

i. “Angry” (make angry face with arms on the waist)

7. Repeat these steps for all word cards.

8. Demonstrate to pupils by sticking [-ly] cards next to words that do not end with ‘y’ and
stick [-ily] cards with words ending with ‘y’. For adverbs ending with ‘y’, cover [-ily]
directly onto the letter ‘y’. *Adverb ‘well’ and ‘fast’ stand on its own.

9. Read the word aloud and act out the meaning of the word. Pupils repeat / follow.

i. “Repeat after me. __(adverb)___”. (act out adverb)

10. Ask pupils at random to come in front to add [-ly] or [-ily] to adverbs independently.
Pupils read aloud and act out the meaning of the word.
Managing errors and mistakes:

a. If pupils read the word incorrectly/poor pronunciation, correct them and ask them to
repeat before getting the rest to follow.

b. If pupils could not identify the words to categorize, show them the categories
available on the adverb table and pin-point the final letter of their word card.

Reward and Feedback

a. Praise pupils when they answer your questions correctly, i.e. “Good job!”, “Very
good!”, “Well done!”
b. Get pupils to applause when a classmate completes the task correctly.
 angry bad
cautious proper
correct calm
quiet faithful
glad rude
obedient patient
order pleasant
quick safe
kind careful
well thorough
beautiful neat
busy polite
nice noisy
fierce clear
careful happy
hungry neat
fast
ly ily ly
ly ily ly
ly ily ly
ly ily ly
ly ily ly
ly ily ly
ly ily ly
ly ily ly
ly ily ly