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COMPARING ADJECTIVES
small | smaller | smallest | ||
happy | happier | happiest |
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!
one | two | three or more |
larger | ||
tallest | ||
poorer | ||
naughty | ||
sillier | ||
harder | ||
quickest | ||
oldest |
bad | worse | worst |
good | better | best |
much | more | most |
little | less | least |
dead | dead | dead |
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
As busy as a bee!Well done! | Able as an ant!Good work | Still a little sleepy!Need to concentrate a little harder |
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;
Exercise 1
one | two | three or more |
|
larger | largest |
|
taller | tallest |
|
poorer | poorest |
|
naughtier | naughtiest |
|
sillier | silliest |
|
harder | hardest |
|
quicker | quickest |
|
older | oldest |
Exercise 2:
Exercise 3:
Adverbs:
There is no definite answer for any of the exercises. They have to make sense to be correct.
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