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English home language

Grade 5

People with passion

Module 20

Describing words: adjectives and adverbs

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!

  • double the final consonant if it follows a short vowel, e.g. fat fa tt er fa tt est
  • In words ending in y , the y changes to i before adding –er or –est e.g. happy happ ier ; happ iest .
  • If the word ends in e , only add –r or –st , e.g. pale paler palest
  • Try these:
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.

  • Bill Gates is the (rich) man in the world.
  • Andrea is (young) than Pete.
  • It was the (worse) toothache I have ever had.
  • It is the (less) I can do to help.
    • My toads hops the (fast) of all the toads.

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.

  1. That bicycle is __ expensive than this one.
  2. This is the __ comfortable chair in which I have ever sat.
  3. You must be __ careful with your books, Anne!
  4. This is the __ exciting story I have ever heard.
  5. He is the __ impatient person I know.

Can you think of any others like this?

[LO 4.4.2]

JUST FOR FUN.

“PICTURE-A-NOUN!”

  1. Think of a noun.
  2. List 15 – 20 words describing this object.
  3. Create a “picture” outline of this object, using your descriptive words.

(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:

  1. Decide on an adverb, e.g. quickly .
  2. Don’t tell anybody what you have chosen.
  3. A volunteer goes to the front of the classroom and the class gives him or her an action to do, e.g. brushing his teeth.
  4. He then has to act out the action of, e.g. brushing these teeth, in the manner of the adverb he has chosen.
  5. The class must guess what his adverb is.
  6. Each person has a turn to act.

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).

  1. A hug bear attacked the tourist (savagely; carefully; weakly).
  2. My strong friend lifted the crate (easily; weakly; unhappily).
  3. The whale chased the fish (lazily; slowly; hungrily) round the bay.
  4. The exhausted crew sailed their yacht (energetically; carelessly; slowly) into the harbour.

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.

  1. He ran to the shop __ (when)
  2. He ran to the shop __ (how)
  3. (When) __ I paid all the accounts.
  4. (How) __ he got off his chair and stomped out of the room.
  5. She ran __ (where)
  6. I have searched __ (where)

Complete these sentences by filling in the missing adverbs:

  1. Mr Riddle grew (how) __ excited when he saw his formula

working.

  1. He (how) __ pressed a large button and a (how) __ rumbling came from the test tube.
  2. (when) __ the whole contraption began to shake (how) __ and gas began to hiss (where) __ out of various tubes.
  3. Mr Hugland noticed (when) __ those bubbles were creeping

(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

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

one two three or more
  1. large
larger largest
  1. tall
taller tallest
  1. poor
poorer poorest
  1. naughty
naughtier naughtiest
  1. silly
sillier silliest
  1. hard
harder hardest
  1. quick
quicker quickest
  1. old
older oldest

Exercise 2:

  1. richest
  2. younger
  3. worst
  4. least
  5. fastest

Exercise 3:

  1. That bicycle is more expensive than this one.
  2. This is the most comfortable chair in which I have ever sat.
  3. You must be more careful with your books, Anne!
  4. This is the most exciting story I have ever heard.
  5. He is the most impatient person I know.

Adverbs:

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

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Source:  OpenStax, English home language grade 5. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col10991/1.2
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