INSTITUCIÓN EDUCATIVA

LICEO TAME
GUIDE # 1
TEACHER: Lic. Eliana Sánchez SUBJECT: English PERIOD: FIRST GRADE: 9TH

DIRECTIONS: Translate into Spanish the explanation of the topics on your notebook.

1. ADVERBS
Adverbs describe verbs and modify adjectives and other adverbs. Adverbs, unlike
adjectives, do not modify nouns. Adverbs can also modify phrases, clauses, and sentences.
Adverbs answer one of the following questions: When? Where? Why? How? Under what
conditions? and To what extent?

Example:
The teacher had to speak loudly to be heard over the children. (Loudly modifies the
verb speak.)

The children were really bad during the movie. (Really modifies the adjective bad.)

John approached the wounded dog very slowly. (Very modifies the adverb slowly.)

Clearly, Sarah did not understand the directions. (Clearly modifies the sentence.)

The box is still below the stairs. (Still modifies the phrase “below the stairs.”)

1.1. TYPES OF ADVERBS

ADVERBS OF TIME
An adverb of time answers the question When?
Adverbs of time include: after, always, before, during, early,
later, never, now, often, rarely, recently, sometimes, soon, then,
today, tomorrow, usually, yesterday, etc.
Example: John will attend the soccer game after he finishes his
homework. (After answers the question: When will John attend the
soccer game?)
 ADVERBS OF MANNER
An adverb of manner answers the question How?
Adverbs of manner include: badly, beautifully, better, bravely,
cheerfully, fast, hard, quickly, slowly, inadequately, healthy, well,
etc.
Example: Sarah slowly walked over the rocky beach. (Slowly answers
the question: How did Sarah walk?)

ADVERBS OF PLACE
An adverb of place answers the question Where?
Adverbs of place include: above, away, below, down, here, inside,
near, outside, there, up, etc.
Example: Susan placed the boxes above the file cabinet. (Above
answers the question: Where did Susan place the boxes?)

ADVERBS OF DEGREE
An adverb of degree answers the question How much?
It describes the strength and intensity at which something happens.
Adverbs of degree include: almost, completely, enough, entirely,
extremely, hardly, just, little, much, nearly, quite, rather, very,
too, etc.
Example: John worked very hard to complete his part of the project.
(Very answers the question: How hard did John work?)

ADVERBS OF FREQUENCY
An adverb of frequency answers the question How often?
Adverbs of frequency include: always, never, usually, frequently,
occasionally, rarely, seldom, sometimes, etc.
Example: Bob always forgets to check his email before class begins.
(Always answers the question: How often does Bob forget to check his
email?)

1.2. FORMING ADVERBS

Adding –ly to the end
Many adverbs are formed by adding –ly to an adjective.
Example: clear/clearly hard/hardly

Irregular Adverbs
Some adverbs do not use the –ly ending. These adverbs do not have a particular form.
Following is a list of some of the most common irregular adverbs: already, also, always,
here, never, not, now, often, quite, seldom, soon, still, then, there, too, very well.

1.3. ADVERB PLACEMENT

Adverbs are flexible in their placement; therefore, they can be placed just about
anywhere within the sentence.

At the beginning of a sentence or a clause

Example: Clearly, John has a problem arriving to work on time.

At the end of a sentence or a clause

Example: Sarah and John attend the opera frequently.

After the verb

Example: Bob and John have always participated in the soccer tournament.

Between the subject and the verb

Example: Sarah rarely forgets to call home when she is out late.

2. COMPARATIVE ADVERBS
As with adjectives, we can make comparisons using adverbs.
Examples:
happy → happily
quiet → quietly

Note: Keep in mind that some adverbs do not have a comparative or superlative form,
such as adverbs of frequency like “sometimes” and “never”.

2.1.“-LY” ADVERBS
1. To form the comparative form of adverbs ending in “-ly”, we use “more”.
Example: He visits his grandparents more frequently than his brother.

2. For the superlative form we use “most” (superiority) or “least” (inferiority).

Example: Brenda dances the most beautifully of the group.
3. We use “less” for comparisons of inferiority.
Example: I am less easily distracted than you.

Note: Don’t forget that when we are comparing two things, we use “than”. In addition,
superlatives are generally preceded by “the”.

2.2. UNCHANGING ADVERBS

Some adverbs maintain the same form as the adjective. For these adverbs, as with their
adjective forms, we add “-er” to form the comparative and “-est” to form the
superlative.

Examples:
Who works the hardest in your office?
I drove faster when I was younger.

2.3. IRREGULAR ADVERBS

The comparative and superlative forms of irregular adverbs are the same as their
adjective forms.

Examples:
David speaks better English now than he did last year.
Ben can throw a ball the furthest.

3. AGENT NOUNS
The -er, -or, and ¬-ar are referred to as agentive suffixes because their affixation to action
verbs produces agent nouns, or nouns that identify the person or other entity performing
the action. In other words, agent nouns are usually names for people. For example, affixing -
er to the base form of the verb learn results in the noun learner, meaning someone who
learns, and affixing -or to the base form of the verb interrogate results in the noun
interrogator, meaning someone who interrogates.

3.1. SPELLING RULES FOR AGENT NOUNS

 For verbs spelled with a final consonant preceded by either two vowels or additional
consonants or with a vowel preceded by a consonant, simply add the agent suffix:

act – actor
design – designer
ski – skier
teach – teacher

 For verbs spelled with a final w, x, or y preceded by a vowel, simply add the agent
suffix:

box – boxer
brew – brewer
play – player
 survey – surveyor

 For verbs spelled with a final "silent" e preceded by a consonant, remove the e and

then add the agent suffix:

drive – driver
love – lover
observe – observer
supervise – supervisor

 For verbs spelled with a final y preceded by a consonant, change the y to i and then

add the agent suffix:

cry – crier
fly – flier
supply – supplier
worry – worrier

 For two-syllable verbs spelled with a final le, remove the e and then add the agent
suffix:

cobble – cobbler
handle – handler
meddle – meddler
tumble – tumbler

 For two-syllable verbs spelled with a final er, simply add the agent suffix:

discover – discoverer
gather – gatherer
murder – murderer
suffer – sufferer

 For one-syllable verbs that end in a single vowel followed by a single consonant other
than w, x, or y, double the final consonant and then add the agent suffix:

beg – beggar
drum – drummer
jog – jogger
plan – planner
 For two-syllable verbs that end in a single vowel followed by a single consonant other
than w, x, or y, double the final consonant and then add the agent suffix:

begin – beginner
format – formatter

 For verbs that end with the letter c, add the letter k after the c and then add the
agent suffix:

frolic – frolicker
mimic – mimicker
picnic – picnicker
traffic – trafficker

INSTITUCIÓN EDUCATIVA
LICEO TAME
WORKSHEET # 1
TEACHER: Lic. Eliana Sánchez SUBJECT: English PERIOD: FIRST GRADE: 9TH

DIRECTIONS: Print the worksheet and solve the exercises on the papers.
You also can transcribe the exercises on the notebook and solve them.
 EXERCISE A. EACH OF THE FOLLOWING SENTENCES CONTAINS AN UNDERLINED ADVERB. CIRCLE THE WORD IT MODIFIES.
ON THE LINE PROVIDED, TELL WHETHER THE MODIFIED WORD IS A VERB, AN ADJECTIVE, OR AN ADVERB.

_____________ 1. Ms. Katz plays tennis well. _____________ 11. Fran answered somewhat enthusiastically.

_____________ 2. Henry Louis Gates, Jr., is an exceptionally _____________ 12. Does hay actually cause hay fever?

talented writer. _____________ 13. They play an extremely fast game.

_____________ 3. Melba seldom loses her head. _____________ 14. We will play a double-header tomorrow.

_____________ 4. Herbert seemed unusually happy. _____________ 15. At formal occasions, Jake speaks properly.

_____________ 5. Should I slice the large chilies now? _____________ 16. The dangerously narrow bridge scared me.

_____________ 6. Tranh cried out, “Don’t run so fast!” _____________ 17. Can you really capture chiggers alive?

_____________ 7. I always enjoy Gary Soto’s poetry. _____________ 18. The second speech was less interesting.

_____________ 8. A rather funny clown was juggling oranges. _____________ 19. He was fully aware of his plight.

_____________ 9. “I’m too drowsy for words,” Annette yawned. _____________ 20. Florence occasionally eats sushi.

_____________ 10. Sue works unusually hard on Saturdays.

EXERCISE B. FILL IN THE BLANK WITH THE CORRECT COMPARATIVE FORM OF THE ADVERB (IN
PARENTHESES). THEN, TRANSLATE EACH SENTENCE INTO SPANISH.

1. He arrived ___________________ than expected. (early)

2. We walked ___________________ than the rest of the people. (slowly)

3. They called us ___________________ in the afternoon. (late)

4. My mother and my sister talked ___________________ than the other guests. (loudly)

5. He hit his arm ___________________ than before. (hard)

6. The Spanish athlete ran ___________________ than the other runners. (fast)

7. Jim threw the ball ___________________ than Peter. (far)

8. We answered all the questions ___________________ than the other students. (well)

9. Our new teacher explains the exercises ___________________ than our old teacher. (badly)
 10. The new mechanic checked the car ___________________ than the old mechanic. (thoroughly)

EXERCISE C. CHOOSE THE CORRECT WORDS TO COMPLETE THE PHRASE:

MORE QUICKLY THE MOST CAREFULLY LESS FREQUENTLY
THE HARDEST BETTER
LESS LOUDLY THE MOST BEAUTIFULLY

EXERCISE D. ADD –ER, -OR OR –AR TO CHANGE EACH VERB INTO A NOUN.
EXERCISE E. WRITE THE ANSWERS IN THE GRID. ALL THE ANSWERS ARE WORDS ENDING IN –OR.