NOT

6
English
Quarter 2 –Module 8 -Lesson 3:
Compose Clear and Coherent Sentences
using Appropriate Grammatical Structures
(Adverbs of Intensity)

Department of Education ● Republic of the Philippines

English- Grade 6
Alternative Delivery Mode
Quarter 2–Module 8- Lesson 3: Compose Clear and Coherent
Sentences Using Appropriate Grammatical Structure
First Edition, 2020
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Published by the Department of Education – Division of Tangub City

Schools Division Superintendent: Agustines E. Cepe,CESO V
Development Team of the Module

Author/s: Romelyn R.Yosores

Reviewers: Pinky Y. Del Castillo
Illustrator and Layout Artist: Laliane S. Taga-an, Chermene A. Seville

Management Team
Chairperson: Agustines E. Cepe, CESO V
Schools Division Superintendent

Co-Chairpersons: Rosemarie T. Macesar

AssistantSchools Division Superintendent

Members Carmelita A. Jubay-CID Chief

Danilo U. Omega, EPS-English
Gina L. Mandawe, EPS -LRMS
Marilou S. Galvez, PDO II
Binepie M. Tapao, Librarian II

Printed in the Philippines by

Department of Education – Division of Tangub City
Office Address: AnecitoSiete Street Mantic, Tangub City
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 6
English
Quarter 2 –Module 8 – Lesson 3:
Composing Clear and Coherent Sentences
using Appropriate Grammatical Structures
(Adverbs of Intensity)

This instructional material was collaboratively developed and reviewed

by select teachers, school heads and education program supervisors of the
Department of Education – Tangub City Division. We encourage teachers and
other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education – Tangub City Division at
www.depedtangub.net

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

 Table of Contents

How to Learn from this Module ...........................................................................................................II

Icons of this Module ...............................................................................................................................II

Lesson 1:
Composing clear and coherent sentences using appropriate grammatical
structures (Adverbs of intensity) ............................................................. 1
Objective........................................................................................................ 1
What’s In ……………………………………………………………………..…. 1
What ‘s New .................................................................................................. 2
What Is It ....................................................................................................... 2
What’s More .................................................................................................. 3
What I Have Learned .................................................................................... 3
What I Can Do ............................................................................................... 4

Key to Answers .................................................................................................................................. 5

Appendices .......................................................................................................................................... 6
References ........................................................................................................................................... 9
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.

• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

II
 Composing Clear and Coherent
Sentences using Appropriate
Grammatical Structures
Lesson (Adverbs of Intensity)
1
WHAT I NEED TO KNOW

After studying this module, you should be able to compose clear and
coherent sentences using appropriate grammatical structures - adverbs of
intensity.

WHAT’S IN

This module will help you learn on how to compose clear and coherent
sentences using appropriate grammatical structures of adverbs of intensity.
Before that, let us have first a review about our previous lesson by
doing the following activity.

Directions: Choose the correct word inside the parenthesis to complete the sentence.

1. He often comes very ____________ (late, lately) to the class.

2. He came here two months ____________ (ago, before).

3. She can _______________ (hard, hardly) read this letter.

4. James failed the test, although he worked very __________ (hard, hardly).

5. But Peter, who took things ___________ (easy, easily), passed the test.

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 WHAT’S NEW

Words that tell how an action is done are called adverbs. There are different kinds of
adverbs – adverbs of manner answer the question “how the action is done”, adverbs of time
answer the question “when”, adverbs of place answer the question “where” and adverbs of
frequency answer the question “how often”.

This lesson is about adverbs of intensity or degree. They answer the question “to
what extent”. Adverbs of intensity are usually placed before the adjective, adverb, or verb
that they modify.

Directions: Choose the appropriate adverb of intensity inside the box to make the sentence
coherent. Write your answer on the blank provided. (Use the worksheet found on
page 5)
too

very

enough
Example:
I am not going to clean your room too.
1. Mario didn’t work hard ___________________.
2. I would like to go swimming _______________, if you will let me come.
3. This milk is ____________ hot.
4. Jane is ______________ beautiful.
5. Roy runs _____________ fast.

WHAT IS IT

Adverbs of intensity or degree answer the question “to what extent”. Adverbs of
intensity are usually placed before the adjective, adverb, or verb that they modify, although
there are some exceptions. The words "too", "enough", "very", and "extremely" are examples
of adverbs of degree.

Let us study the following sentences.

1. These discoveries are very important to all of us.

 The word very modifies the word important. It answers the question to what extent.
So, it is an adverb of intensity.

2. Science and Technology have greatly improved the methods and equipment used in
medicine, agriculture, industries, transportation and communication.
 The word greatly is an adverb of intensity.

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Answer the following activity.
Directions: Underline the appropriate adverb of intensity inside the parenthesis to
make the sentence coherent. (Use the worksheet found on page 6)

Example: He speaks ________ quickly for me to understand. (too, enough)

He speaks too quickly for me to understand.

1. My job is _________ done. (almost, strongly)

2. Oxygen is _________necessary for all human beings. (absolutely, deeply)
3. To achieve good grades in exams; you should be _________ attentive in
class. (extremely, truly)
4. I ___________recommend yoga, for good health. (strongly, positively)
5. You are __________ late to board the plane. (enough, too)

WHAT’S MORE

Directions: Fill in the blank with the correct adverb of intensity to make the
sentence coherent. Choose your answer inside the parenthesis.
(Use the worksheet found on page 6)

1. Later he admitted that the payment has been _________ made.

(truly, greatly)
2. An Indian black bear is identified with an __________ black color.
(intensely, extremely)
3. He was ____________ shaken by the plight of the poor. (deeply, intensely)
4. He was thinking __________________ towards meeting his sales target.
(positively, badly)
5. She was ___________ much involved in the financial matters. (pretty, barely)

WHAT I HAVE LEARNED

REMEMBER THIS

 Adverbs of intensity modify adjectives or other adverbs. It used to show

the intensity or degree to which something is done. It answers the
question “how much or “to what extent”. They normally go before the
adjective or adverb which they modify.
 These are some of the most common:
extremely not at all awfully
absolutely quite badly
completely a bit completely
totally very barely
fairly rather enough
indeed intensely deeply
positively pretty

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 WHAT I CAN DO

A. Directions: Compose clear and coherent sentences using the following

adverbs of intensity.

1. deeply
2. almost
3. fully
4. extremely
5. quite
B. Directions: Complete the following sentences by filling in an appropriate
adverb of intensity. Choose your answer from the box.(Use the worksheet
found on page 7)

rather least fully quite lot

1. Business community is ___________________ bothered about the society.

2. The house he rented is __________________ far from his school.
3. I would _____________________ choose to fight back than to sit back and
do nothing.
4. There was a ____________________ more to it than what matched the eyes.
5. A child’s true potential needs to be ___________________ explored.

C. Directions: Read the following sentences and encircle the correct adverb of
intensity inside the parenthesis.

1. Her payment was (scarcely, positively) enough.

2. I was (terribly, barely) disappointed.
3. Anne did her project (very, fully) neatly.
4. They purchased (too, very) many materials.
5. I am (greatly, fairly) impressed by the performance of the band.

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 5
WHAT ‘S NEW
1. Mario didn’t work hard enough.
2. I would like to go swimming too, if you will let me come.
3. This milk is too hot.
4. Jane is very beautiful.
5. Roy runs very fast.
WHAT IS IT
1. My job is almost done.
2. Oxygen is absolutely necessary for all human beings.
3. To achieve good grades in exams; you should be extremely attentive in class.
4. I strongly recommend yoga, for good health.
5. You are enough late to board the plane.
WHAT’S MORE
1. Later he admitted that the payment has been truly made.
2. An Indian black bear is identified with an intensely black color.
3. He was deeply shaken by the plight of the poor.
4. He was thinking positively towards meeting his sales target.)
5. He was pretty much involved in the financial matters.
WHAT I CAN DO
A. answers may vary
1. enough
2. disappointed
3. very
4. too
5. greatly
1. Business community is least bothered about the society.
2. The house he rented is quite far from his school.
3. I would rather choose to fight back than to sit back and do nothing.
4. There was a lot more to it than what matched the eyes.
5. A child’s true potential needs to be fully explored.
C.
1. Her payment was scarcely enough.
2. I was terribly disappointed.
3. Anne did her project very neatly.
4. They purchased too many materials.
5. I am greatly impressed by the performance of the band.
Key to Corrections
Appendices
WORKSHEET
Name: Score:
School: Date:

Directions: Choose the correct word inside the parenthesis to complete the sentence.

1. He often comes very ____________ (late, lately) to the class.

2. He came here two months ____________ (ago, before).

3. She can _______________ (hard, hardly) read this letter.

4. James failed the test, although he worked very __________ (hard, hardly).

5. But Peter, who took things ___________ (easy, easily), passed the test.

WHAT’S NEW
Directions: Choose the appropriate adverb of intensity inside the box to make the sentence
coherent. Write your answer on the blank provided. (Use the worksheet found on
page 5)

too

very

enough
Example:
I am not going to clean your room too.
1. Mario didn’t work hard ___________________.
2. I would like to go swimming _______________, if you will let me come.
3. This milk is ____________ hot.
4. Jane is ______________ beautiful.
5. Roy runs _____________ fast.

6
WHAT IS IT

Directions: Underline the appropriate adverb of intensity inside the

parenthesis to make the sentence coherent. (Use the worksheet found on page
5)

Example: He speaks ________ quickly for me to understand. (too, enough)

He speaks too quickly for me to understand.

1. My job is ___________ (almost, strongly) done.

2. Oxygen is ___________ (absolutely, deeply) necessary for all human beings.
3. To achieve good grades in exams; you should be ________(extremely, truly)
attentive in class.
4. I __________ (strongly, positively) recommend yoga, for good health.
5. You are _________ (enough, too) late to board the plane.

WHAT’S MORE

Directions: Fill in the blank with the correct adverb of intensity to make the
sentence coherent. Choose your answer inside the parenthesis.
(Use the worksheet found on page 5)

6. Later he admitted that the payment has been _________ made. (truly,
greatly)
7. An Indian black bear is identified with an _________________ black color.
(intensely, extremely)
8. He was _______________ shaken by the plight of the poor. (deeply,
intensely)
9. He was thinking __________________ towards meeting his sales target.
(positively, badly)
10. He was _______________ much involved in the financial matters. (pretty)

7
 WHAT I CAN DO

A. Directions: Use each adverb of intensity in a sentence.

1. deeply
2. almost
3. fully
4. extremely
5. quite
B. Directions: Complete the following sentences by filling in an appropriate
adverb of intensity. Choose your answer from the box.

rather least fully quite lot

1. Business community is ___________________ bothered about the

society.
2. The house he rented is __________________ far from his school.
3. I would _____________________ choose to fight back than to sit back
and do nothing.
4. There was _____________________ more to it than what matched the
eyes.
5. A child’s true potential needs to be ___________________ explored.

C. Directions: Encircle the adverbs of intensity in the following sentences.

1. Her pay was scarcely enough.

2. I was terribly disappointed.
3. Anne did her project very neatly.
4. They purchased too may materials.
5. I am greatly impressed by the performance of the band.

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References

http://www.alfacert.unibo.it/resources/progetti/corsi_moduli/eng_b1_2017/moduli/gramm/files
/adverbs_intensity.htm

https://www.englishgrammar.org/adverbs-degree-exercise/

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For inquiries and feedback, please write or call:

Department of Education – Tangub City Division

Office Address: AnecitoSiete Street Mantic, Tangub City

Telefax: (088) 395 – 3372

Website: www.depedtangub.net