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Adjectives and Adverbs Worksheet

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40 views2 pages

Adjectives and Adverbs Worksheet

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darkjacket5
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© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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IV – CICLO DOCENTE: MG.

María Elena Villafuerte INGLÉS III

WORKSHEET

SUBJECT : Adjectives and Adverbs

A) Write what the underlined word is; adjective or adverb:

1. Fast runners win races. …… adjective …….


2. Mathematics is difficult. …… adjective …….
3. She’s a good typist. …… adjective …….
4. She behaved rudely to her boss. …… adverb ….
5. You’ve done well in your test. …… adverb ……….
6. The clowns are very funny. …… adjective …….
7. She’s a pretty girl. …… adjective …….
8. He runs fast. …… adjective …….
9. Ann is very sad. …… adjective …….
10. She plays the piano beautifully. …… adverb …….
11. Father is very busy in his office. .… adjective ……
12. The doctor arrived immediately. …… adverb …….

B) Underline the correct item:

1. He left the room quiet / quietly.


2. Jane works hard / hardly.
3. He’s a very nice / nicely man.
4. The sun is shining bright / brightly.
5. Smoking is bad / badly for your health.
6. She behaves very good / well.
7. He always dresses smart / smartly.
8. He shouted angry / angrily at me.
9. This chair is comfortable / comfortably.
10. He smiled sad / sadly.
11. You drive very slow / slowly.

C) Complete these sentences:

1. There was some heavy rain last night.


Yes, it rained very …... heavily. …………………
2. Aren’t the children quiet!
Yes, they’re working very ……quietly………….
3. James has a loud voice.
Yes, he always talks very ……loudly…………...
4. Isn’t the teacher angry!
Yes, he’s shouting very ………angrily……….
5. Angela’s very happy today!
Yes, she’s laughing very ………happily………
6. The telephone rang in the middle of the night. Nick was very sleepy.
He answered it very ………sleepily…………...
7. Kate likes playing slow music.
Yes, she’s playing this piece very ……slowly…….

D) Complete the sentence with the correct word from the brackets:
Example: Mice move …... quietly …… (quiet / quietly)

1. This exercise is ………easy…… (easy / easily)


2. These people are speaking ………quietly………... (quiet / quietly)
3. Mr. Brown can speak English ……well…………. (good / well)
4. Tigers are ……brave……… animals. (brave / bravely)
5. The footballer is ……tired…………. (tired / tiredly)
6. Cheetahs run ………quickly………. (quick / quickly)
7. She is lifting the weight ………easily……… (easy / easily)
8. The children are playing ………happily………… (happy / happily)
9. Tony is a ……good…………... skier. (good / well)

E) Supply the proper form, ADJECTIVE or ADVERB:

1. He always does his homework ………carefuly…………………... (careful).


2. He is a very ………careful…………… (careful) student.
3. Come ………quickly……… (quick). We need your help.
4. You should drive more …………slow………… (slow) along this road.
5. The old man walks very ……slowly…………... (slow).
6. Helen is a very …………slow…………. (slow) student.
7. Her brother, on the other hand, learns …………rapidly……… (rapid).
8. Mr. Gonzales has a …………permanent………. (permanent) visa.
9. He hopes to remain in this country ……… permanently ……... (permanent).
10. This is an ………easy………… (easy) exercise.
11. I can do all of these exercises ……easily……… (easy).
12. Helen works very ………hard……… (hard) in her new job.
13. You walk very ……fast………… (fast).
14. They are both ………serious……. (serious) students.
15. They both study English very ………seriously…………… (serious).
16. I agree with you ……… completely ………. (complete) in that matter.
17. This apple is very ………soft………. (soft).
18. She always speaks ………softly……. (soft) to the child.
19. Helen is a ………beautiful……….. (beautiful) girl.
20. Her sister plays the violin ………beautifuly………… (beautiful).

Common questions

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Learners may confuse forms like 'soft' and 'softly,' leading to errors such as using 'softly' where 'soft' is intended, or vice versa. The worksheet's use of exercises requiring the distinction between 'softly' in 'speaks softly' versus 'soft' in 'very soft apple' highlights the importance of context and usage familiarity .

Students must first identify the word's role in the sentence—whether it describes a noun or modifies a verb—before selecting the correct form. This involves syntactic analysis and understanding semantic context, as seen in choices like 'loud voice' and 'talks loudly,' where 'loud' modifies a noun and 'loudly' modifies the verb .

Learners may struggle because 'good' often appears in constructions where adverbs might be expected, leading to confusion about standard usage. The sentence, 'Mr. Brown can speak English well,' correctly uses 'well' as an adverb, contrasting with 'good' which necessitates noun modification .

Word choice nuances, particularly with adverbs and adjectives, can significantly alter meaning. 'Hard' as in 'She works hard' implies effort, while 'hardly' would imply she scarcely works, completely reversing the sentence's intent. The worksheet item, 'Jane works hard / hardly,' illustrates this distinction and its impact on comprehension .

Adverbs modify verbs by providing more information about the action, often indicating how, when, where, or to what extent the action occurs. For instance, in 'He runs fast,' 'fast' is an adverb modifying 'runs' . Similarly, in 'She behaves very good / well,' 'well' modifies 'behaves' to describe how she behaves .

Fill-in-the-blank exercises are highly effective for teaching these distinctions as they require active decision-making, reinforcing correct usage through practice. They challenge students to apply knowledge contextually, such as distinguishing between 'easy' and 'easily' based on syntactic function within a sentence .

Adjectives modify nouns to provide more detail about them, whereas adverbs modify verbs, adjectives, or other adverbs to describe aspects of the action. This structural difference affects sentence construction. For example, "She is a pretty girl," uses 'pretty' as an adjective to describe 'girl.' Conversely, 'She plays the piano beautifully,' uses 'beautifully' as an adverb to modify 'plays' .

Strategies include practicing through categorization and sentence construction exercises, as exemplified by tasks where students must distinguish correct forms in context, like 'brave / bravely' for adjectives and adverbs. Repeated exposure to varied formats, like fill-in-the-blank and sentence completion, fosters deep learning through applied usage .

Such exercises reinforce understanding by prompting students to actively engage with language, identify parts of speech, and apply rules in various contexts. For instance, students must decide between 'quiet / quietly' depending on whether they are describing a noun or modifying a verb. This process helps internalize grammar rules and improve language accuracy and fluency .

Differentiating between adjectives and adverbs is essential because they serve distinct purposes, affecting clarity and precision in communication. Misusing them can lead to misunderstandings. For example, saying 'He runs fast' correctly uses the adverb 'fast,' while 'He runs fastly' would be incorrect. Similarly, 'She works hard / hardly' shows the importance of choice; 'hardly' incorrectly would imply she seldom works .

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