Fronted adverbials definition: What are fronted adverbials? | TheSchoolRun

Posted on 4 декабря, 2020 by alexxlab

WHAT IS A FRONTED ADVERBIAL IN September 2022

What Is A Fronted Adverbial?

1 September 2022

In this article, we look at what a fronted adverb phrase is and what context to use it in, as well as understand why they are an important part of grammar.

What are fronted adverbials?

A fronted adverbial phrase is an adverb that occurs at the beginning of a sentence or clause. They are fronted to perform one of three roles when using a verb:

To provide context for the rest of the sentence.
To emphasise or highlight how, when, where, why or under what circumstances an action occurred or will occur.
To provide examples or evidence.

When, Where, Why?

Here are three fronted adverbials that occur at the beginning of a sentence to provide context for the rest of the sentence:

– “Yesterday” provides information about when something happened.

– “In class” provides information about where something took place

– “Because he felt like it” provides an explanation or reason for why something occurred

Topics that you will find covered on this page

You can listen to an audio recording of this page below.

Fronting Adverbial Examples and Evidence.

Three fronted adverbials that function as examples or evidence are:

1.”Specifically”, which gives further clarification on what was said before it by modifying or adding detail that is not included in the first clause. Example: She specifically mentioned you as the person she’s looking for.

2.”Accidentally”, which describes an unexpected or undesired action. Example: I accidentally deleted the file last night

3.”In fact”, which emphasises a point that was just made in the sentence before it, whether that point is true or not. Example: In fact, I never even saw her yesterday!

You can see from these example fronted adverbials how useful it can be to place specific information at the beginning of a sentence or clause.

This will notify your reader about context and meaning right away, rather than having to wait until much later on in a sentence when another word may have been stuck in front of the adverbial without providing enough context.

How to write statement sentences?

By placing a fronted adverbial at the beginning of a sentence, you make it clear from the get-go what kind of statement you are going to be making with your grammar.

For instance, “Specifically” indicates that whatever is about to be said will include more detail than was given initially.

Statements made with fronted adverbials can be academic, for example: First I went outside and then I walked to town.

What’s different about this type of statement sentence? It’s telling a story in chronological order. This is how an average person would write their statements – by remembering things as they happened.

If your goal, however, is to write something less personal, or perhaps not entirely focused on factual information (for example fiction writing ), fronting adverbials can help you make more interesting statements, like: Outside, I walked to town.

This sentence is not using chronology to provide information about this person’s actions or thoughts. Instead, it tells the reader that going outside was not a part of this person’s plan and that they did something unexpected when they left their home.

Constructing Sentences Using Only Fronted Adverbials

While it may be difficult to construct a sentence with only one fronted adverbial without it sounding too unnatural or overly formal, here are some ideas for how you might go about doing so:

– “I went outside” could be next in an explanation describing why someone decided to get up from where they were sitting and go outside.

– “Apparently”, if used to start a sentence, might indicate that the next statement is only one person’s interpretation of events, good or bad.

– “Accidentally”, if starting a sentence, could describe unexpected consequences for an earlier action.

You can see how fronted adverbials provide you with many different ways to make your writing more interesting by modifying the way you structure your sentences and write statements.

When should I use fronted adverbials in my writing?

Fronted adverbials can be useful for a few different purposes:

1) To label the content of what is about to be said as clear as possible by providing extra information or clarification at the beginning of a sentence

2) To emphasise something that was just stated in the previous sentence, sometimes to contradict it, and other times to agree with it.

A fronted adverbial phrase is an adverb that occurs at the beginning of a sentence or clause.

Help & Advice

Tweet

3) To write sentences that are not chronological and instead focus on an idea or event that may not necessarily come first chronologically (for example fiction writing).

You will notice through these examples how fronting adverbials allows you to separate your thoughts and ideas into distinct units within your sentences. This makes writing easier because it provides you with more options for organising your thoughts.

When are fronted adverbials taught in KS2?

Fronted adverbials can be taught at any point in primary school although it is most common to introduce them during the later years (KS2). They do also make up part of the national curriculum.

This may happen when students are learning about writing narrative structures or other sentences that do not follow a strict pattern of chronology. They are particularly good when aiding creative writing.

Specifically, they might learn how to use fronted adverbials to create more interesting statements instead of simply retelling what happened through personal experience.

Although this structure does not necessarily translate into other types of writing, it is helpful for teaching children the basics of sentence construction.

How should I teach fronted adverbials?

Teaching young learners how to write with fronted adverbials depends on their age and ability level. Fronting adverbials are hopefully taught to children by the time they are in KS2 or even earlier, depending on what grade/age their school class is currently at.

When working with very young learners, fronted adverbials might be explained simply as modifiers that describe what comes next in a statement sentence. You can demonstrate this by having students practice writing sentences by telling them that “after” means something happens after what you say before it.

Here are some examples using this definition of fronting adverbials: First I went…Then I painted…Afterwards I ate…Finally, I left.

As students grow older and become more advanced writers, these sentences about the chronology of events may start to sound repetitive, like reading a page straight from a children’s book. In order to add variety and more interest, fronted adverbials can be taught as a separate unit of instruction to focus on their function in sentences.

If you want students to be able to write with fronted adverbials, you need to teach them about the different types of information these modifiers provide, including: time (when), location (where), condition (if/whether), reason (why).

How to help children with fronted adverbials?

How to teach fronted adverbials can depend on if you want students to be able to write sentences that include this structure (see above) or simply recognise it when they see it.

First, start by explaining the different types of information fronted adverbials provide and what they mean: “when”, “where”, “if/whether”, and “why.”

With younger learners, practise with sentence frames using this definition. For example, if their writing prompt is about Christmas, have them write down two statements in which one has a fronted adverbial in it that tells where someone celebrated at Christmas.

Afterwards, you can encourage students to do additional practice with these concepts in order for them to become more comfortable with them.

Since fronted adverbials are a part of sentence structure, the best way to teach them is by working on sentence starters that already include this modifier in order to model what they look like and give students an opportunity to analyze how it functions in a phrase.

How to use a fronted adverbial well in your content

Fronted adverbials are most frequently used to help guide the reader through a sentence about an event.

For example, you might want students to write about what they did over their summer break. If you teach them how fronted adverbials work, they can utilize this information to make sentences more interesting and descriptive by telling where they went or when something happened.

If students are confused about which part of speech (adverbial versus adverb) fronting modifiers is, it may be helpful for you to explain that both types of word groupings provide information in sentences but do so in different ways.

Using a prepositional phrase

A prepositional phrase is a phrase that begins with a preposition. A preposition is a word that shows the relationship between its object and other elements in the sentence.

For example, in the sentence “I saw it at my friend’s house,” “at my friend’s house” is a prepositional phrase.

Phrases are groups of words that do not contain both a subject and a predicate. An adverbial phrase contains an adverb as its headword, but cannot function as an entire clause.

Article author

James Lloyd

I am the primary writer and author for Help and Advice, having originally helped start the site because I recognised that there was a need for easy to read, free and comprehensive information on the web. I have been able to use my background in finance to produce a number of articles for the site, as well as develop the financial fitness assessment tool. This is a tool that provides you with practical advice on improving your personal financial health.

Outside of work I am a keen rugby player and used to play up to a semi-professional level before the years of injury finally took their toll. Now you are more likely to see me in the clubhouse enjoying the game.

Email – [email protected]

Linked in – Connect with me

Frequently Asked Questions

What are fronted adverbials?

A fronted adverbial phrase is an adverb that occurs at the beginning of a sentence or clause.

How to write statement sentences?

By placing a fronted adverbial at the beginning of a sentence, you make it clear from the get-go what kind of statement you are going to be making with your grammar.

How to help children with fronted adverbials?

How to teach fronted adverbials can depend on if you want students to be able to write sentences that include this structure (see above) or simply recognise it when they see it.

When are fronted adverbials taught in KS2?

Fronted adverbials can be taught at any point in primary school although it is most common to introduce them during the later years (KS2). They do also make up part of the national curriculum.

Share this page

What is Fronted Adverbial? How It Helps Your Writing?

Table of Contents

What’s fronted adverbial?
Common fronted adverbials (time, place, and manner)
- 1. Fronted adverbials of time
- 2. Fronted adverbials of place
- 3. Fronted adverbials of manner
Not everything that comes in front is fronted adverbial
How fronted adverbials help your writing?
- 1. Fronted adverbials add variety to your writing
- 2. Fronted adverbials put spotlight on part of a sentence
- 3. Fronted adverbials bring clarity to a sentence

(Use scroll-to-top arrow at the bottom of the page to move back to Table of Contents)

What’s fronted adverbial?

You might have read or written sentences like these.

On Saturday, we’re going on a field trip.

Because it was raining, I decided to exercise indoors.

Note: Fronted adverbials in examples have been underlined.

On Saturday and Because it was raining are fronted adverbials. They’re followed by a comma and a complete sentence. However, a comma is generally not used when the fronted adverbial is a one-word adverb. Example: Tomorrow I’ll see you in the library.

The phrase fronted adverbial comprises of two terms fronted and adverbial. First things first, it’s called fronted because it is placed in front of a sentence. And it’s called adverbial because it indeed is an adverbial. In short, fronted adverbials are adverbials occupying the front position in a sentence.

Note that the above sentences could have been written with the adverbials not in the front position, in which case they won’t be called fronted adverbials. Later in the post, we’ll look into reasons why then we put them in the front position.

We’re going on a field trip on Saturday.

I decided to exercise indoors because it was raining.

If you don’t know what an adverbial is, here is a brief 101 on it. You know that all English words belong to one of the eight parts of speech, adverb being one of them. But phrases and clauses too can function as an adverb: On Saturday is a phrase and Because it was raining is a clause functioning as adverb. All words, phrases, and clauses that function as an adverb in a sentence are called adverbials. What we traditionally know as adverbs are a subset of adverbials.

Adverbials happen to be the most mobile element in a sentence. They can occupy more than one position without affecting the meaning or grammatical harmony of a sentence, and hence they’re primary candidate for taking up the front slot. That’s why we’ve fronted adverbials but not fronted adjectivals or fronted nouns. (Some adjectivals such as participial phrases though can be moved to the front position.)

If you’re new to adverbials, you can do fine with just the common adverbials, covered in the next section.

Common fronted adverbials (time, place, and manner)

There are several types of adverbials (time, place, manner, reason, degree, frequency, purpose, and so on), which can be words, phrases, or clauses. Good chunk of fronted adverbials are adverbials of time, place, and manner, and hence they can be a good starting point for anyone learning fronted adverbials.

For those who are grammatically inclined, phrases overwhelm words and clauses in grabbing the pie of fronted adverbials. And within phrases, prepositional phrases dominate. Here are few examples of fronted adverbials of time, place, and manner. Note that quite a few of them are prepositional phrases.

Note: comments that go with examples are in square brackets.

1. Fronted adverbials of time

Last night, I had to work late to meet a deadline.

Few centuries into future, people will look back at these times and may probably call it golden age.

Sooner or later, we forget bad events and misfortunes even though the loss seems unbearable in the beginning.

Before criticizing, we should put ourselves in others’ situation and understand the reason behind their behaviour. [Comment: Prepositional phrase]

After couple of hours, I thought how silly it would have been to write that email. [Prepositional phrase]

In the moment of madness, I said something that I shouldn’t have. [Prepositional phrase]

Try making your own sentences with these fronted adverbials of time: on Monday, tomorrow, once upon a time, one day, that day, the other day, in the evening, later, recently, immediately, and sometimes.

2. Fronted adverbials of place

Deep in the ocean, there lived a monster that feared no one.

Downstairs, rehearsal for tomorrow’s play was going on.

On mountain top, there was a pond that never dried and was thought to be frequented by spirits. [Prepositional phrase]

In many countries, the wheels of justice move so slow that sometimes it takes decades to pronounce a judgment. [Prepositional phrase]

In Aesop’s fable, the mouse helps the lion by biting off the net in which he was trapped by the hunters. [Prepositional phrase]

Try making your own sentences with these fronted adverbials of place: far away from home, in the faraway land, in the middle of nowhere, under the bed, behind the fence, and on the terrace.

3. Fronted adverbials of manner

-ly adverbs are commonly used as fronted adverbials of manner.

Astonishingly, he blamed us for his own fault.

Hesitatingly, I raised my hand and decided to join one of the teams.

Sadly, he won’t be joining us for today’s event.

Carefully, I made my way through the wet floor.

Without a whisper, the dog slipped out with my shoe. [Prepositional phrase]

With our eyes wide open and jaws dropping, we watched the action-thriller in pin-drop silence. [Prepositional phrase]

Try making your own sentences with these fronted adverbials of manner: unbelievably, incredibly, cautiously, unfortunately, suddenly, unexpectedly, and mysteriously.

Not everything that comes in front is fronted adverbial

For a word, phrase, or clause to be fronted adverbial, it has to be an adverbial and occupy the front position. Non-adverbials may also occupy the front position followed by a comma and a complete sentence. For example, these are not fronted adverbials.

James, can you please pass that book? [Vocative, a noun, used to address people]

Facing flak on social media, the hospital came up with another advertisement on Sunday. [Present participial phrase functioning as an adjective]

Undeterred by harsh weather, he kept climbing up. [Past participial phrase functioning as an adjective]

Look, I’m not saying it’s bad to know lot of people. [Filler word]

How fronted adverbials help your writing?

Fronted adverbials add variety to your writing, make part of a sentence prominent, and bring clarity to a sentence.

1. Fronted adverbials add variety to your writing

Fronted adverbials are yet another tool to add variety to your writing. Their occasional use can change the rhythm of your writing for better. For example, the first paragraph, without a fronted adverbial, is comparatively monotonous:

Our relationship has been on a steady decline for the last few months, and I’ve been shying away from making that difficult conversation. I took the long-due step on my friend’s advice then. [Without fronted adverbial]

Our relationship has been on a steady decline for the last few months, and I’ve been shying away from making that difficult conversation. On my friend’s advice then, I took the long-due step. [With fronted adverbial]

However, don’t overdo them.

2. Fronted adverbials put spotlight on part of a sentence

Any element occupying the front position in a sentence gets the limelight. To quote Strunk and White from The Elements of Style: ‘any element in the sentence other than the subject becomes emphatic when placed first’.

We can take advantage of mobility of an adverbial to put it in the front position and make it emphatic, assuming it deserves that emphasis. Let’s take an example.

This sentence has three adverbials.

Many so-called friends who used to request the TV journalist for appearance on her TV show disappeared overnight after she quit her job.

If you want to lay emphasis on the fact that people turned away after the journalist quit her job.

After the TV journalist quit her job, many so-called friends who used to request her for appearance on her TV show disappeared overnight.

Now, the adverbial After she quit her job becomes more noticeable. You’ll now see what follows in the sentence in the light of the fronted adverbial.

But if you want to lay emphasis on the fact that all this happened overnight.

Overnight, many so-called friends who used to request the TV journalist for appearance on her TV show disappeared after she quit her job.

Sometimes shifting to the front position maybe necessary to avoid an important part of the sentence getting buried in the pile of words. In the first sentence below, for example, the purpose to increase human longevity comes much later when, on the contrary, it should get more importance. In the second, it deservedly gets prominence.

Scientists had to first unbelieve the existing dogma that every living being’s lifespan is predetermined by God to increase human longevity.

To increase human longevity, scientists had to first unbelieve the existing dogma that every living being’s lifespan is predetermined by God.

Sometimes, in stories, shifting adverbials to the front position puts spotlight on, and hence builds, drama and tension.

As the footsteps drew nearer, I took utmost care not to make slightest of movement in my hiding.

3. Fronted adverbials bring clarity to a sentence

3.1 Too many adverbials in succession

Too many adverbials in succession can make a sentence monotonous and clumsy. Look at these sentences with three adverbials in succession.

The number of internet users has grown sharply in developing countries in the last ten years.

I take stairs almost every day to reach the tenth floor in three minutes.

Shifting one of them to the front position will add variety and clarity to the sentence.

In the last ten years, the number of internet users has grown sharply in developing countries.

Almost every day, I take stairs to reach the tenth floor in three minutes.

3.2 Adverbial interrupting natural flow of a sentence

Readers want to get the message of a sentence quickly without interruption. Here is an excerpt from The Elements of Style. “The subject of a sentence and the principal verb should not, as a rule, be separated by a phrase or clause that can be transferred to the beginning…. Usually, however, this objection does not hold when the order is interrupted only by a relative clause or by an expression in apposition. Nor does it hold in periodic sentences in which the interruption is a deliberately used means of creating suspense.”

You can extend this to separation of other important elements such as verb and its complement (something that completes the meaning of a verb). Here is an example of an adverbial interrupting the sentence between the verb and its complement, leaving the reader hanging for a closure.

The newcomer fired, with calmness of a still lake and finesse of a seasoned player, a goal.

What can we do to improve the above sentence? Use the interrupting adverbial in the front position.

With calmness of a still lake and finesse of a seasoned player, the newcomer fired a goal.

Here is an example from a news daily.

Sena MP Sanjay Raut alleged in his weekly column Rokthok, in party mouthpiece Saamana, that while citizens were unable to give a decent cremation to their dear ones and were disposing of the bodies in Ganga river, the ruling party indulged in religious slogans and superstition. Source

The two adverbials come in the way of the complement of the main verb alleged, thereby interrupting the message. Why not take advantage of the mobility of adverbials and get rid of the little speed bump?

In his weekly column Rokthok in party mouthpiece Saamana, Sena MP Sanjay Raut alleged that while citizens were unable to give a decent cremation to their dear ones and were disposing of the bodies in Ganga river, the ruling party indulged in religious slogans and superstition.

The two back-to-back fronted adverbials make sure that nothing comes between the verb and its complement.

Adverbial Phrase: Explanation and Examples

by Craig Shrives

This Page Includes…

Video

Printable & Sendable Test

Why Adverbial Phrases Are Important

Key Points

What Is an Adverbial Phrase? (with Examples)

An adverbial phrase is a group of words that functions as anadverb. Adverbial phrases contrast with adverbial clauses and single-word adverbs. Unlike an adverbial clause, an adverbial phrase does not contain a subject and a verb.

Interactive Examples of Adverbial Phrases

Here are some interactive examples to help explain the difference between adverbial phrases, adverbial clauses , and single-word adverbs. (In these examples, the subjects are blue, and the verbs are green. Note that none of the phrases has a subject or a verb.)

Easy Example of an Adverbial Phrase

Here is an easy example of an adverbial phrase:

Jack will sit in silence.

(The adverbial phrase «in silence» is functioning as an adverb of manner. It tells us how Jack sat.)

Compare the example above with these examples:

Jack will sit quietly.

(This is a normal adverb. This example has been included to prove that «in silence» is an adverb.)

I will sit like a monk meditates.

(This is an adverbial clause. It includes a subject («a monk») and a verb («meditates»).)

In the examples above, all the adverbs tell us how the person will sit. They are all adverbs of manner. When used to modify a verb, an adverb (including an adverbial phrase and an adverbial clause) will usually describe when, where, how, or why something happens.

When (Adverbial Phrase of Time)

An adverbial phrase of time states when something happens or how often. For example:

I’ll do it in a minute.

After the game, the king and pawn go into the same box. (Italian Proverb)

Do not wait for the last judgment. It takes place every day. (Albert Camus)

Where (Adverbial Phrase of Place)

An adverbial phrase of place states where something happens. For example:

I used to work in a fire-hydrant factory. You couldn’t park anywhere near the place. (Steven Wright)

Opera is when a guy gets stabbed in the back and, instead of bleeding, he sings. (Ed Gardner)

How (Adverbial Phrase of Manner)

An adverbial phrase of manner states how something is done. For example:

He would always talk with a nationalistic tone.

He sings in a low register.

People who say they sleep like a baby usually don’t have one. (Leo J. Burke)

Why (Adverbial Phrase of Reason)

An adverbial phrase of reason states why something is done. For example:

He went to the island to find gold.

He plays up to impress his class mates.

We tell ourselves stories in order to live. (Author Joan Didion)

The Format of Adverbial Phrases

Here are three common formats for adverbial phrases:

Prepositional phrase. A prepositional phrase is headed by a preposition (e.g., «in,» «on,» «near,» «by,» «with»). For example:

He was standing in the corner.

She is winning without trying.

Infinitive phrase. An infinitive phrase is headed by an infinitive verb (e.g., «to play,» «to jump»). For example:

She went to Florence to paint.

Fill in this form to join our club.

An adverb with an intensifier. An adverb with an intensifier (e.g., «very,» «extremely,» «really») is also an adverbial phrase. For example:

He answered you very quickly.

She danced extremely beautifully.

There are, of course, other formats. For example:

We arrived a day later than expected.

I paid him every week.

If you have a group of words that is functioning as an adverb and that doesn’t feature a subject and a verb (meaning it’s not an adverbial clause), then you’re looking at an adverbial phrase.

Why Adverbial Phrases Are Important

Here are four good reasons to think more carefully about adverbial phrases.

(Reason 1) Be careful not to create a misplaced modifier.

A misplaced modifier is a word (or group of words) that does not link clearly to what it is intended to modify. A misplaced modifier makes the meaning of a sentence ambiguous or wrong. Look at this example:

Jack, coax the monkey with the banana.

(The shaded text is a misplaced modifier. It is meant to be an adverbial phrase modifying the verb «coax.» It is supposed to tell Jack how to coax the monkey. However, the shaded text could feasibly be an adjective phrase describing the monkey, telling Jack which monkey to coax.)

Jack, use the banana to coax the monkey.

(Often, rewording is best. This corrected example does not feature an adverbial phrase.)

Here is an example from the film «Hot Fuzz»:

«He was a hero at his last police station. He once shot a robber with a Kalashnikov.»
«No, the robber had the Kalashnikov.»

(The shaded text is a misplaced modifier. It is meant to be an adjective phrase describing the robber. However, it was taken to be an adverbial phrase modifying the verb «shot.»)

(Reason 2) Use commas correctly with your adverbial clauses.

When your adverbial phrase (or clause for that matter) is at the front of your sentence, it is known as a «fronted adverbial.» A fronted adverbial is usually offset with a comma. For example:

At 4 o’clock, open the gates.

In the middle of New York, temperatures reached 106 degrees Fahrenheit.

When your adverbial phrase is at the back, the tendency is to omit the comma. For example:

Open the gates at 4 o’clock.

Temperatures reached 106 degrees Fahrenheit in the middle of New York.

Here are examples with adverbial phrases at both ends:

In July 1936, temperatures reached 106 degrees Fahrenheit in the middle of New York.

In the middle of New York, temperatures reached 106 degrees Fahrenheit in July 1936.

Should I Use a Comma for a Fronted Adverbial?

When an adverbial phrase starts a sentence, it is good practice to offset it with a comma to show where the phrase ends and the main clause starts. This aids reading. If your adverbial phrase is short (say, 1-4 words in length), there is less need for the comma, which can now be safely omitted. With a short adverbial phrase, you can still use a comma, especially if you want to emphasize the adverbial phrase or create a pause for effect.

Read more about commas with adverbial clauses and phrases.

(Reason 3) Save two words by writing «to» instead of «in order to.»

To reduce your word count, you can usually replace «in order to» with «to» without any loss of meaning.

The mountaineers spent two months with the air-sea rescue team in order to gain experience.

Even though it adds to your word count, you should not delete «in order» every time. Using «in order to» makes it clear that the text that follows is the reason for performing the action. (It’s like using «so as to.») Using just «to» runs the risk of creating a misplaced modifier. Look at this example:

Jack designed a device in order to find underground water.

(With «in order» deleted, we’re now unsure whether Jack designed an underground-water finder (i. e., «to find underground water» is an adjective describing «device») or whether he designed a device that can be used to detect underground water as per his intention (i.e., «to find underground water» is an adverb modifying «designed»). With «in order to,» that ambiguity disappears. It can only be the latter. Get it?)

There’s another advantage to using «in order to.» It puts a little more emphasis on the reason for the action. So, save two words if you need to, but be careful not to create a misplaced modifier.

Read more about «in order to» on the non-finite verbs page (see Reason 3).

(Reason 4) Delete your intensifier, unless you really need it.

When writing formally, the level of intensity should be achieved through word choice (e.g., by using strong adjectives instead of intensifiers). Using intensifiers is widely considered as lazy writing.

She was very angry.

(This is considered as lazy writing.)

She was livid.

(There is no need for an intensifier with a strong adjective like «livid.»)

This quotation captures why you should use intensifiers sparingly.

If everything is very important, then nothing is important. (Canadian Prime Minister Brian Mulroney)

Key Points

Video Lesson

Here is a short video summarizing this lesson on adverbial phrases.

Printable Test

Help Us Improve Grammar Monster

Do you disagree with something on this page?

Did you spot a typo?

Find Us Quicker!

When using a search engine (e. g., Google, Bing), you will find Grammar Monster quicker if you add #gm to your search term.

Next lesson >

Fronting — English Grammar Today

Grammar > Words, sentences and clauses > Word order and focus > Fronting

The most common word order in a declarative clause is subject (s) + verb (v) + object (o) or complement:

[S] [V]I bought [O]a new camera.

Sometimes, particularly in speaking, when we want to focus on something important, we bring it to the front of the clause. This is called ‘fronting’:

I bought a new camera. And a very expensive camera it was. (Most common word order: It was a very expensive camera.)

Some elements like adjuncts or complements do not typically belong at the beginning of a clause. When we want to focus on them, we bring them to the front or beginning of the clause. We often find this in written literary or formal contexts.

Compare

Carefully, he removed the lid.

(fronted so as to focus on carefully)

He removed the lid carefully.

(most common word order)

All of a sudden, it started to snow.

(fronted so as to focus on all of a sudden)

It started to snow all of a sudden.

(most common word order)

When the fronting involves a prepositional phrase (on the corner, in front of me) we often change the order of the subject and the verb.

Compare

fronted prepositional phrase followed by verb + subject	most common word order
On the corner stood a little shop.	A little shop stood on the corner.
In front of me was the President of Chile.	The President of Chile was in front of me.

In informal speaking we commonly take the subject or object from within the clause and put it at the front of the clause. We often do this when the noun phrase is long and we usually use a pronoun to replace it in the clause:

That man over there with the dog, he works in the corner shop. (That man over there with the dog works in the corner shop.)

That book you told me about, they’ve made it into a film. (They’ve made that book you told me about into a film.)

What’s the Difference Between Adverb and Adverbial?

Is there any difference between an adverb and an adverbial? Adverbs modify verbs, adjectives and other adverbs. Meanwhile, adverbials act like adverbs to modify a verb or a clause. Adverbials can consist of a single word or an entire phrase. Keep reading for a closer look at adverbs vs. adverbials, and for several examples of the differences.

difference between adverb and adverbial

Adverbs: One-Word Modifiers

Adverbs are one-word modifiers that describe more about other parts of speech. They are considered one of the main word classes, along with nouns, adjectives and verbs. While many adverbs end in -ly, other adverbs have different endings. There are five main categories of adverbs, grouped by their function.

adverbs of time — describe when something happens (such as «yesterday» or «later»)
adverbs of place — describe where something happens (such as «everywhere» or «here»)
adverbs of manner — describe how something happens (such as «quickly» or «nervously»)
adverbs of frequency — describe how often something happens (such as «often» or «rarely»)
adverbs of degree — describe the degree to which something happens (such as «very» or «almost»)

Examples of Adverbs in a Sentence

It’s helpful to see adverbs grouped by their modifiers. They’re most commonly used with verbs, as in these examples:

He talks quickly. (“quickly” modifies the verb “talks”)
She wrote slowly. (“slowly” modifies the verb “wrote”)
James never returned home. (“never” modifies the verb “returned”)

However, you can also use adverbs to modify adjectives:

He is incredibly smart. (“incredibly” modifies the adjective “smart”)
She was terribly rude. (“terribly” modifies the adjective “rude»)
The landscape is impossibly green. (“impossibly” modifies the adjective «green»)

And finally, adverbs can modify other adverbs:

Sam runs very quickly. (“very” modifies the adverb “quickly”)
He visits rather seldomly. (“rather” modifies the adverb “solemnly”)
She greets them somewhat kindly. (“somewhat” modifies the adverb “kindly”)

Technically, adverbs are single-word adverbials. All adverbs are adverbials, but not all adverbials are adverbs.

Adverbials: Phrases That Act Like Adverbs

Adverbials, also known as adverb phrases, function like adverbs to modify verbs, adjectives and adverbs. Adverbials are typically infinitive phrases or prepositional phrases that are functioning as adverbs, but they can also be adverbs with intensifiers (such as very or really).

Adverbials function to explain when, where, how, or why something happens. They can also address frequency or degree.

adverbials of time — describe when something happens (such as «in the morning» or «later in the year»)
adverbials of place — describe where something happens (such as «all around me» or «right here»)
adverbials of manner — describe how something happens (such as «with an angry tone» or «like a baby chick»)
adverbials of reason — describe why something happens (such as «to prepare for the trip» or «for the best possible result»)
adverbials of frequency — describe how often something happens (such as «every other Tuesday» or «once or twice a year»)
adverbials of degree — describe how something happens (such as «very suddenly» or «almost silently»)

Examples of Adverbials in a Sentence

Using adverbials in your sentences can make your writing more interesting to the reader. Examples of adverbials in a sentence include:

Notice that in the last sentence, «loudly» is an adverb that is not part of the adverbial phrase. It modifies the verb «sang,» as does the phrase «as they decorated the tree,» but it is a separate part of the sentence.

Examples of Adverb vs. Adverbial

Now that you know the basic differences between adverbs and adverbials, see if you can tell which is which in these example sentences. You can also use them as a guide to make your own writing more vivid and engaging.

No modifier — Susanna sings.
Adverb — Susanna sings beautifully.
Adverbial — Susanna sings like a beautiful bird.

No modifier — Lowell drove.
Adverb — Lowell drove fast.
Adverbial — Lowell drove too fast.

No modifier — I love you.
Adverb — I love you truly.
Adverbial — I love you more than life itself.

A Diluted Distinction

The difference between adverb and adverbial is subtle but important. The next time you’re writing, check to see if you can replace adverbs with more vivid adverbials. Take a look at a list of 100 adverbs to see which ones you use most frequently. Once you’ve mastered adverbs vs. adverbials, check out these examples of misplaced modifiers to make sure that you’re putting them in the right place!

Staff Writer

elementary school
middle school
high school
college

What Is an Adverb? Identification and Use

An adverb is a part of speech that provides greater description to a verb, adjective or another adverb. Some adverbs can also modify a phrase, a clause or a whole sentence. While most adverbs are easy to spot because they end in -ly, others are a bit trickier to find. Learn more about adverbs and how they’re used in different sentences.
Due to vs. Because of: Distinctions and Proper Use

Did they cancel the baseball game due to the rain or because of the rain? Believe it or not, these phrases aren’t synonyms. Read on to learn about the slight distinction between due to and because of – and when to use each one.

Adverb and Adverbial | GRAMMARIANISM

What is the difference between the terms adverb and Adverbial? The two are often confused and this isn’t surprising, given that they sound so similar. Here are the National Curriculum definitions:

To my mind what the National Curriculum doesn’t make sufficiently clear is that adverb is a grammatical form label (more specifically, a word class label), whereas Adverbial is a grammatical function label (and hence spelled with a capital letter on this blog). See my earlier blog posts about form and function (1) and form and function (2).

Remember that adverbs typically end in -ly and often indicate the ‘manner’ in which something is done, e.g. quickly, happily, ruthlessly, slowly, reluctantly, etc. However, not all adverbs end in -ly: we also have very, often, always, sometimes, seldom, maybe, perhaps, and so on. And apart from ‘manner’ they can express a huge range of further different meanings, e.g. ‘location’, ‘time’, ‘reason’.

It’s worth bearing in mind that we also have words like fast which are adverbs in some contexts, but adjectives in other. In the first sentence below it is an adjective that modifies a noun, but in the second it is an adverb that modifies a verb:

She loves to travel on fast trains.
The new high speed trains travel fast.

Adverbs can form adverb phrases. This is when we have two or more words, the most important of which is an adverb. * Very fast is an example. Here are some more examples:

We have always lived together [extremely happily].
You will [quite possibly] have to leave early.
She [nearly always] cooks chicken on a Sunday.

In these three examples the adverb phrases perform the grammatical function of Adverbial, but it is important to be aware of the fact that this function can also be performed by other kinds of units. The NC Glossary gives examples of three, namely a preposition phrase, a noun phrase and a subordinate clauses:

You also need to be aware of the fact that the same phrase can perform different grammatical functions, depending on its position in a sentence. Compare the following:

Last week was great.
I really loved last week.
We had a great time last week.

In each of these sentences from the point of view of form last week is a noun phrase, but the function of this phrase differs in each case: in the first sentence it functions as Subject, in the second it is an Object, whereas in the third example it is an Adverbial.

What is a fronted Adverbial? This is simply an adverbial that is placed at the start of a sentence, as in the following examples:

Over the last few weeks, the train company has apologised several times for the delays. [preposition phrase functioning as fronted adverbial]
Last month, we went to the beach. [noun phrase functioning as fronted adverbial]
Before the match finished, the stadium emptied. [subordinate clause functioning as fronted adverbial]

(Something to be aware of: the NC insists that children write a comma after a fronted Adverbial.)

The italicised phrases would normally occur later in the sentence, so a question that arises here is this: ‘Why would we want to put Adverbials at the start of a sentence?’ The answer is that fronted Adverbials highlight the phrases that have been placed initially, and hence they can be a useful device for writers to draw their readers’ attention to this part of the sentence. For example, in the sentences above, the fronted Adverbials in each case signal that the ‘time when’ things happened is somehow important. Fronted Adverbials also offer writers the opportunity to vary their sentence structures, and for this reason teachers often encourage their students to use them. However, as with other stylistic features of writing there’s a danger that the use fronted Adverbials becomes a ‘box ticking’ exercise. Obviously teachers should watch out for this.

To finish this post, two further points.

You may be wondering whether last week in the sentence Last week was great is a fronted Adverbial. The answer is ‘no’: this phrase does not function as an Adverbial, and it’s not fronted either. As we have already seen, this noun phrase functions as Subject here, and for that reason cannot have the function Adverbial as well, because any unit of language can have only one grammatical function. It is placed in the expected position for Subjects, and hence is not fronted.

Finally, a word of warning regarding the term adverbial phrase. It’s best to avoid using this label, because it confuses the function label Adverbial with the form label phrase.

*Footnote: in the National Curriculum a word on its own is not regarded as a phrase, so that in the sentence She will arrive soon, the adverb soon functions as Adverbial, but is just an adverb, not an adverb phrase. (This is despite the fact that most linguists would say that words on their own should also be regarded as phrases.)

Like this:

Like Loading…

Where is the adverb in the sentence

√ The place of the adverb in the sentence.
√ Frontal position (at the beginning of a sentence).
√ Final position = after the verb.
√ Allied, cause and effect adverbs.
√ Adverbs of time and place.
√ Adverbs comments and points of view.
√ Middle position adverb.
√ Adverbs of degree.

The place of the adverb in the sentence.

(A) There are three main positions of adverbs that modify the verb:

Front position (beginning of sentence).

frontal position (beginning of sentence) = before subject

• Finally Marcus could stay at her place no longer.

Middle position.

Middle position = between subject and verb, or right after main verb

• They usually play worse than that. Valencia’s usually there by 20.00.

End position.

End position = after verb
• He has been driving for hours.

(B) Most types of adverbs can take the front position. In particular:

Adverb types:

Allied, causes and effects of adverbs.

Allied, cause and effect adverbs, e.g. as a result, similarly, therefore, consequently — to make it immediately clear, a logical connection with the previous sentence, for example:
• The value of the ruble and dollar has fallen. As a result, Russia and other European countries face an economic crisis.

Adverbs of time and place.

Adverbs of time and place: yesterday , tomorrow , at home , in the kitchen — to show contrast or extended content with previous time or place references, for example:
• The last few days the weather has been cold. Tomorrow the days will be much warmer.

Adverbs comments and points of view.
Adverbs commentary and point of view: presumably , financially — to highlight the speaker’s attitude to what he is talking about,…
• Marcus and Andy have just heard that their brother has fallen ill. Presumably, they will want to go back home.

Middle position.

The following types of adverbs usually come in middle position: adverbs of indefinite frequency, for example. always, never, usually, ever, forever, sometimes, often ;

Adverbs of degree.

Adverbs of degree, for example. completely, quite, enough, very, little, so, highly, too, perfectly
and focus, for example, adverbs. just, even:

• My parents constantly sing when they are taking a shower.

• Marcus and Jill have completely forgotten my birthday, and they just have no idea how to make it up to me. Marcos and Jill have completely forgotten about my birthday and they just don’t know how to make amends.

Many adverbs of time or place are not used in this position:

• My sister had a son in January. (Not My sister in January had a son).

However, some adverbs such as: still, finally, recently, now, already, soon are used in this position:

• Peter finally met Jefferson at the art gallery in Madrid. Petya finally met Jefferson at an art gallery in Madrid.

and other adverbs of time are often used in middle position in journalism:

• An increase in education spending was yesterday announced by the government. The increase in spending on education was announced yesterday by the government.

Middle position of negative adverbs.

(c) Negative adverbs occur in middle position instead of not , or after it if not is already present in the sentence ( hardly, hardly, never, rarely, scarcely,

seldom; deny, fail, forbid, prohibit; impossible, unlikely ):

• James’s never at school this week, (compare ‘James isn’t at school…’)

• He doesn’t fully make it up.
• He has rarely been met here before,(compare ‘He hasn’t been met…’) James was never at school this week. (compare ‘James is not at school…’) • He doesn’t quite understand.

• He was rarely seen here before, (comparison-not seen…’)

Final position.

(D) In final position, the adverb is usually placed after the object or object, if any:

• Janny solved the problems briefly. • Jenny solved problems briefly, (didn’t solve the problem briefly.)

However, if the object or object is very long, we often put an adverb between the verb and its object or object. This is especially common in journalism:

• Our firm has considered briefly the long-term solution to their problems. Our firm considered briefly a long-term solution to their problems.

When more than one adverb is used in final position, the usual order in written English is: adverb of manner (= what to express, how something was done), then adverbs of place and time:

• In the yesterday’s accident two girls were thrown violently against the wall. In yesterday’s accident, two girls were thrown violently against a wall. (= Manner + place)

However, if one adverb is much longer than the other, it is usually placed at the end of the sentence:

My friends were left at about 6.00 with a great deal of noise. (=time+manner) My brothers were left around 6:00 with a lot of noise. (= time + order)

For exercises

Development of a lesson on the topic «Adverb»

Lesson topic: Adverb digits

Lesson objectives:

1. clarify
children’s knowledge of the dialect, their difference from other parts of speech;

2. work out
the ability to determine the categories of adverbs by meaning;

3. correctly
use adverbs in speech;

4. continue
develop oral and written speech;

5. Enrich
students’ vocabulary.

Lesson content

1. Organizational moment

Let’s greet each other and
we’ll give you our smiles. Each of you, smiling, evoked good
feelings, transferred a piece of his good energy to others and thereby made
this world is a little kinder, and in any business the main thing is a good start. Check
posture. Remember: people with correct posture always look good, they
fit, lean, lean.

1.Introductory
frontal conversation.

Orally complete
sentence using adverbs or homogeneous adverbs instead of dots.

Today at the lesson we
we will work ….. Successful work!

— Comment
the correctness of the answers, did any of the respondents use words instead of adverbs
other parts of speech?

— O
what mood for the lesson — positive or negative — indicate
adverbs you use?

—
So, let’s wish each other to keep a positive attitude until the end of the lesson,
I hope that we will work attentively and actively, quickly and in an organized manner.
I wish you success!

I.
Organizational moment . Update
knowledge.

Tables are set up in advance so that the class can sit two
teams of 4 people in each team. One from each team
captain.

Teacher’s word: Guys,
today we will have an unusual lesson. We will play, we will compete. For this we
split into two teams. Team names:

Competitions between teams.

2. Definition of the topic of the lesson:

Game «Make a word»
letter in a word blacksmith

2. This
the letter is written at the root of the word adjective

3. This
there is no letter in Japanese, so they say: «gloza, fox, laduga, lyba»
— R

4. This
the letter is written at the end of the word in the village

5. The first
soft hissing letter in the Russian alphabet — H

6. This
the letter is written at the root of the word were going to

7. This
the letter is written at the end of the word struggles

— What word do you have
happened? That’s right, adverb. Today at the lesson we will continue studying
this part of speech.

We have lines on the board
poems by I.S. Turgenev.

Not in verses alone
poetry:
she spilled everywhere she around
us. Take a look at these trees0003 to this sky — from everywhere breathes
beauty and life, and where
is beauty, there is and poetry.
I.S. Turgenev

Which words are underlined?
(Quite right, adverbs.)

What else can we say about
these adverbs?

(Absolutely. Ranks
adverbs).

So what will we be
to do in class today? (Absolutely, we will continue to study
ranks of adverbs.)

1. A
to start small LINGUISTIC DUEL

Does the adverb belong to independent or auxiliary parts of speech? ( k
independent )

What does the adverb mean? ( sign of action, sign of another
feature )

Questions? ( Where? Where? Where? Why? Why? How? Etc. .)

·
What is the main morphological feature? ( immutability )

·
What words most often adjoin adverbs? ( to the verb )

syntactic role? ( circumstance )

2 Testing “The adverb is…”

Teacher. Look
in your leaflets, you have a line with numbers under which you will put
“+” if you agree with the statement and “-” if you disagree.

1. Adverb
is an independent part of speech.

2. Adverb
— the official part of speech.

3. Adverb
has no ending.

4. Adverb
— changeable part of speech.

5. Adverb
denotes a sign of an object by action

6. Adverb
signifies an action.

7. B
In the sentence, the adverb plays the role of a circumstance.

8. Adverb
can answer the question how much is ?

9. Adverb
has the form of a word.

10. Adverbs
can be divided into semantic groups.

Reference :
exchanged leaflets with each other and checked the work. On the board are posted
correct answers, compare them with what you got.

Wrong answers
cross out, count the number of wrong answers. If you did 1
mistake or did not make a single one, put “5” if you have 2 mistakes — “4” if
3 or 4 errors, then “3”.

Answers: 1. + 2.- 3. + 4.
-5. -6. +7. +8. +9.- 10. +

3. Actualization of new material

Teacher: software
adverbs are divided into certain groups, and which ones, you are now
try to remember yourself..

( The students work with the table. They
independently formulate questions to adverbs, fill in the table and hang out
on the desk. The team that fills in the table correctly receives a token.

Discharge

Questions

Examples

Adverbs
places

Where?
Where? Where?

Bottom right
from afar

Adverbs
time

When?
How long?

In the morning, late,
tomorrow

Adverbs
reasons

Why?
For what reason? From what?

in a hurry, in a hurry,
blindly

Adverbs
targets

Why?
For what purpose? For what?

Out of spite, on purpose,
specially

Adverbs
mode of action

How?
How?

Loud, fast,
in a whisper

Adverbs
measures and degrees

How much?
In what degree? How?

Very, too,
too much

The result of independent work
completed chart.

Teacher: Rank
adverbs — this is its constant morphological feature. Scientists linguists
note that there are approximately 6 thousand adverbs of mode of action and measure and degree and
their number is actively replenished. And the rest of the groups include just over 260
words and their number almost does not grow.

4. You are given
suggestions. Read carefully, find adverbs, determine the category,
Underline adverbs as part of speech.

The sound of cannonade is heard in the distance.
(Where? Location)

All parents will come tomorrow
to the meeting. (When? Time)

Involuntarily, he turned out to be
debtor. (For what reason? Reason)

To spite everyone, Mitya went to
village. (Why? Purpose)

Misha walked slowly from school.
(How? Mode of action)

The kids played enough. (AT
which grade? Degrees and measures).

Physical education minute. Game “Magic
ball. »

— From the verb run one
a student asks a question, throws a ball, another student catches the ball and
answers the question ( adverb answer ), then he asks the next
to the student another question of the adverb, etc.

Run (when?) today, tomorrow, in the morning.

Run (where?) here, next to, in front.

Run (where?) forward, backward, down.

Run (from where?) From afar.

Run (how?) Fast, slow.

To run (why?) on purpose.

Run (why?) Out of fear, out of fear.

To run (for what purpose?) on purpose

5. Consolidation exercises

And now you need to determine the discharge again
adverbs, but first you must replace the phraseological phrase with an adverb.

Phraseologism

Adverb

Discharge

Hand on heart

fair

Mode of action

U
the devil in the middle

away

adverb
places

Dead hour

long

adverb of time

Side by side

next to

adverb of place

soul to soul

together

adverb of action

the cat cried

small

adverb of measure and degree

Never dawn

early

adverb of time

Close at hand

close

adverb of place

Turtle step

slow

adverb of action

6. Creative task.

Fill in the appropriate adverbs.

It was noon _________ the sun was beating down. Appeared on the horizon
a black cloud that ______ moved from west to east. _______ wind started to blow.
The young birch ______ trembled. The gusty wind intensified. _______
lightning flashed ________ the first clap of thunder rang out. Hurrying to take cover _______ rushed about
birds.

PHYSICAL MINUTE .
The work took a lot of effort, so let’s spend
physical education minute.

Stand up slowly, abruptly
raise your arms, lower them smoothly, jump high, squat low, quickly
stand up, sit quietly at the desk.

— How many adverbs
met in the text of the physical education minute? (7).

7.
Linguistic workout.

Continue
line, given the category of the adverb.

Bottom,
… (places). (there, ahead, there, deep into, from there, from everywhere)

Tomorrow,
… (time). (in the evening, early in the morning, the day before)

Hot,
. .. (mode of action). (boldly, so, swimming, on foot, by heart)

… (reasons). (involuntarily, rashly)

Out of spite,
… (goals). (jokingly, intentionally, casually)

Very,
… (measures and degrees). (little, slightly, almost)

adverbs

Adverb of time

When? Since when? How long? How
for a long time?

Adverb of place

Where? Where? Where?

Adverb of cause

Why? From what? For what reason?

Adverb of purpose

Why? For what?

Adverb of action

How? How?

Adverbs of degree and measure

To what extent? How many times? How?
How much?

8. Setting

1
team. Adverbs — synonyms .

Find loved ones
synonyms according to the meaning of the adverb and connect them with an arrow.

CLEAN

EXACTLY

GENTLY

COLD

NEAR

QUIET

AROUND

CORRECT

SAD

FAR

FAST

TERRIBLE

GLADKO

NEED

FROSTY

laskovo

SLOW

CLOSE

CORRECT

ROUND

FAR

sad

ANGRY

SOON

2
team . Adverbs are antonyms.

Find an antonym for
each adverb and connect the pair with an arrow

CLOSE

STUPID

OK

BOTTOM

LOTS

DARK

sad

HARD

SMART

RIGHT

QUIET

FUN

LATE

SMALL

HIGH

LOUD

LEFT

FAR

EASY

LOW

SVETLO

EARLY

TOP

BAD

9. A task for the development of memory. Who and which team will write down more adverbs,
read by the teacher.

NOT
HURRYING, QUIETLY, QUIETLY, STORMLY, STRONGLY, EXCURATELY, DASHINGLY. LOUD, CLEAR, CLEAR, CLEAR,
GREAT, GREAT. CLEAR, EVEN, NEED, CLEAN, SMOOTH AND NEED.
RIGHT, LEFT, DEEP, RIGHT, LEFT, HIGH. NEAR, NEAR, FAR, FAST,
FUN, EASY. FIVE, TWO, TWO, SITTING, STANDING, JUMPING, RIDING. BITTERLY,
SOUR, SWEET, TASTY. HARD, SAD, SAD. HERE, THE DAY BEFORE YESTERDAY, RECENTLY,
GOOD, EXCELLENT, NICE.

Match the given parts of speech with adverbs

1 team

2
team

LOUD — LOUD

STRONG — STRONG

GOOD — …

HIGH — …

BAD — …

LOW — …

TWO — TWICE

TWO — TWO

THREE — …

THREE — . ..

MY — IN ME

OTHER — DIFFERENT

YOURS — …

ALL — …

RUSSIAN — IN RUSSIAN

WOLF — WOLF LIKE

FRIENDLY — …

CHILD — …

13. Task

Another creative task will help you better
memorize the ranks of adverbs. Do you have cards with Russians on your tables?
proverbs, but they lack words. Please fill in the cards
according to the questions asked, determine the category. ( checking results
individual and joint)

1. On
angry with one, but (how?) looks askance at the other .

2. Joy (as
long?) quickly are forgotten, but sorrows never.

3. Not
put off until tomorrow what you can do (when?) today.

4. (where?)
Houses and walls help.

5. Rides
not soon, yes (how?) arguably.

6. All (with
what purpose?) in spite of in defiance, but in reproach to people.

7. On
one runner (where?) you won’t go far .

12.task.

Determine
ranks of adverbs:

Quiet
(mode of action)

front
(places)

from afar
(places)

too much
(mode of action)

long time ago
(time)

difficult
(mode of action)

the day before
(time)

on purpose
(targets)

side
(mode of action)

soon
(mode of action)

famously
(mode of action)

in the heat of the moment
(mode of action)

early
(mode of action)

many
(many)

strong
(mode of action)

left
(places)

Summing up the competition. The teams count the tokens.

Winners get 5, losers get 4

The winning team —

III .
Reflective-evaluative stage

1. Enter
adverbs to the right room. (Before you are given adverbs, determine the category of adverbs).

Quiet, in front, from afar,
too, long ago, difficult, on the eve, on purpose, sideways, soon, famously, rashly,
early, much, strongly, to the left, stupidly, three times, by chance, out of spite.

Cross checking.

2.
Summing up the lesson. Reflection.

What information did you think
famous?

What information
new? What have you learned about the adverb?

Why do we need
know the categories of adverbs (knowledge about the categories)?

—
So, let’s sum up the lesson. Have you been able to maintain a positive attitude?
lesson? How actively, amicably and effectively they worked. How helpful was
lesson?

Homework: by
choice:

write out 6 sentences with adverbs from any work
identify adverbs

perform exercise No. 232, determine the categories of adverbs.

Creative task:

compose a fairy tale about adverbs.

«Acquaintance with the features of the adverb as a part of speech» | Lesson outline (Russian, grade 4) on the topic:

Lesson topic: Acquaintance with the features of the adverb as a part of speech.

Lesson type: lesson of studying and primary consolidation of new knowledge.

Lesson form: research lesson

The purpose of the lesson: to form students’ understanding of the adverb.

Lesson objectives:

Educational:

— to create conditions for the formation of students’ practical ability to highlight phrases in the text that include adverbs;

— organize research activities of students in order to determine the adverb as an invariable part of speech;

— to learn to find adverbs in the text; put questions to the adverb;

— define that an adverb is an invariable part of speech;

— introduce the role of adverbs in a sentence.

Developing:

— to develop the ability to correctly pose questions to adverbs and determine which part of speech they are associated with;

— to develop the skills of precise use of adverbs in speech;

— encourage independent mental work of the student;

— develop the ability to analyze and classify, draw independent conclusions, find errors, analyze them, correct your work;

— develop the attention and memory of the student;

— develop the ability to listen to the teacher;

— develop students’ positive emotions by creating situations of success.

Educational:

— fostering students’ interest in learning the Russian language, the ability to work in a team;

— formation of the ability to listen to the opinion of a friend, discuss the problem, come to a consensus, working in groups of shifts and microgroups;

— manifestation of a creative attitude to the learning process;

— education of the desire for creativity;

— the formation of communicative competencies.

Health-preserving:

— teach to take care of your health;

— protect eyesight and take care of the spine.

Material, technical and methodological equipment:

— multimedia projector and screen;

— computer;

— presentation;

— tests;

— didactic materials;

— individual cards with different levels of tasks

Forms of organization of educational activities:

— collective work;

— front work;

— work in pairs;

— group work;

— individually differentiated work

Methods:

visual;

verbal;

practical;

reproductive;

problem-search

Methods of control and self-assessment

a) frontal work, survey;
b) mutual control;
c) self-control.

Planned results:

— formation of the perception of new terms, concepts and new words, the ability to use them;

— the ability to find adverbs and make phrases with them;

— strengthening the skills of spelling vigilance;

— desire to learn the Russian language through interest and understanding;

— concentration of attention and interest during the lesson;

— the ability to carry out reflection.

Lesson progress:

Organizational stage. (2 min)

Greetings

— I want our lesson to start with your smiles, because it promises to be very interesting. (SLIDE 2)

— The topic of the lesson will introduce you to a new part of speech, to the intricacies of the Russian language, moreover, you will acquire knowledge for yourself. I wish you good luck in learning new things.

Organization of students’ attention. (SLIDE 3)

Learn Russian for years in a row

With soul, with patience, with mind.

A great reward awaits you.

And that reward is in himself!

— I want our whole lesson to be colored only with rainbow colors.

— Let the following statement be the motto of our lesson:

«If you want life to smile at you,

give it your good mood first.»

Benedict Spinoza

— Today at the lesson you will be real researchers, discovering new knowledge of the Russian language that you will need in further education

Preparing students for work at the main stage of the lesson (5 min)

Work in notebooks.

— Write down the number, class work. (SLIDE 4)

— During the lesson, for each correctly completed task, you will receive suns. At the end of the lesson, we will summarize who earned how many suns, with a digital card you will show their number. You can earn the most per lesson — 12 suns,

10-12 suns is the mark «5»

7-8 suns is the mark «4»

5-6 suns is the mark «3» . What are the goals of this stage? (repetition of the correct spelling of letters and their connections).

— You will be asked fairly simple questions, but the work is complicated by the fact that it will have to be done at a fast pace. Your task: after listening to the question, give the answer as soon as possible by writing it in a notebook. So let’s get started! (SLIDE 5)

The word bed has an unstressed vowel …

The sound is paired with the sound {g}. Write down the letter by which it is designated

In the word territory, a double consonant . ..

A paired consonant in the word oak

A stressed vowel in the word earth

An unpronounceable consonant in the word rainy

In feminine nouns, after hissing, 10 … Let’s test ourselves and look at the screen (self-test in progress).

— Raise your hand who has everything right (get the suns).

— If someone has mistakes, don’t be upset. Hope it works out better next time. (SLIDE 6)

(enclosed).

— Look closely at the letters. What task would you suggest? (make a word from the suggested letters)

— Make a word, write it down. Check the spelling of the word (October). (SLIDE 7)

— Who wrote down the word without errors? ((receive suns)

— Describe

(Dictionary word, unchecked unstressed vowel o,

noun (they receive suns)

Updating the necessary knowledge

— Work in pairs. You receive test assignments. Your task is to complete these tasks together, as quickly and quietly as possible.

Test

1. Select the noun:

0010

b) soon

c) ambulance

g) speed

3. Select verb:

a) mind

b) from

c) pour

g) in the morning

5. Select the pronoun:

a) current

b) I can

c) you

g) down

6. The ending is

a) the invariable part of the word

b) changeable part of the word

7. Independent parts of speech include:

a) prepositions, conjunctions, particles

b) noun, adjective, pronoun, verb

— Mutual verification. Swap leaves. Pick up pencils and check your neighbors’ work with the correct answers on the slide. If there are no errors, mark five with a pencil. If there are mistakes, then your comrades still need to work on this topic. (SLIDE 8) (get the suns) — And what words did you doubt in the TEST? (above, soon, silently, in the morning, down) (SLIDE 9)

— Stand up, please, those groups that received marks «5» for the test. Well done! I’m glad you did a good job.

— Ask questions about these words.

— Are we familiar with this part of speech?

The stage of mastering new knowledge and methods of action (13 minutes)

— A lexical quiz is offered to your attention. Define the word and take from it the letter indicated in brackets. (SLIDE 10)

1. Part of speech indicating objects, signs, quantity, but not naming them. (9)

2. Part of speech denoting an action.(3)

3. Part of speech denoting a sign of an object.(2)

4. Part of speech expressing the dependence of some words on other words in a phrase and sentence.(3)

5. Part of speech denoting the number, number of objects. (1)

6. Not, nor is … (5)

7. Part of speech that is used much more often than other parts of speech: for every 100 words of our speech there are on average there are 40. (4) (receive suns)

At the end of the quiz, the topic appears: ADVERSE (SLIDE 11)

— Formulate the topic of the lesson (SLIDE 12)

— Read excerpts from poems expressively, name the author, fill in the missing words.

1. ________________ is coming — the song starts, (to the right)

________________ — tells a fairy tale. (to the left)

There are miracles, there the goblin roams,

A mermaid sits on the branches. (A.S. Pushkin) (SLIDES 13-14)

Midnight at times

In the swamp wilderness

A little ___________, _______________

The reeds rustle. (audible, silently) (slides 15-16)

(K. Balmont)

— ask the question to the words that we inserted into the poems. (SLIDE 17) (receive suns)

— Do these words belong to any previously studied parts of speech?

— Listen to N.M. Betenkova (SLIDE 18)

Okay, beautiful, okay,

carefully, neatly,

clean, affectionate and gentle,

cheerful, cold and snowy.

Quiet, close, far,

Fast, fun, easy.

Did you know or didn’t you know

What adverbs did you read? (SLIDE 18)

— To what part of speech do we refer the words that you inserted into the lines of poems and which were found in the test tasks? (adverb)

— What is the main goal of our lesson? (Study the adverb) (SLIDE 19)

— It just so happened that the study of the topic “Adverb” falls on autumn days. Having given us the last warmth of the «Indian summer», she brought us cold, bad weather, slush. There is something to be discouraged about. But Pushkin loved this time, he knew how to find his charm in it.

0010

With quiet beauty, shining humbly…

— How do you understand the words of A.S. Pushkin «sweet beauty with quiet, shining humbly»?

— The poet speaks of the soft, discreet beauty of late autumn.

Group work. (SLIDE 20)

— The algorithm will help you recognize and find this part of speech among other words:

1. What questions does it answer?

2. changeable or unchangeable part of speech?

3. What part of speech is associated with?

4. syntactic role of the adverb in the sentence?

5. independent or service part of speech?

— 5 points in learning parts of speech. You are divided into 4 groups. Each group has its own problem. We will collectively answer the last item of the algorithm after all groups submit reports on their problem.

— I remind you the rules of working in a group: (SLIDE 21)

— everyone should take part in the work

— we work clearly and harmoniously

— work time — 3 minutes to prepare

— if you need to fix a thought on paper — do it briefly, schematically

— Each group receives its task (SLIDE 22)

— All group members receive a card. In it, you should write down the answer only to your research problem. And as other groups report on issues, you fill in the rest of the map.

— If the group correctly reports on the problem under study, then all participants receive suns.

(Each group receives a task and starts to work. Each has a student card in which they work at this stage of the lesson. When finished, the groups submit a report on their work. The second part is filled in by the student after each group’s presentation)

Topic: ADVERB

What should I know?

What did you find out?

1. What questions do adverbs answer?

2. Variable or invariable part of speech?

3. What part of speech is associated with?

4. Syntactic role of the adverb in the sentence?

5. Independent or service part of speech?

1 group. What questions do adverbs answer?

Carefully consider these phrases. Put questions to the adverbs. Pay attention: from which parts of speech you ask questions to adverbs. Adverbs are highlighted.

Read aloud, on purpose,

, go forward, gave a lot of

yesterday, a house on the contrary

said a burning extremely dangerous

group 2 group. Variable or invariable part of speech?

In Russian, words can change by case (decline) or by person (conjugate), they can change number, and some gender. And what about adverbs? Do they hide? Do they bow?

Do an experiment to see if adverbs change.

Change the words according to the signs indicated.

Village (pl., gen.)

Big (pl., femin., d.p.)

Walk (present, 1 person singular) )

And now try to change the adverb YESTERDAY, TO THE RIGHT according to the same signs. What did you get? Does the adverb have an ending? Disassemble the adverbs by composition

3rd group. What part of speech is associated with?

Carefully consider word combinations, identify the main word. What part of speech is the adverb associated with? What part of speech does the adverb explain?

Drive (…?) to the right,

Drive (…?) slowly,

Drive (…?) everywhere.

Solving (…?) is easy.

Solve (…?) yesterday.

4th group. The syntactic role of the adverb in the sentence

Consider the sentences. Each of them has an adverb, but these adverbs refer to different words and answer different questions. Underline the parts of the sentence in each sentence. Determine which part of the sentence these adverbs are.

A friend came from far away.

Tomorrow we will go to the zoo.

The boy was reading an extremely interesting book.

— What part of speech is the adverb associated with? (….).

— What does the adverb specify? (…).

— What does the circumstance specify?

— Which part of the sentence is an adverb?

2. Identification of the level of primary comprehension of new material, awareness of the acquired knowledge.

— Check the performance of tasks and draw conclusions (Protection of work performed by the head of each group)

Conclusions for each group:

Where? How? How? When? Where? Where? When? Since when? What for? For what purpose? Why? From what? How? How much? In what degree?

Conclusion: we now know the questions that the adverb answers

an adverb is an invariable part of speech, therefore, there is no ending, including zero. o-a at the end of the adverb is the suffix

Conclusion: most often an adverb is associated with a verb

Conclusion: an adverb in a sentence is a circumstance explaining the predicate.

— Groups that completed the tasks correctly receive suns

— Now I invite all group members to take part in the discussion of the fifth question: Is an adverb an independent or auxiliary part of speech? (discussion) (get suns)

Conclusion: adverb is an independent part of speech

Physical education minute (3 min) (SLIDES 23-31)

IV. The stage of primary verification of understanding of what has been learned (5 min) (SLIDE 32)

Ensuring the ability to independently apply the acquired knowledge in various situations in practice.

Frontal work on cards: emphasize adverbs (slide 33)

calmly and importantly goes along the platform with a large suitcase of a large crow. And next to the raven, a little from behind and from the side, it, escorting it, walks the forty and all it would be very good if their train had not left for a long time. (self-test on the model) (SLIDE 34)

— Raise your hands, who correctly identified the words-adverbs (get the suns)

Work with sentences: insert the missing words (SLIDE 35)

1) — Guys, let’s live . …!

2) Three girls were spinning under the window…. in the evening.

Complete the sentences. (self-examination) (SLIDE 36) (receiving suns)

Where do these lines come from?

What part of speech are the words you inserted?

Prove

— Write down the adverbs with the words they refer to. Work in pairs. (SLIDE 37)

Woe to the one who dishonestly lives in the house. (Row 1)

Whoever lied yesterday will not be believed tomorrow either. (Row 2)

Whoever does not know the business, talks about it in vain. (3 row)

Organization of control and self-control of knowledge and methods of action.

— Exchange notebooks and evaluate each other’s work. Mutual check according to the model. (SLIDE 38)

— Raise your hands, having completed this task correctly (get the suns)

— What are the proposals in front of you? (SLIDE 37)

— Yes, these are proverbs. They often use adverbs. Why? (They make our speech beautiful, accurate). You know that proverbs are folk wisdom. Our ancestors give us advice on how to live. Honestly. Decently. Worthy.

Physical Minute for the Eyes (SLIDES 39-44) (2 min)

V. The stage of consolidating new knowledge and methods of action (6 min) (SLIDE 45)

Providing students with the ability to independently apply knowledge in a variety of situations.

Multi-level independent work on cards with self-examination

Level 1 — form adverbs, highlight the suffix.

Quick —

loud —

Funny —

Boring —

Slow

2 level — Read the phrases (Higher Nation)

Quick run

Funny game

9000

Celebration

Loud song

Task: Form word combinations adverb + verb

Level 3

— Write out phrases with adverbs from sentences. Specify the question in parentheses. Select the suffix for the adverbs.

Against the background of the milky sky, the silhouettes of trees appear more sharply. He spoke intelligently, passionately, efficiently. The snow-covered domes and peaks shone powerfully and freshly. A locomotive whistled long, thin, and clear at the station.

Organization of self-control and level of comprehension of the studied material (self-test)

— The correct answers are given on the other side of the card, compare them with your own.

— Raise your hands, who completed the task correctly (get the suns)

VI. The stage of generalization and systematization of knowledge (2 min) (SLIDE 46)

— Divide into groups. Each group receives a test task. Your task is to complete these tasks together, as quickly and quietly as possible.

Test. Circle the answer

What questions does the adverb answer?

a) what does he do? what will he do?

b) which one? which? which?

c) where? when? where? as?

d) who? what?

An adverb is a part of speech

a) changeable

b) unchangeable

What part of speech is associated with?

a) with a noun

b) with an adjective

c) with a verb

The role of an adverb in a sentence.

a) circumstance

b) definition

c) addition

An adverb is a part of speech

a) independent

b) service

— Mutual verification. Swap leaves. Pick up pencils and check your neighbors’ work with the correct answers on the slide. If there are no errors, mark five with a pencil. If there are mistakes, then your comrades still need to work on this topic. Group commanders rate the group members. (SLIDE 47) (receiving suns)

— Stand up, please, those groups that received marks «5» for the test. Well done! I am glad that you have done a good job on the topic «Adverb».

VII. Stage of information about homework (2 min) (SLIDE 48)

1. Organization of understanding the purpose, content and methods of doing homework.

Level 1 — Write out 5 adverbs from the dictionary, come up with sentences with them. With one adverb, pick up a proverb.
Level 2: Tasks:

— Write out the adverbs

— Write the verbs for the adverbs.

— Make one sentence with an adverb.

— Indicate the parts of speech.

— Underline the members of the sentence.

Well, the sun, looked after, interesting, terrible, boring, will call, dandelion, scary, at first, blizzard, blue, today, correct, manage, evening, excellent, useless.

Level 3: tasks:

Replace phraseological combinations with adverbs, write them down.

Write verbs for adverbs.

Make one sentence with an adverb.

Specify the parts of speech.

Underline the members of the sentence.

At hand, two steps away, not far off — (close)

Prick up your ears — (attentively)

Like a chicken with a paw — (inaudible)

By eye — (approximately)

Far away, at the end of the world, at the end of the world — (far)

Walk (at a slow pace) ).

The cat cried, a drop in the bucket, once or twice and miscalculated, with a gulkin nose (little).

Get up early (early).

VIII. Summing up the lesson (3 min) (SDID 49)

Purpose: to analyze and evaluate the success of achieving the goal and outline the prospects for future work.

— I think that we, working with full dedication and helping each other, have learned a lot of new and interesting things. After all, it’s not without reason that they say: “It’s not heavy together, but apart — at least drop it.”

— What have we learned?

— What have you learned?

— What do you remember?

— Are you satisfied with the lesson?

— What did you like and remember most about the lesson?

— In the next lessons we will continue to get acquainted with the adverb

Complete the sentences. (SLIDE 50)

Today I am at the lesson …

I realized that …

I can praise myself for …

This knowledge will be useful to me …

Analysis of students’ activities in the lesson. Evaluation of the content aspect of students’ activities

— Raise the card with the number of suns earned (grading in progress)

IX. Reflection stage (2 min) (SLIDE 51)

1. Initiation of reflection of the psycho-emotional state of students in lesson

— You guys are invited to express your attitude to the lesson: if you liked the lesson, then raise a smiling sun, if you didn’t like it, it was boring, then raise a sad sun.

2. Ensuring the principles of self-regulation

— Assess yourself, hold up a signal card in red, who was comfortable in the lesson, another color, who experienced difficulties in the lesson.

— You and I have started a project on the topic «Adverb». You still have much to explore, much to discover, learn. You did a good job, I wish you good luck in your further study of the Russian language. Thanks everyone for the lesson! (SLIDE 52)

Adverbs of Frequency in English (Adverbs of Frequency)

An adverb is a part of speech that denotes an attribute of an action and describes where, when and how this action is performed; It is used with a verb, adjective, or other adverb.

Depending on the meaning, in English there are adverbs of place, time, mode of action, measure and degree, adverbs of frequency of action and adverbs-interrogative words.

Today we will look at adverbs of frequency of action or in other words — adverbs of frequency, adverbs of frequency . When learning English, the main difficulties arise with determining the correct place of adverbs in a sentence — we will study the 7 basic rules for arranging adverbs of frequency.

Try to understand and learn this information once and forever («once and for all») and it will be much easier for you to formulate sentences in English — both in writing and orally.

We will select a suitable English course for your level

Submit a request

The adverb of frequency answers the question «How often?»

The adverb of the frequency of action informs about how often the action described by the semantic verb in the sentence has happened, is happening or will happen.

Examples of adverbs of frequency:

Always

Permanent

Typically

Often

Sometimes

Rare

Never

always

constantly habitually chiefly predominantly typically continuously

usually normally mostly generally commonly largely regularly

frequently frequently frequently

sometimes occasionally sporadically intermittently spasmodically

rarely infrequently seldom hardly ever

never

Of course, these are not all adverbs of the group Adverbs of Frequency — in fact, there are a great many of them. Conventionally, they can be divided into adverbs of indefinite and definite frequency of action.

Adverbs of indefinite frequency of action:

Always

Always

Constantly, regularly

Permanent

Usually, normally

Usually

Frequently, often

Often

Sometimes, occasionally

Sometimes

Infrequently

Uncommon

Seldom, rarely

Rare

Hardly ever

Very rare

Never

Never

English from scratch Start speaking from the first lesson →

Adverbs of definite action frequency:

Daily

Daily

Annually

Annually

Every day / hour / month / year

Every day / hour / month / year

Once a week / month / year etc.

Once a week / month / year, etc.

Rule No. 1

In a sentence with a simple verbal predicate (consisting only of a semantic verb, without an auxiliary), the adverb is between the subject and the predicate:

Nick

usually

goes

to work by car.

subject

adverb

predicate

Rule #2

In a sentence with verb to be as a predicate the adverb comes after the predicate

Alex

Rita

is

isn’t

seldom

usually

wrong.

late.

subject

predicate

adverb

Exceptions:

This rule does not apply to short answers:

Len: Is Ron usually on time?

Len: Tell him not to be late.

Jen: Yes, he usually is.

Jen: He never is.

However, this rule is generally violated quite often:

Mother: What are you doing here? Shouldn’t you be at school?

Jerry:

I

normally

am

at school at this time,

but my teacher is ill.

subject

adverb

predicate

Rule No. 3

In a sentence with a compound verbal predicate, the adverb comes after the first part of the predicate:

I

will

never

forget

you.

subject

1st part of the predicate

adverb

2nd part of the predicate

Exception:

I

sometimes

have to

remind

myself that I’m awesome.

subject

adverb

1st part of the predicate

2nd part of the predicate

Rule No. 4:

An adverb can be placed at the very beginning or end of a sentence if we want to place a semantic emphasis on it, draw attention to it (such constructions are called emphatic):

Sometimes

he

plays

his guitar.

adverb

subject

predicate

However, an adverb is rarely placed at the end of a sentence, only if the speaker forgets to use it earlier:

She

comes

on time

sometimes.

adverb

subject

predicate

Exceptions:

Always cannot appear at the beginning of a sentence.

Never, seldom, rarely cannot be at the end of a sentence — only at the beginning, and they must be followed by the inversion of the subject and predicate:

Rarely to we have an opportunity to visit Paris.

Seldom

had

the group

given

a worse performance.

adverb

1st part of the predicate

subject

2nd part of the predicate

Rule #5

Adverbs of a certain frequency of action are never placed in the middle of a sentence (they can be at the beginning or at the end of a sentence):

The staff

cleans

the hotel rooms

daily .

I

meet

him at the gym

most mornings .

subject

predicate

adverb

Rule No.

6
In interrogative sentences, adverbs of frequency of action come before the predicate:

Have

you

ever

been

to China?

auxiliary verb

subject

adverb

semantic verb

Rule #7: In negative sentences, adverbs of frequency are placed before the verb

They

don’t

often

go

fishing.

subject

auxiliary verb

adverb

semantic verb

Exceptions to rules #6 and #7 :

Never, seldom, rarely and other negative adverbs of frequency in interrogative and negative constructions are not used.

Read on:

Sentences in English

5 simple rules for word order in English

“Oh, if you knew”: inversion in declarative sentences

The topic of the lesson is “Degrees of comparison of adverbs”.

Grade 6

Topic: “Degrees of comparison of adverbs”.

Type lesson: lesson of discovering new knowledge

Purpose: study of degrees of comparison of adverbs

Tasks:

Educational:

to form the concept of degrees of comparison and adverbs: comparative and adverbs

to teach to determine and form degrees of comparison of adverbs, to highlight suffixes;

find and distinguish comparative adverbs from comparative adjectives.

Educational:

formulate the topic, objectives of the lesson;

correlate the goals and results of activities, determine the degree of success of the work;

form cognitive interest, build logically sound reasoning, be able to use the algorithm;

plan educational cooperation with the teacher, follow the rules of speech behavior,

develop logical thinking, oral and written speech, memory, attention.

Educational :

to form independent work skills;

develop a culture of speech and positive emotions;

foster a sense of camaraderie, responsibility and discipline.

Expected result:

Subject:

have an idea about the comparative and superlative degree of comparison of adverbs, about the syntactic role of adverbs in a comparative degree;

be able to distinguish between the comparative degree of an adjective and an adverb;

be able to form degrees of comparison of adverbs;

be able to pronounce words correctly and build a coherent monologue on a given topic;

be able to draw conclusions in the process of working on linguistic material.

Personal :

education of interest and respect for the native language, value attitude to the word;

creating a favorable atmosphere of support and interest, respect and cooperation.

Meta-subject:
Cognitive : structure knowledge, consciously and voluntarily build a verbal statement in oral form, read and listen, extracting the necessary information, explain linguistic phenomena, processes, connections and relationships revealed in the course of studying the meaning of a word.

Regulatory : realize themselves as the driving force of their learning, their ability to overcome obstacles and self-correction, accept and maintain the learning task, plan their action in accordance with the task, make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the mistakes made, adequately perceive the assessment of the teacher and comrades.

Communicative : organize and plan educational cooperation with the teacher and peers, interact with information exchange partners, ensure conflict-free joint work in groups, express readiness to discuss different points of view, the ability to hear and listen.

Methods teaching : problematic method, activity-practical method, partial search; illustrative.

Forms works : individual, steam room, frontal.

Equipment: computer, multimedia projector, task cards, cards for the reflection stage, Russian language textbook edited by G.K. Lidman-Orlova.

Lesson progress

1. Org. moment. Greetings. Checking the readiness of the class for the lesson.

I am glad to welcome you to this class:

Girls, boys and wise guests.

Let it be in our class today

Light, cozy and light.

Hello. Let’s greet each other with a smile.

I wish that you help each other today.

I wish that you solve the problems that arise together.

To you discover something new and interesting today at the lesson.

And the most important thing is that a good mood is always present in our lesson.

So, let’s rush along the steps of knowledge to new discoveries.

-Write down the number.

Updating knowledge.

— Guys, the word is encrypted on the screen. Guess what that word is?

ARI ECH E N (adverb)

Correct. Today we continue to talk about the adverb.

First, let’s remember what we know about this part of speech

So, if you agree with the statement, then clap your hands.

An adverb is an independent part of speech. (+)

The adverb is connected only with the verb (-)

The adverb answers the questions: Where? When? How? (+)

The adverb has an ending. (-)

In an adverb after hissing in suffixes under stress — o, without stress — e. (+)

In a sentence, the question to the adverb is most often posed from the verb. (+)

In all adverbs, after the sibilants, ь is written at the end (-)

In a sentence, the adverb is a circumstance. (+)

Adverb — inflected part of speech (-)

The adverb is formed from adjectives. (+)

-Well done, you all did this job. Let someone try to formulate a rule:

What is an adverb?

Great!

— Guys, did you notice that the following wording sounded: adverbs are formed from adjectives.

— Can adverbs be formed from all adjectives? (Only from quality ones).

— What is the difference between qualitative adjectives and relative and possessive adjectives? ( Have a degree of comparison)

— Adverbs formed from qualitative adjectives have a degree of comparison ? (YES)

— So, how can we formulate the topic of our lesson?

( Degrees of comparison of adverbs ).

— Let’s write down the topic of our lesson in notebooks.

On the board (Degrees of comparison of adverbs).

— Let’s now try to identify PURPOSE of lesson : What are we supposed to learn and learn?

(Learn about what forms of the degree of comparison an adverb has, learn how to form them, distinguish them from the forms of degrees of comparison of adjectives).

— And now, guys, pay attention to the screen.

Who guessed what we should do?

Yes, fill in the missing adverbs. You have a text with missing words on your desk. You must substitute in the right places the adverbs that fit the meaning.

Getting to work.

It was noon, ____________ the sun was beating down. A cloud appeared on the horizon, which ______ moved from west to east. _______ a strong wind blew. The gusty wind intensified. A bright lightning flashed in the distance, ________ the first clap of thunder was heard. Hurrying to take cover, _______ birds rushed about.

Checking. (Text on slide)

Self test.

It was noon, the sun was beating down mercilessly. A cloud appeared on the horizon, which slowly moved from west to east. Suddenly a strong wind blew. The gusty wind intensified. A bright lightning flashed in the distance, a dull clap of thunder was heard. Hurrying to take cover, the birds rushed about randomly.

(Children’s answers) On the slide screen with a table

Here is a table of degrees of comparison of adjectives and adverbs, fill in table with two examples from the text. Highlight suffixes.

Slide

0

Strong

90AM

90AR0473

Test yourself. Did everyone do it right?

Let’s see if our tables match. Slide 6.

Slide
93RAMI3567 — How are they formed?
— How many forms does the superlative have? How is it formed?
Let’s see if everyone got the table.
-Why is there a comparative degree of adverbs in Russian? (To show that the attribute of one action is greater or less than the attribute of another action).
-Guys, have you noticed that adverbs and adjectives have the same form in pronunciation and spelling. Which?
(Simple Comparative Form).
— How can you tell a comparative adjective from a comparative adverb? Look at the screen where four sentences are written, read them to yourself.
Pine forest less common.
The basketball player threw balls into the basket less often.
The blizzard kept drifting higher and higher.
My friend is taller than the rest.
— What words are repeated? (less often — less often, higher — higher)
— Guys, think and tell me, are these words the same part of speech? (no)
— And what needs to be done to determine what part of speech a word is.
We must:
a) see what word they depend on;
b) put questions to words;
c) determine which members of the sentence they are;
Therefore, we have a goal. Which? (Distinguish degrees of comparison of adjectives and adverbs). Let’s try to prove it. Orally.
Write down your own algorithm for determining adverbs and adjectives as parts of speech. (In 2 minutes).

Strong

question

what (a, o, s)?

member of the sentence0010

Do you agree that this algorithm can be used to learn to distinguish similar forms of adjectives and adverbs?

Physical school

Hands higher We will raise

and lower slowly,

eyes We close

to five,

We open

and take deeply,

Weigkeeper

9000 9000 9000 9000 9000 9000 9000 9000 9000 9

Name the adverbs in the comparative degree (higher, stronger, faster).

The words «Faster, Higher, Stronger» belong to the French priest Henri Didon, these words became the Olympic motto.

Now let’s consolidate the knowledge gained during the compilation of the algorithm.

Reinforcement

Specify sentence numbers:

Option I – with adjectives in comparative degree (1,4,5,8).

II option — with adverbs in the comparative degree (2,3,6,7).

Enter only the numbers of offers!!!

The left bank of the river is lower than the right one.

The plane descended over the sea.

When explaining, formulate your thoughts more precisely.

Your answer is more accurate than mine.

The new theater building is more beautiful than the old one.

You write more beautifully than me.

Always speak more quietly in the presence of the patient.

Today the sea is quieter than yesterday.

(Check)

Parsing of the second sentence.

Lexical five-minute (oral).

— Match the verb « to speak» with different adverbs. Form a comparative degree from them.

Talk — fast (faster),

fun (more fun),

leisurely (more leisurely),

mocking (more mocking),

smoothly (smoother),

figuratively (more figuratively),

,

affectionately (more affectionately),

confidently (more confidently),

drawlingly (longer),

competently (more competently),

beautifully (more beautifully),

loudly (louderly), etc.

-How fast phrases with adverbs can this verb give?

-What does this indicate?

(On the enormous possibilities of adverbs for clarifying the meanings of the verb, show the role of adverbs in conveying the accuracy and expressiveness of speech.)

Work according to the textbook: Ex. 550

Conclusion: you cannot mix simple and compound forms of degrees of comparison.

— Guys, what new did you learn at the lesson today? Do you understand everything?

— How to find an adverb in the form of a simple comparative degree in the text?

— Why is this adverb form easily confused with the simple comparative form of the adjective (the same suffixes).

Reflection.

— Evaluate the results of your activities: attach a red butterfly to the flower (I liked everything, everything was clear),

white (I have questions, not everything is clear).

Determine the degree of success of the work.

Household Find in the literary text 5 sentences with comparative adverbs.

Synopsis of the Russian language lesson in the 4th grade on the topic «Adverb as a part of speech»

Theme of the lesson : Adverb as a part of speech.

Lesson type : a lesson in discovering new knowledge.

Purpose: to give a general description of the adverb as a part of speech, to show the difference between the adverb and other parts of speech.

Tasks: 1. Subject: organize students’ activities to identify and assimilate the way to define an adverb as a part of speech.

.

promote the development of the ability to observe, explore adverbs as part of speech;

to form the ability to structure information.

Regulatory: ensure the formation of the ability to set goals, plan one’s learning activities; to promote the development of the ability to exercise self-control, self-esteem and self-correction.

Communicative: promote the development of communication skills, create conditions for the implementation of dialogic and monologue speech.

Personal: help to realize the social practical and personal significance of educational material, to help realize the value of joint activities.

Expected result: mastering the method of identifying adverbs among other parts of speech based on their morphological and grammatical features; to form the prerequisites for mastering educational activities, skills of cooperation.

Equipment, visual aids: multimedia equipment, textbook, handout, lesson presentation.

Forms of work:

frontal

Independent

Group

Methods of work:

Dialog

COMPITION.

I . Self-determination to activity. (Organizational moment)

— Hello. Sit down.

— Guys, what mood did you come to school with today? (With excellent, with good)

— How would you like to see today’s lesson? (Interesting, with difficulties, with tricks)

— How should we work with you so that the lesson turns out exactly like this? (Good; quickly; be attentive, accurate; help each other)
— Correct. Friendship, mutual assistance, the ability to observe, compare, draw conclusions will help us in our work.

— Let’s smile at each other and start our lesson.

— Today we have an unusual lesson — the lesson of research.

— Who remembers what 9 is0233 study ? (search for new knowledge, establishing some facts, searching for information on a problem).

— Correct. That’s what we’re going to do today.

II . Actualization and fixation of individual difficulty in action.

— Sit correctly. The notebooks were opened. Write down the number and class work. Today is the thirtieth of October . SLIDE 2

SLIDE 3

— Read the words on the screen.

wrote, hare, build, well, cheerful, close, beautiful, raincoat.

-What spellings did you come across?

— Divide these words into groups according to parts of speech and write them down in your notebook. Label each group.

— Remember the name of the science that studies parts of speech (morphology).

— Well done. And now let’s get to work.

— Checking. Read only nouns ( hare, cloak )

— What standard did you use? Prove ( is an independent part of speech that denotes an object, answers the question who? Or what? It changes by numbers, cases. In a sentence, it can be subject, object, circumstance ).

— Read the adjectives ( cheerful, beautiful ).

— What standard did you use? ( is an independent part of speech, which denotes a sign of an object, answers the question which one? which one? which one? which ones?

— Read the verbs ( wrote, build ).

— What standard did you use? ( is an independent part of speech that denotes the action of an object, answers the questions what did you do? what does it do? what will you do? Change in tenses, numbers, in the present and future tenses by persons, and in the past tense — by gender).

SLIDE 4

-Let’s check if you succeeded.

— Which words gave rise to difficulties? ( is good, close to ).

— What questions do these words answer? ( how? where?)

— Why didn’t you write them out? (these are trap words, they do not refer to parts of speech that we have already covered)

If someone wrote down words to noun. or adj., let him prove by the standard.

— Does anyone know what part of speech this is? We already mentioned her in the lessons (adverb).

— Can you prove it? (no, we do not know the standard by which we can determine what part of speech it is)

III . Statement of the educational task.

— What do you think the topic of our lesson is? (adverb).

— We found out that we do not know the standard. What will we do next? Formulate the goal of our work (to create a standard for defining a new part of speech (i.e., give a general description of the adverb as a part of speech).

— What tasks will we set for ourselves ? , set the role in the sentence).0233 SLIDE 5

IV . Construction of the project of an exit from difficulty.

— So let’s start our research. We will work in groups. But first, let’s remember the rules of working in groups.

SLIDE 6

There must be a responsible person in the group.

Everyone should work for a common result.

One speaks, others listen.

If you don’t understand, ask again.

Express your disagreement politely.

1. Work in groups.

— Each group has a task card on the table. Read the assignment carefully and get to work.

Reference for group 1 . SLIDE 7

— Make a sentence from these words and make a complete syntactic analysis.

Grass, and, flew around, for a long time, trees, withered. (The grass has withered for a long time and the trees flew around).

(The sentence is narrative, non-exclamatory, common (there are second members), complex, because there are two grammatical bases).

— What is the adverb? (long ago)

— What question does it answer? (when?)

— What part of speech is associated with? (with verb)

— What does the adverb mean? (sign of action)

— What part of the sentence is an adverb? (In a sentence, an adverb is a circumstance.)

— Checking task 2 of group

Task for group 2. SLIDE 8

— Divide the adverbs into groups according to questions.

Everywhere, fun, from above, tomorrow, behind, gloomy, down, to the right , now, near, fast, now, yesterday, quietly, to the left.

— Indicate the adverbs that indicate the time of action, indicate the place of action.

— Well done, they did the job.

— How do you remember so many questions? (children’s statements)

— I suggest you memorize such a poem (read with children)

SLIDE 9

Seven questions are just a miracle.

You can remember them like this:

Where? When? Where? Where?

Why? What for? And How?

— Checking the task of the 3rd group.

Task for group 3.

— Observe whether the form of the adverb changes by gender, number, tense, person and case.

SLIDE 10.

1. Does the form of an adverb change if it is associated with verbs of different numbers?

units plural

Sample: arrived (when?) early – arrived (when?) early;

sang ( ? ) — sang (______?) _____;

Draw a conclusion!

Adverbs for numbers ____________________________________

SLIDE 11

2. Does the form of an adverb change if it is associated with different kinds of verbs?

m.b.

Sample : came (when?) early ;

arrived (_______?) _________;

came (_______?) _________;

Draw a conclusion!

Adverbs by gender _____________________________________________________________.

SLIDE 12

3. Does the form of an adverb change if it is associated with verbs of different tenses?

Sample : appeared (when?) early;

spill (_______?) ___________;

bloom (_______?) ___________;

Draw a conclusion!

Adverbs for tenses _________________________________

SLIDE 13

4. Does the form of an adverb change if it is associated with verbs of different person singular?

Sample: 1 L: I get up (when ? ) early;

2 y : you get up (_______?) _________;

3 L: he gets up (_______?) _________;

Draw a conclusion!

Adverbs by persons ____________________________

SLIDE 14

Watch ! Discuss in a group!

Is it possible to change the form of adverbs early, forward, backward, quickly, from below so that they answer one of the case questions:

What? ___________________________

What? ________________________

What? ______________________

What?_____________________

About what? ____________________

Draw a conclusion!

Case adverbs ______________________

— And now make a general conclusion. (Adverb is an invariable part of speech)

— Pay attention! An adverb is an invariable part of speech, so it cannot have an ending.

SLIDE 15

PHYSICAL MINUTE

Lean to the left, bend to the right,

Go down, go up,

Now jump a little.

Turn left, turn right

And sit quietly!

— Which of you was attentive, what adverbs did you hear in the poem?

— And now let’s try to make a standard by which we can determine the adverb.

The adverb is an invariable part of speech that denotes a sign of action. Answers questions where? where? where? as? when? In a sentence, it is a circumstance.

-Now let’s see what standard we have.

SLIDE 16

ADVERB
— denotes a sign of an object,
— answers the questions: where? where? where? as? where?
— invariable part of speech,
— in the sentence: circumstance.

— Where can we read about this? (in the textbook). Open your textbooks on page 74 and read the rule.

— Adverbs appeared in Russian later than other parts of speech. This is a very old word, it is found in the Old Russian language. The root -speech-, as it were, connects it with the verb. The ancient Romans called this part of speech a verb.

— Why do you think? (because this word is attached to the verb and explains it).

SLIDE 17-18

— Let’s now check the task that the 4th group did.

Group 4 task.

Select and write down antonyms and synonyms for adverbs.

a ) pick up antonyms (remember what antonyms are)

tomorrow —

fast —

right —

quietly —

Little —

Ahead —

Good —

b) Choose synonyms (remember what synonyms are)

beautiful — excellent

Interesting — fascinating

Sadly

quietly — Silently — Bright — Bright

smooth — exactly

2. Vocabulary work

— Today at the lesson we will get acquainted with new vocabulary words (hang cards on the board).

Write the words ahead of and slowly in your notebook.

— Explain the meaning of the word before ? (at some distance in front of someone, in the future)

— The word in front was formed by combining the preposition in and the word before (front)

— Analyze this word.

there are 3 syllables in the word, the stress falls on the 3rd syllable, 2 unstressed vowels e answers the question where? This is an adverb.

— Write down the root word to the word in front (forward)

— Remember the proverbs and sayings with the word in front ( This is all a saying, the fairy tale will be ahead).

— Make up and write down a sentence with this word (We have holidays ahead of us). What part of the sentence is the adverb here?

— Explain the meaning of the word slowly ? (slowly, at a slow speed)

— This word came from the ancient word «delay», which means slow.

— Analyze the word.

— There are 3 syllables in the word, the stress falls on 1 syllable, unude ch. e, double consonant nn, answers the question how? This is an adverb.

Make up and write down a chain of single-root words ( slow, slow, slow, slow down).

— Select the root, determine the part of speech.

— Think up and write down synonyms and antonyms for the adverb slowly .

antonyms — quickly, swiftly.

synonyms — slowly, slowly, slowly.

V . Primary reinforcement

— Find exercise 126 in the textbook. Read the task (the student performs at the blackboard)

(after the question — What role do adverbs play?)

— And this is how the writer M. Gorky said about the dialect: rich in adverbs that make our speech accurate, figurative, expressive.

SLIDE 20

V . Reflection.

— Well, gentlemen, researchers, have you completed all the tasks?

— What discoveries did we make today? (learned what questions the adverb answers, what does the invariable part of speech mean, is a circumstance in the sentence)

— Now analyze your work in the lesson.

Miscellaneous

Discharge	Questions	Examples
Adverbs places	Where? Where? Where?	Bottom right from afar
Adverbs time	When? How long?	In the morning, late, tomorrow
Adverbs reasons	Why? For what reason? From what?	in a hurry, in a hurry, blindly
Adverbs targets	Why? For what purpose? For what?	Out of spite, on purpose, specially
Adverbs mode of action	How? How?	Loud, fast, in a whisper
Adverbs measures and degrees	How much? In what degree? How?	Very, too, too much

Phraseologism	Adverb	Discharge
*Hand on heart*	fair	Mode of action
U the devil in the middle	away	adverb places
*Dead hour*	long	adverb of time
*Side by side*	next to	adverb of place
*soul to soul*	together	adverb of action
*the cat cried*	small	adverb of measure and degree
*Never dawn*	early	adverb of time
*Close at hand*	close	adverb of place
*Turtle step*	slow	adverb of action

Adverb of time	When? Since when? How long? How for a long time?
Adverb of place	Where? Where? Where?
Adverb of cause	Why? From what? For what reason?
Adverb of purpose	Why? For what?
Adverb of action	How? How?
Adverbs of degree and measure	To what extent? How many times? How? How much?

CLEAN	EXACTLY	GENTLY	COLD
NEAR	QUIET	AROUND	CORRECT
SAD	FAR	FAST	TERRIBLE
GLADKO	NEED	FROSTY	laskovo
SLOW	CLOSE	CORRECT	ROUND
FAR	sad	ANGRY	SOON

CLOSE	STUPID	OK	BOTTOM
LOTS	DARK	sad	HARD
SMART	RIGHT	QUIET	FUN
LATE	SMALL	HIGH	LOUD
LEFT	FAR	EASY	LOW
SVETLO	EARLY	TOP	BAD

*1 team*	2 team
LOUD — LOUD	STRONG — STRONG
GOOD — …	HIGH — …
BAD — …	LOW — …
TWO — TWICE	TWO — TWO
THREE — …	THREE — . ..
MY — IN ME	OTHER — DIFFERENT
YOURS — …	ALL — …
RUSSIAN — IN RUSSIAN	WOLF — WOLF LIKE
FRIENDLY — …	CHILD — …

*Always*	*Permanent*	*Typically*	*Often*	*Sometimes*	*Rare*	*Never*
always	constantly habitually chiefly predominantly typically continuously	usually normally mostly generally commonly largely regularly	frequently frequently frequently	sometimes occasionally sporadically intermittently spasmodically	rarely infrequently seldom hardly ever	never

Always	Always
Constantly, regularly	Permanent
Usually, normally	Usually
Frequently, often	Often
Sometimes, occasionally	Sometimes
Infrequently	Uncommon
Seldom, rarely	Rare
Hardly ever	Very rare
Never	Never

Daily	Daily
Annually	Annually
Every day / hour / month / year	Every day / hour / month / year
Once a week / month / year etc.	Once a week / month / year, etc.

Nick	usually	goes	to work by car.
*subject*	*adverb*	*predicate*

Len: Is Ron usually on time?	Len: Tell him not to be late.
Jen: Yes, he usually is.	Jen: He never is.

Mother: What are you doing here? Shouldn’t you be at school?
Jerry:	I	normally	am	at school at this time,	but my teacher is ill.
	*subject*	*adverb*	*predicate*

I	will	never	forget	you.
*subject*	*1st part of the predicate*	*adverb*	*2nd part of the predicate*

I	sometimes	have to	remind	myself that I’m awesome.
*subject*	*adverb*	*1st part of the predicate*	*2nd part of the predicate*

Sometimes	he	plays	his guitar.
*adverb*	*subject*	*predicate*

She	comes	on time	sometimes.
*adverb*	*subject*	*predicate*

Rarely	to	we	have	an opportunity to visit Paris.
Seldom	had	the group	given	a worse performance.
*adverb*	*1st part of the predicate*	*subject*	*2nd part of the predicate*

The staff	cleans	the hotel rooms	daily .
I	meet	him at the gym	most mornings .
*subject*	*predicate*		*adverb*

Have	you	ever	been	to China?
auxiliary verb	subject	adverb	semantic verb

They	don’t	often	go	fishing.
subject	auxiliary verb	adverb	semantic verb